20 min. distribution of roles, preparation,
Participants will slip into the roles of either teachers or students (bullying protagonists, followers, class representative, and neutral students). The “teacher(s) will train to conduct the talk in a non-accusatory attitude, pointing out that he/she needs the help of the group in order to solve a problem. Thus, the focus is shifted from the affected student to the teacher who asks for support to solve the difficult situation of the affected student X. Participants will experience how the approach is working and which kind of effect it has on group dynamics.
role play descriptions, guideline: meeting with the support group, name tags, flipchart No. 19, markers
for the evaluation: Worksheet: Evaluation of the meeting with the support groupFlipchart No. 19
|Instruction for implementation:
The facilitators moderate the distribution of the different roles. Sometimes it is easier to choose two teacher representatives. Afterward, the students´ roles will be spread. The facilitators distribute role play descriptions. The “teachers” pick names for the participating students. Make sure to use name tags.
Then there will be time for the teachers to prepare the meeting including the seating arrangement (preferably chairs in a circle). If there is a team of teachers they will discuss the concrete collaboration (Who will start? Who is responsible for which phase of the meeting?) Teachers are encouraged to reflect the different steps but also rely on their own competencies and experiences. Also, they should try to come up with a skill/positive attribute of each invited student. Sometimes it is easier to write down key words. As soon as the teachers have finished the preparation of the role play they will invite the students to come in. During the role play teachers can signal a time-out phase if they feel stuck, this applies also to the facilitator who observes the role play. Duration: 25 – 30 minutes.
Teachers try to create a positive atmosphere and should avoid traps e.g. long discussions about character traits of the affected student, power games, and provocations.
After the evaluation, the facilitators ask the participants to shake off their roles and take off name tags. If two groups have worked parallel, they will meet again. Then the facilitators initiate a discussion with the following topic:
“What is helpful during the meeting with the support group? (E.g. behavior, phrases, body language)Helpful phrases/behavior patterns etc. will be noted on a flipchart.
Helpful phrases/behavior patterns etc. will be noted on a flipchart.