Teaching Resources

2 hours

15 - 16

Enhancement of empathy outside school (friends, family, strangers
Development of empathic behavior at school

accesories for the roleplays

Self-regulation
Empathy
Social skills

There are three main phases to the implementation:
-Step 1:
Reflection in groups (of three) were than are free to discuss conflictful situations and decide in groups which one they are going to play.
-Step 2:
The students prepare the scenario of their situation on the issue of conflict resolution (from the conflict to the resolution) and they play it in front of the class.
-Step 3:
The class comments on the situation to identify the emotions and the social skills needed implied in the situation.

Strengths:
- Development of creative, communicative and social skills
- Interaction and free expression of each pupil
- Awareness-raising by peers

Weaknesses:
- Some students may be ill-at-ease to talk about conflicts that's why we decide to make them imagine a situation
- Some students maybe shy and may not enjoy the role play

1) In groups of 3, students imagine a conflict that could happen with their classmates, family or friends.
Type of conflict: What happened? Who? When? Where? What is the conflict about?

2) Role play: they prepare the scenario and they play the situation in front of the class

3) Reaction by the class
Emotions: What are the different emotions?
Resolution: How was the conflict solved? What skills were used to solve the conflict?
For example: persuasion, empathy, active listening, negotiation, mediation, assertiveness (= the art to say “no”)…

4) The teacher synthesizes the skills for conflict resolution.

This teaching source allows students to identify the emotions implied in a social situation and the skills required for conflict resolution
It was implemented in language class. Students are used to roleplaying activities in language classes and here, they learn to put themselves in the other person's shoes.