Reinforce the Skills
Tips for Successful Role-Plays
Role-play is recognized as an effective technique for learning social skills. It provides opportunities for modeling, skill rehearsal, practice, and feedback. Without this additional practice, the positive effects of teaching social skills concepts are short-lived.
SECOND STEP role-plays are intended to be a brief practice of the behavioral skill being taught, not an elaborate performance, and should give students a feeling of success and mastery of the targeted skill. Here are some helpful role-play tips.
Create a Safe Environment for Role-Playing
Ask upper-grade students to practice the skills in pairs or triads. If you are going to have students perform role-plays in front of the class, make sure that students have an opportunity to practice beforehand. Explain that role-plays are practice-students don't have to be great writers or actors. Also, establish a few ground rules so the students know they will be supported, not teased.
Keep Role-Plays Short
Keep the practices short, simple, and focused on the skills. Stop a role-play as soon as the skill steps have been demonstrated.
Don't Practice Antisocial Behaviors
Never allow students to practice antisocial behaviors. Begin the role-play after you explain the scenario; don't have students act out the "behavior" they are responding to. For example, "Rhea just pushed you. What do you want to say to her?"
Don't Be Afraid to Step In
Act as the "director" and stop the role-play if students are getting off track. To help a role-play along, the teacher should remain near the role-playing students in order to cue and coach throughout the process.
Signal the End of a Role-Play
Use a signal, such as a bell or a handclapping pattern, to get the students attention when you want them to stop.
Use Character Names
Some students may be uncomfortable using their own names. Have them make up a name (not a fellow classmates), or have nametags with assumed names ready for students to choose from.
Keep Puppets on Standby
Students who find role-play difficult-because of language skills, a disability, or cultural beliefs-may want to use puppets to do their talking. They may be willing to role-play in pairs with another student rather than role-play in front of the class.
It is not necessary for all students to perform role-plays in front of the class during every lesson, or for you to do all the suggested role-play scenarios at once. Role-play practice may be extended throughout the week-two or three each day-to provide daily reminders of SECOND STEP skills. Five or ten-minute slots right before dismissal or other transition times during the day can be a great time for a role-play.
By Peggy Carey and Callie Rivas
Program Implementation Specialists
Committee for Children