Lesson 2: Bullying Role Play scenario
Recommended size of the group: Split in groups of 5
Aims of lesson: To present the consequences of social discrimination and to encourage participants to express their feelings when being bullied.
Objectives / learning outcomes of the lesson: By theory and role play activity the participants can gain knowledge about cultural dimension and the influence of culture in life. Also, they can understand that bullying is not only bad behaviour but can arise from culture reasons.
Resources: Cards with the role, colour pen, blank sheets, theory presentation
Teaching methods - Instructions to the trainer: At the beginning present the theory using a small presentation. Afterwards, ask for participants to role play and finally decode their feelings and what they have learnt through this game. Finally, ask questions, whether participants had any similar experience as students or adults.
Content
Case: In bullying situations, there are usually more people involved than just the person who is being bullied and the person who is doing the bullying.
· Bully: A person who habitually seeks to harm or intimidate those, whom they perceive as vulnerable.
· Others supporting the bully: He/she generally belongs to the company of the bully
· Silent Bystander: A person who is present at an event or incident but does not interfere.
· Defender: A person who defends someone or something e.g. “Hey, that’s not cool. Stop that!”
· Victim: The person who is being bullied
Scenario: Split your group in five and give to them one of the roles below (bully, supporter of bully, silent bystander, defender and victim). Take the role and notice the feelings. All participants need to play consecutively all roles in order for everybody to understand how the others feel.
DIRECTIONS
In an adult vocational training centre of Power Distance Culture there are 22 participants in class aged 18 to 23 years old. 20 participants are from this culture, one is from Individualist culture and one is immigrant, that you do not know characteristics of his culture.
The play: “Playing basketball in a schoolyard”
Actors: John = Bully, Paul = Supporter, Mike = Silent Bystander, Erdal = Victim, Defender = Sonia
John: Hey everybody! Come over here! Let’s play some basketball!
Erdal: I want to play! I like basketball!
John: Not YOU! You can’t play .We do not want dirty people in our game. Go back to your country. Why don’t you and your family understand that you are not welcome here?
Paul: Look, Erdal, maybe it is better to go on the other side. As you can understand, people like you damage our prestige. Look, look at you, you are a mess!!
Mike : All this time he attends the dialogue, he feels sad but believes that it is not his business to do anything.
Sonia : Hey John, it is time to stop this, Erdal is our fellow and he has the right to play with the team of our class.
John : No, no way, I do not allow the stranger to play with us. Strangers are bad. My family advises me to avoid all strangers.
Sonia: Yes John, but think: Erdal is not a stranger, he is our fellow, he is just from another country. We are all students, we are humans and we want the same respect as we all have the same rights. Just think about it a little bit. If you do not want to, I will refer you to our teacher.
Evaluation
After role play
Questions:
How did you feel?
What is the role of cultural diversity and cultural dimension?
In which point you can define the positive or negative attitude toward the immigrants?
Activity after the role play
It is now obvious that bullying is bad and that bad feelings can lead to bullying. Please create an advertisement of “NO BULLYING”.