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Julian Caesar Blanco | Role-playing is a good method of teaching kids

Julian Caesar Blanco | Role-playing is a good method of teaching kids

Julian Caesar Blanco prefers to share why he believes roleplaying along with your kids will be a good thanks to creating quality time and show your kids that actions have consequences.


Julian Caesar Blanco

April 28, 2021


  1. Julian Caesar Blanco Role-playing is a good method of teaching

  2. Role-playing is one among those topics that the majority of

    everyone has opinions about, whether or not it's just a general sense after you hear someone talking about it. Julian Caesar Blanco prefers to share why he believes role-playing along with your kids will be a good thanks to creating quality time and show your kids that actions have consequences.
  3. DEFINITION OF ROLE-PLAY  Students play a part (their own

    or somebody else’s) in a specific situation.  Give student information about who they are, and what they think and feel.
  4. Just to create sure we're all on the identical page,

    once Julian says "role- playing", He doesn't mean any of the following: •Anything computer-based •Dressing up as a vampire •Crawling through steam tunnels •Or any of the opposite negative stereotypes you've got probably heard about. What he does mean is sitting around a table interacting along with your kids. No computers, no televisions, nothing but you and your kids having fun pretending to be people.
  5. FEATURES OF ROLE-PLAY (1)  Student(s): Alone, in pairs, groups.

     Short or long.  Open or tightly controlled.  Defined by teacher/students.  Types of roles: a) Useful for real-world needs b) Roles from TV, newspapers, books… c) Fictional roles.
  6. FEATURES OF ROLE-PLAY (2)  Language already acquired.  Language

    practice (rather than learning).  Fluency over accuracy.  It is a low input-high output technique. (The presentation by the teacher is very short).  CAN be performed for other students or recorded in a video (extrovert students).
  7. SIMULATIONS (1)  The students feel they are real participants

    of the situation.  Simulated environment away from the real world.  Simulations must have a structure. The students do not invent anything. They are provided all the facts.  More complex.  Lengthier.  More fixed.
  8. SIMULATIONS (2)  Less open-ended.  Includes other types of

    activities:  Analysis of data.  Reading.  Writing.  Discussion of options.  Students find themselves in a different world.  Enriching experience.
  9. ROLE-PLAY vs. DRAMA  Drama: practised, memorized and performed for

    other students.  Role-play: no audience.
  10. ROLE CARDS  Minimum information for students to understand what

    to do.  Memorised or read.
  11. ROLE-PLAY: HOW TO (1)  No over-complex emotional or psychological

    features (inhibition, acting). Emotion should arise naturally. • Choose subjects that are safe. • Emphasis on “play” rather than “role”.  Begin with pair work rather than group work (less self-conscious).  Short activities until students get used to it.
  12. ROLE-PLAY: HOW TO (2)  Make sure the students have

    understood the situation and the role cards before you start.  Always have a follow-up activity for those who finish soon.  Set a time limit and stick to it.
  13. ROLES OF THE TEACHER (1)  Facilitator:  Students do

    not know what to say next → • Leave them on their own. • Discrete suggestions without interrupting.  Participant:  Help in a hidden way by: • Introducing new information for the development of the role play. • Ensure students’ involvement.  Do not participate too much.
  14. ROLES OF THE TEACHER (2)  Feedback provider:  After

    the role play.  1st: positive (creativity, originality, correct expressions).  2nd: mistakes: • Walk round the classroom listening to the students and noting down the mistakes you would like to deal with. • Asking the students what can be improved. • Write them on the blackboard. • Remedial exercise prepared before hand.  About the content and language.
  15. AIMS AND ADVANTAGES (1)  Improve speaking skills.  Promote

    interaction.  Practice all language aspects: structures, vocabulary, pronunciation, …  Train for real specific situations in a safe context.  Fun, motivating.
  16. AIMS AND ADVANTAGES (2)  Includes the outside world (vs.

    Activities based on tasks).  Small talk.  Expressions to start a conversation.  Important in social relationships  Missing in traditional teaching.  E.g.: ‘Beatiful day, isn’t it?’ ‘Are you enjoying yourself?’ ‘Have you worked here long?’ ‘Pretty nice place, huh?’  Help shy students by providing them with a mask.
  17. In the end, Role-play is essential for the development and

    for learning new skills as Julian Caesar Blanco mentioned above kids should involve in the role-plays. Moreover, especially in the history role-plays because kids should have to learn their nation's history.