Lesson Plan

Solo Role-Play Guide

Engage individual teachers in a rapid, self-guided role-play of common classroom challenges, enabling them to practice and log proactive supervision responses.

Frequent practice of real-life scenarios strengthens teachers’ decision-making and increases confidence in maintaining positive classroom climate through active supervision.

Audience

Individual Teachers (Adults)

Time

15 minutes

Approach

Timed card draws and logs for focused decision practice

Materials

Challenge Response Deck, and - Response Log

Prep

Prepare Materials

5 minutes

Gather and print the Challenge Response Deck and Response Log
Review scenario cards and familiarize yourself with response options
Have a timer or stopwatch ready

Step 1

Introduction & Pre-brief

2 minutes

Set a 15-minute timer for the session
Remind yourself the goal: practice proactive supervision decisions
Keep the Response Log open and a pen ready

Step 2

Role-Play Rounds

10 minutes

Draw the top card from the Challenge Response Deck
Read the scenario aloud and select a proactive response
Record your choice and reasoning in the Response Log
Repeat for 3–5 cards, aiming for varied scenarios

Step 3

Debrief & Reflection

3 minutes

Review your logged responses for patterns
Identify one strength and one improvement area
Consider how to apply your chosen responses in real classroom settings

Game

Alert & Act – Challenge Response Deck

This deck contains scenario cards presenting realistic classroom challenges. For each, select the proactive supervision response you would use and then log your choice and reasoning in the Response Log.

Card ID	Scenario	Response Options
01	During independent work, a student repeatedly checks their phone under the desk.	A. Stand nearby, make eye contact, and quietly gesture to focus on work. B. Publicly announce that phones are off limits, then confiscate it. C. Ignore and hope they self-correct. D. Send a reminder to the whole class to put devices away.
02	Two students whisper and giggle during a whole‐class discussion.	A. Pause the lesson, approach them, and ask if they need clarification. B. Call them out by name and ask them to stop. C. Continue teaching to avoid disruption. D. Assign seats away from each other.
03	A student leans back in their chair and taps classmates with a pencil.	A. Move closer to their desk and redirect them to sit properly. B. Tell them to “stop that” and give a warning. C. Send them to stand in the hallway for a minute. D. Shrug and let it go unless it escalates.
04	A group lines up noisily at the door before transitioning.	A. Model quiet lining up, then invite them to match your pace. B. Yell for silence and start counting down. C. Let them line up and deal with noise after they’re seated. D. Give extra work to the noisiest students.
05	A student hasn’t turned in last night’s homework and shrugs when asked.	A. Privately check in: “Can you share any challenges you had?” B. Call out their lack of effort in front of peers. C. Assign a detention for missing work. D. Accept a late submission with no consequences.
06	One student repeatedly takes materials from a neighbor without permission.	A. Circulate, pause, and remind proper sharing expectations. B. Publicly reprimand them for being inconsiderate. C. Remove their privileges to share materials. D. Ignore until more serious.
07	A student naps with head on desk during a lesson.	A. Approach quietly and ask if they’re okay or need a break. B. Announce to the class that napping isn’t allowed. C. Gently tap their desk to wake them up. D. Leave them be to avoid embarrassment.
08	A student finishes early and starts drawing on their desk instead of helping others.	A. Offer an extension activity or peer‐tutor role. B. Tell them to go back and help their neighbor immediately. C. Distract them with a verbal warning. D. Report to the administrator.
09	During group work, one student monopolizes the discussion and ignores peers.	A. Rotate to the group, pose a question to another member, and model turn‐taking. B. Call the student out and demand they let others speak. C. Break up the group permanently. D. Let them continue if they’re contributing.
10	A student arrives 10 minutes late without explanation.	A. Greet them at the door, ask if everything is all right, then guide them to their seat. B. Mark them tardy and leave them in the hallway. C. Publicly shame them for disrupting class. D. Ignore their late arrival.

Shuffle the deck, draw a card, read aloud, select your response, and log your choice and rationale in the Response Log. Good luck!

Worksheet

Response Log

Use this log to record your selected responses and reflections for each scenario you draw from the Challenge Response Deck. Complete at least 3–5 rounds.