Conflict Role-Play Game

This interactive game invites students to step into the shoes of different characters in conflict scenarios. The goal is to practice perspective-taking and understand how various viewpoints can influence conflict resolution.

Game Structure

1. Introduction (1 Minute):

   • Briefly explain the purpose of the game: to explore different perspectives in a conflict situation.

2. Role Assignment (2 Minutes):

   • Divide the class into small groups (3-4 students per group).
   • Assign each student a role in one of the pre-determined conflict scenarios listed below. Roles should represent different perspectives within the scenario.

3. Role-Play (3 Minutes):

   • In their groups, students act out the scenario, responding to conflicts in-character.
   • Encourage students to express their character's feelings, opinions, and possible solutions.

4. Role Swap (1 Minute):

   • Ask students to switch roles within their groups, so they experience another perspective.
   • Repeat a shortened version of the role-play, incorporating any new insights as they evolve their responses.

5. Debrief and Reflection (3 Minutes):

   • After the role-play, each group briefly discusses:
     • How did it feel to step into someone else’s shoes?
       
       
       
     • What insights did you gain about the conflict and the characters' perspectives?
       
       
       
     • What strategies could help resolve the conflict more effectively?

6. Whole-Class Discussion (5 Minutes):

   • Invite volunteers to share their experiences and reflections with the class.
   • Use guiding questions to deepen understanding of perspective-taking:
     • Why is it sometimes hard to see things from someone else’s point of view?
     • How can understanding different perspectives help in real-life conflicts?

Conflict Scenarios

Below are several concrete conflict scenarios designed to stimulate discussion and role-play:

Scenario 1: Group Project Disagreement

• Situation: Two or more students in a group project disagree on how to divide the work. One student believes that every member should contribute equally, while another insists that roles should be assigned based on each person’s strengths and interests.
• Roles:
  • Student A: Advocates for equal contribution.
  • Student B: Believes in leveraging individual strengths.
  • Student C: Wants to compromise by creating sub-teams for different tasks.
  • (Optional) Student D: Acts as the mediator who ensures everyone’s voice is heard.

Scenario 2: Team Sports Conflict

• Situation: During a school sports practice, players disagree about strategies and positions. One player feels that certain positions should always be given to more experienced members, while another argues that less experienced players deserve a chance to learn and contribute.
• Roles:
  • Player A: Supports using experienced players in key roles.
  • Player B: Advocates for giving everyone a chance to participate.
  • Player C: Suggests a rotation system or trial period for each role.
  • (Optional) Coach: Helps mediate the discussion and provides guidance.

Scenario 3: Misunderstanding Between Friends

• Situation: Two friends have a misunderstanding over a social media post. One friend feels hurt by a comment that they believe was targeted at them, while the other claims the comment was not meant to be personal but was misinterpreted by others.
• Roles:
  • Friend A: Feels hurt and demands an apology.
  • Friend B: Defends the comment and insists it wasn’t a personal attack.
  • Friend C: Offers insight into how the comment might be interpreted both ways.
  • (Optional) Bystander: Provides an external perspective on the situation.

Scenario 4: Classroom Resource Dispute

• Situation: A conflict arises when two groups of students want to use the limited number of computers in the school library at the same time for a project. One group argues their project is more time-sensitive, while the other believes their project has higher educational value.
• Roles:
  • Group Leader A: Advocates for time-sensitive needs.
  • Group Leader B: Argues for the project’s educational value.
  • Student C: Suggests scheduling or sharing strategies to accommodate both groups.
  • (Optional) Teacher/Facilitator: Mediates the discussion and proposes fair solutions.

Materials Needed

• Printed or projected role cards with clear descriptions of each character's background and viewpoint for the chosen scenario.
• A whiteboard or flip chart to capture key points during the debrief.

Teacher Tips

• Monitor the groups: Walk around to support students and ensure everyone participates equally.
• Facilitate Reflection: Encourage students to think critically about how stepping into another perspective might change their approach and understanding of the conflict.
• Apply Real-Life Context: Relate the scenarios to situations students might realistically encounter, helping them see the practical value of perspective-taking.

This game is a hands-on, engaging way to practice perspective-taking, enhancing both empathy and communication skills in resolving conflicts.

Group Activity Worksheet

Instructions

In this worksheet, you will work in small groups to explore the concept of perspective-taking. Follow the steps below and record your answers. Remember to listen to each other's ideas and discuss how different points of view can offer new solutions to conflicts.

Step 1: Scenario Analysis

Imagine a scenario where two friends disagree about a group project. One friend feels that everyone should contribute equally, while the other believes that tasks should be assigned based on individual strengths.

1. Describe the Conflict:
   
   
   
   
   
   
   

2. List the Perspectives:
   
   
   
   
   
   
   

   • Perspective of Friend A:
     
     
     
     
     
     
     
   • Perspective of Friend B:
     
     
     
     
     
     
     

Step 2: Reflect on Each Perspective

For each friend, answer the following questions:

1. What might be the main concern or need of this friend?
   
   
   
   
   
   
   

2. How could understanding their point of view lead to a better solution?
   
   
   
   
   
   
   

Step 3: Group Discussion and Synthesis

Discuss as a group:

1. What common goals do both friends share?
   
   
   
   
   
   
   

2. What compromises or strategies might help resolve this conflict effectively?
   
   
   
   
   
   
   

3. How can perspective-taking in this scenario help in other real-life conflicts?
   
   
   
   
   
   
   

Reflection

Individually, write a brief reflection on the following:

• How did taking someone else's perspective change your understanding of the conflict? What did you learn about effective communication?

Seeing Through Others' Eyes: Discussion Guide

This guide is designed to help facilitate a thoughtful conversation about perspective-taking and how it applies to conflict resolution. Use the prompts below to spark dialogue and encourage students to share their personal experiences, thoughts, and insights.

Opening Questions

1. What does it mean to 'see through another's eyes'?
   
   
   
2. Can you recall a time when understanding someone else's point of view helped to resolve a conflict?
   
   
   

Deepening the Conversation

• Exploring Empathy:

  • How can putting yourself in someone else's shoes change how you feel about a situation?
    
    
    
  • What challenges might you encounter when trying to understand another person's perspective?
    
    
    

• Conflict Resolution:

  • How might understanding all perspectives involved help everyone find common ground during a disagreement?
    
    
    
  • What strategies can you use in everyday life to step back and consider alternative viewpoints before reacting?
    
    
    

• Real-Life Applications:

  • How can perspective-taking be useful in dealing with conflicts at school, at home, or with friends?
    
    
    
  • What habits can you develop to remember to consider how others might be feeling or thinking in tense situations?
    
    
    

Reflection and Sharing

• Personal Reflection:

  • Think about a situation where you were stuck in your own viewpoint. How might the outcome have changed if you had considered another's perspective?
    
    
    
  • How did it feel when someone took the time to understand your side of a conflict?
    
    
    

• Group Synthesis:

  • What common themes do you notice when discussing how different perspectives can influence the resolution of conflicts?
    
    
    
  • How can the strategies we discussed today be applied in future situations to help build better understanding and communication?
    
    
    

Wrap-Up

• Summarize the key takeaways from today's discussion.
  
  
  
• Ask students to share one new insight they gained about perspective-taking and conflict resolution.
  
  
  
• Encourage everyone to think about one action they can take in the coming week to practice seeing through others' eyes.