Inially, students never like role plays and I am always met with groans and quesons of “Do we have to?” However, once the students sele down and begin to work on the scenarios, they start to enjoy what they are doing and usually become very engaged in the task. Frequently much fun is had developing the scenario to its fullest potenal. Because I make sure we focus on the fun aspect, the actual role playing itself generally goes without a hitch, with students relaxed enough that they don’t feel any pressure with regard to their “acng ability” or lack thereof!


I have found that when role playing is conducted in this light-­‐hearted way, students are much more engaged and movated to perform well as customer service agents. For example, I use two different role play scenarios to help students deal with an aggrieved, agitated or complaining customer. No maer what fun is had in the actual performing of the role plays, students clearly see the pialls of mishandling such a customer and are le in no doubt as to the crical importance of being effecve communicators.


Although there is some preference for scripted role plays (with students frankly stang that already wrien dialogues are less work for them!), the majority of students recognise that they learn far more when they have to develop the scenario themselves. In fact, many students state that role plays are far more beneficial to their learning than any other teaching strategy. I believe this is because role play sasfies aspects of all learning styles and is experienced in real-­‐me; students are enacng scenarios as and how they would happen in real life and this becomes a sort of first-­‐hand experience that they can process in a very immediate yet long-­‐lasng way. Students also oen note that the role play helps to increase their confidence to speak out in groups, which is a very beneficial side effect.


Ulmately, I find that role playing has an extremely posive impact on learning, including on those less measurable aspects of student improvement such as increased self-­‐confidence and self-­‐esteem. I hearly recommend it as one of the most effecve and enjoyable ways of supporng meaningful learning.


Reference Nathan, M. (1997) The New Teacher’s Survival Guide 2nd Edion London: Kogan Page Limited, 1997)


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