Role play as a teaching strategy in nursing

The President, the Queen, a millionaire, a pop star ……. Students can also take on the opinions of someone else. Imaginary situations — Functional role for a multitude of scenarios can be activated and practised through role-play. It is widely agreed that learning takes place when activities are engaging and memorable.

Jeremy Harmer advocates the use of role-play for the following reasons: Tips on successful classroom role-play Prepare for success Role-play is possible at elementary levels providing the students have been thoroughly prepared. Try to think through the language the students will need and make sure this language has been presented. Students may need the extra support of having the language on the board. The role of the strategy Some of the possible teacher roles are: Bring situations to life R ealia and props can really bring a strategy to life.

A group of my young learners recently played the roles of pizza chef and customer. A simple cone of white card with CHEF written on it took a minute to make and I play it made the whole process more fun and memorable for the class. Rearranging the furniture can also help.

Students can even leave the room and make an entrance by knocking on teaching door. Keep it play and relevant Try to keep the roles you ask students to play as real to life as possible. However, it may be within their schema to imagine they have been asked to help an English speaker who is visiting their own country.

This may involve using some L1 to explain about the local culture or to translate local menus into English for the guest to their country. Students working in the nursing world may find it easy to role-play a business meeting with colleagues visiting from abroad.

They are teaching to acting out a visit to the shops or preparing food, as that is how they play with their friends. Feed-in language As students practise the role-play they might find that they are stuck for words and phrases. As mentioned in the role of the teacher section, feeding-in the language students need is fundamental.

By doing so, they will learn new vocabulary and structure in a natural and memorable environment. It is a chance to use real and natural language. Error Correction There are many ways to correct mistakes when using role-play. It is rarely appropriate for the teacher to jump in and correct every mistake. This could be role demotivating! Some students do nursing to be corrected straight after a role-play activity, while the language is still fresh in their minds.

Sentences with errors can be written on the board for the group to correct teaching. Use your imagination and have fun The most successful role-play I did last year was with role group of teenagers and was used as teaching spring board activity after listening to a song.

The class worked in pairs to act out the scene of Skater Boy finally getting to meet his ex-girlfriend after the concert. The results were humorous and I was surprised that they all really got into the roles they played.

Role-play can be a lot strategy fun. If you play feel reluctant to use it in the class I suggest you begin to integrate it slowly. Why not extend an appropriate reading or a listening from a course book and turn it into a role-play? You may be pleasantly surprised by the results! ArtsEducationEnglishEnglish as a Second LanguageLanguage ArtsRole-playstrategyteacher nursing, teachingteaching ESL. You are commenting using your WordPress.

You are commenting using your Twitter account. You are commenting using your Facebook account. Notify me of new comments via email.

Teaching The world One Student At A Time. Home About My Teaching Philosophy RSS. Real situations can be created and students can benefit from the practice. Mistakes can be made with no drastic consequences. If rehearsal time role appropriate the feeding in of new language should take place at this stage. Spectator — The teacher watches the role-play and strategy comments and advice at the end.

Participant — It is sometimes appropriate to get involved and take part in the role-play yourself. Self-correction — If play have the equipment to record the role-plays either on audiocassette or on video, students can be given the opportunity to listen to the dialogue again and reflect on the language used. They may find it easy to spot their own mistakes.

Peer-correction — Fellow students may be able to correct some mistakes made by their peers. Be careful to keep peer-correction a positive and profitable experience for all involved. Negotiate with students and ask them how they would like to be corrected. Comments Leave a Comment Categories Activitiesweekly updates. Second Year 1st Project: Leave a Reply Nursing reply Enter your comment here Fill in your details below or click an icon to play in: Email required Address never made public.

Categories Activities Back to School Nursing Large Classes Strategy students' projects Teacher Tube Uncategorized Vocabulary weekly updates Writing. Blogroll Discuss Get Inspired Get Polling Get Support Learn WordPress.

Archives March February January December November October September Meta Register Log in Entries Role Comments RSS WordPress.

UTA-CONHI NURS5309 TEACHING/LEARNING STRATEGY VIDEO: ROLE PLAYING VIA SIMULATION