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Language Activities for Teenagers
38
Role card for Sue 
You are an easy-going student with lots of brothers and sisters. You don’t have
many things of your own at home and your brothers and sisters often borrow your
things. You want to do well at school. You admire Keiko who is a good student.
You want to be her friend. You borrowed her dictionary for the weekend. You
brought it back promptly. Now Keiko won’t talk to you and you don’t know why. 
© Cambridge University Press 2004
Role card for Keiko 
You are a hard-working student and an only child. You want to make friends at
school. You are very careful with your things. You lent your dictionary to a friendly
classmate named Sue. She brought it back on time, but when you looked at it
carefully, it was torn and dirty, and some pages were missing. You want Sue to
apologise and to buy you a new dictionary. You would like to be friends, but you
think that Sue’s attitude to your property has been careless and disrespectful.
© Cambridge University Press 2004
Instructions for observers 
Everybody in peer mediation has a different job. As an observer, you do not have
to talk at all but you do have to watch, listen carefully and make notes on the
following: 
• Does everybody stick to the ground rules?
• Does everybody do the steps of the mediation in the correct order?
• Do the disputants say how they feel and what they want?
• Do they think of solutions to the problem?
• Does the mediator offer useful solutions?
• Is agreement reached?
• Is it written down?
© Cambridge University Press 2004
7 Explain that, using their role cards, disputants take it in turns to say
what they think happened, how they feel about it and what they think
should happen next. Add that while each disputant is speaking, the
mediators and the other disputants note down in their notebooks points
of agreement and disagreement between the two disputants. Explain
that the disputants will have to listen to each other extremely carefully
because, after both have spoken, they will switch roles and then tell the
other person’s side of the story from that person’s point of view. To do
this, they will need to take into account what this other disputant has
recently said (in Steps 8 and 9). 
8 In each team, the mediators flip a coin to see which disputant goes 
first.
9 When the first disputant has finished speaking, everybody except the
observer(s) can ask clarification questions. This step is then repeated
with the second disputant.
10 After both disputants have spoken, the mediators state which things
both parties seem to agree on and which things they disagree on. The
disputants say whether this summary is accurate or not and, if not, they
offer corrections.
11 The disputants swap seats and points of view and, in turn, each now
says what happened from the point of view of the disputant in whose
seat they are now sitting.
12 In each group, the mediator asks the disputants each to write a list of
ideas for solving the problem. They should write quickly and not worry
about whether the ideas are possible or practicable. If necessary, the
mediators help disputants to think of and formulate ideas.
13 The mediator asks the disputants to discuss each other’s ideas. The
mediator can prompt the discussion by commenting on (im)practicality
and the effect of each idea on the different parties or on others
mentioned in the scenario. The idea is to arrive at a mutually agreeable
solution.
14 Once the disputants have agreed on a number of components of a
solution, they should dictate these to the mediator who makes sure that
the agreement includes details about the who, what, where, when and
how of the proposed actions. Disputants sign the agreement.
15 This is the end of the mediation itself. Now it is the turn of the observers
to comment on the overall behaviour of their team. This will help the
teams to evaluate themselves and suggest improvements to the process,
the rules and their own behaviour.
Maintaining discipline in the classroom
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