The scenarios provided for the role-play are too short to provide the needed realistic interactions between the student and teacher. In their role-play, students could easily rely on their own negative stereotypes of, for instance, people with mental and physical health issues, and LGBTQIA+ students. In addition, scenarios highlighting issues of racism, sexism, and working-class marginalization should be made more explicit. As such, the activity may have limited long-term learning value. Also, the concept of power relations between students and teachers needs to be made more explicit in the scenarios and in the debriefing of the activity.
As part of the lesson plan, there should be a brief summary of the literature of power in the classroom (and not just the reference to the Bain reading) to explain how the scenarios are constructed and what students should learn from the scenarios. In order words, the socioloigical or social-science framework should be clearly made explicit in justifying this role-play activity.