Works with Claude, ChatGPT, Gemini, or your own local model: paste this prompt and your AI will co-facilitate this exercise with you.

Help me prepare and run the exercise below. First ask for my participant count, time, setting, access needs and intended result. Check these against the stated limits. Use the supplied rules and materials. Explain any proposed changes before using them, and label them as adaptations. Do not invent source claims or require personal disclosure. Give me one step at a time when I say start. I manage the people, physical activity and clock; do not claim to observe the room. Ask me what happened before choosing a next step.

Reference revision: 5d2ca87537b50328fefbbb363c0821a1eb80eb6ec7a8541a45af3ae749567476

# Student Leaders

Participants review operational responsibilities needed to support their shared learning space, select preferred roles using a structured preference slip, and practice role triggers in pairs. The group establishes a transparent rotation schedule for recurring room duties.

**Time:** 15 minutes. UWT 15-minute launch session for introducing and assigning recurring roles. Ongoing role maintenance occurs during regular class time.
**People:** 4 to 24. Whole-room introduction, individual preference selection, then pairs (or one trio if an odd number of people) for trigger review.

## Choose this exercise

**Purpose:** Distribute day-to-day operational tasks across participants using an equitable selection and rotation process.
**Use it when:** Use at the start of a semester, multi-day workshop, or recurring training program where practical classroom upkeep, materials management, or peer support can be shared.
**Skip it when:** Skip in brief one-off presentations or short single sessions where delegating daily logistical tasks adds administrative overhead without recurring utility.

## Materials and tools

- Printed Role Preference Slip (1 per participant)
- Role Description Cards (1 complete set displayed on wall or whiteboard)
- Pens or pencils (1 per participant)
- Roster slide or whiteboard space for recording assignments

## Before participants arrive

1. Post 4 to 8 defined classroom job descriptions visibly in the room or on the shared virtual board before participants arrive.
2. Place one Role Preference Slip and a pen at each participant seat.
3. Prepare the blank roster slide or board for quick assignment entry.

## Say this to open

Today we are setting up our room support roles. In this group, everyone takes part in keeping our sessions running smoothly. Each person can review the open roles, list their top three choices, and write one practical way they will carry out their responsibilities. Let us look at what each job requires.

## How to run it

### 1. Introduce roles and expectations (3 minutes)

Read aloud the posted job descriptions from the Sample Role Description Cards. Demonstrate what success looks like for two sample roles (such as Time Tracker and Materials Handler). Explain the rotation interval (weekly or by session). Emphasize that every participant will hold a duty across the cycle.

### 2. Complete preference slips (4 minutes)

Instruct participants to review the posted descriptions independently. Everyone writes their name, their first, second, and third choice roles, and one brief sentence describing how they will carry out their tasks on their Role Preference Slip. Collect the slips once completed. Anyone who prefers not to choose a specific public duty may select room maintenance or silent tech check.

### 3. Assign initial roster and confirm triggers (5 minutes)

Display assignments on the roster slide, slotting participants by preference. Have participants turn to a partner holding a different role. If numbers are odd, form one trio. Each person reads their card to their partner and states their trigger action (for example, 'I hand out supplies when the clock starts'). The partner listens and asks one clarifying question about how the trigger works.

### 4. Debrief operational norms (3 minutes)

Bring the room together to clarify handoff procedures. Explain that when roles rotate at the end of the cycle, the outgoing leader briefs the incoming leader on tasks and triggers. Call on up to 2 participants to state their trigger action to verify group clarity.


## Debrief questions

- What trigger tells you it is time to perform your specific duty?
- How will passing on tips to the next person keep our room running smoothly?

**Finished output:** A completed roster of participant operational duties and a set of completed preference slips.

## Remote

Present the role descriptions on a shared screen or collaborative whiteboard. Provide a digital form or direct chat link where participants submit their top three choices privately. Announce assignments on a shared roster slide. Ensure role descriptions are accessible digitally (e.g., shared document or virtual whiteboard) within breakout rooms for reference during briefings. Use breakout rooms of two (or three if odd) for role handoff briefings.

## Hybrid

Display the role descriptions both on the physical wall and on a shared virtual whiteboard. In-person participants fill out paper slips while remote participants submit the digital form. Pair remote members with in-person buddies for handoff reviews via individual devices or assign distinct virtual-friendly roles (such as Chat Monitor or Link Sharer).

## Access and participation choices

- Offer backstage operational duties (such as room reset or digital link logging) for participants who prefer non-public roles.
- Allow participants to complete preference slips orally with the facilitator or write on paper.
- Participants may pass on speaking during the whole-room debrief.

## If the session gets stuck

**Multiple participants pick the same popular role.**

Use the second and third choices from their preference slips, and guarantee that those who missed their first choice receive priority during the next rotation cycle.

**A participant forgets or neglects their assigned duty during class.**

Hold a brief, private check-in outside group time. Review the job card together, clarify the specific trigger, and agree on a concrete reminder cue.


## Terms used here

- Job Rotation: A scheduled exchange where participants hand off their current room responsibilities to a new peer.
- Champion Role: A peer support position where someone who finishes a task early assists peers needing procedural clarification.

## Participant material: Student Leader Preference Slip

STUDENT LEADER PREFERENCE SLIP
Name: _______________________
Date: ________________________

Please review the posted room roles and select your preferences:

1st Choice Role: _____________________________________
2nd Choice Role: _____________________________________
3rd Choice Role: _____________________________________

Commitment Statement:
I agree to perform my assigned role to support our shared room. To carry out this job successfully, I will:
_____________________________________________________________________
_____________________________________________________________________

Signature: ___________________________________________

## Participant material: Sample Role Description Cards

SAMPLE ROLE DESCRIPTION CARDS

1. Materials Handler
Task: Distribute worksheets, markers, and supplies at the start of activities. Collect and organize materials at closing.
Trigger: Facilitator announces an activity transition or end of session.

2. Time Tracker
Task: Keep visible track of time limits on group tasks. Provide clear 2-minute and 1-minute reminders to the room.
Trigger: Facilitator begins a timed exercise.

3. Technology Champion
Task: Assist with device charging cords, audio checks, screen links, or digital chat links.
Trigger: Audio-visual setup or start of multimedia exercises.

4. Room Monitor
Task: Check that walkways stay clear, wipe down shared whiteboards, and return chairs to position.
Trigger: Transition to breaks and final room reset.

5. Greeter & Peer Buddy
Task: Welcome late arrivals, distribute missed handouts, and orient new participants to current work.
Trigger: A new or returning peer enters the room.

6. Scribe / Board Assistant
Task: Record key group ideas or synthesis points on the public board or shared document.
Trigger: Facilitator opens full-group brainstorm or summary discussion.

## Sources and adaptation

Observed in The Teacher Toolkit under the title 'Student Leaders'.

The Teacher Toolkit source describes an ongoing classroom management practice of student leader applications, job definitions, performance monitoring, and champion roles. UWT structured this into a runnable 15-minute launch session with concrete step allocations, an exact printable preference slip, sample role cards, access choices, and explicit remote and hybrid logistics.

[The Teacher Toolkit](https://www.theteachertoolkit.com/index.php/tool/print-tool/student-leaders)

[The Teacher Toolkit](https://www.theteachertoolkit.com/index.php/tool/student-leaders)

Current run sheet: https://unitedwetransform.com/exercises/student-leaders-the-teacher-toolkit/