Try to See it Our Way Reading Answers

Jul 31, 2025

Try to See it Our Way Reading Answers is an academic reading answers topic. Try to See it Our Way Reading Answers has a total of 13 IELTS questions such as The text has 9 paragraphs (A-I). Which paragraph does each of the following headings best fit? According to the text, FIVE of the following statements are true. Write the corresponding letters in answer boxes 18 to 22 in any order. And according to the information given in the text, choose the correct answer or answers.

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Topic:

TRY TO SEE IT OUR WAY

A.It's playtime at Crown Lane primary school in Streatham, south London, and, as at every school the world over, playtime is bringing its problems. Over by the fence, Maya and Cora are squaring up for a fight. There are raised voices and some angry pointing: it has the makings of an ugly scene. Then a girl in an orange sweatshirt and a boy in a black sweatshirt move in. A few quiet words are exchanged, and the four move inside the school building to a sunny corridor where they can have some privacy.

B.This is peer mediation for the under-12s, a programme that has its origins in the US and is running in a handful of schools in the 11K, many in Lambeth. In the corridor, mediators Tom and Maria are setting out the ground rules. “We won't gossip, or take sides, or tell you what to do, n says Maria. “We ask you not to blame one another, and to speak one at a time. Do you agree?’ 'Maya and Cora nod, and the story unfolds. Cora has new trainers; Maya has appeared unimpressed by their appearance on Cora's feet; Cora is convinced Maya is jealous; Maya has started spending her playtime with another girl.

C.Maria and Tom listen to the story, and reflect back what they have heard: “So you felt Cora was showing off, and when you waited for her at the school gates as usual, she didn't show up, so you went home with someone else?” Tom gets to the nub of it: “What can we do to resolve this problem?” At first, the girls are silent. Then, tentatively, they offer their thoughts. “Maybe I could say Cora's trainers are really nice, even though I do think she was showing off.” “Maybe I shouldn't come to school in my trainers, at least for a while.”

D.There are twelve peer mediators at Crown Lane. They take it in turns to be on duty, two by two (a boy and a girl), and to wear the distinctive sweatshirts that mark them out. Once a week, they meet for a training session and to discuss with the peer mediation coordinator, Kim Hemans, what they have been doing. When new mediators are needed, adverts are put up around the school, and children are recruited from years 4 and 5, so they have plenty of time to use their training before moving to secondary school. There's never any shortage of new recruits, says Hemans. Securing support from adults in the school as been an important foundation for success, she says. “Getting adults to trust that the children can do this is one of the hardest things.” When they see the training sessions in progress, and watch the children role-playing the way they would mediate in disputes, they are invariably won around.

E.One American study (Johnson and Johnson, 1996) found that pupils who train as peer mediators retain their peacemaking skills, and that there is a reduction in the number of pupil disputes referred to teachers. Whether there are fewer disputes in a school with a mediation scheme isn't clear, but the issue isn't whether children argue, but whether they can learn to sort out their arguments before they escalate. Other studies suggest a vital ingredient for the success of peer mediation programmes is an existing culture of cooperation. “Peer mediation requires a shift in the school culture from teacher control to pupil empowerment, and from arbitration to mediation as the dominant form of conflict resolution,” says Edward Sellman, who looked at peer mediation for his PhD.

F.Anita Gee, who coordinates Lambeth's peer mediation programme for the charity Healthy Minds, agrees. She says one of the difficulties for teachers is letting go of old-style discipline. “They're so use to having control, to telling children off when they're doing something naughty or having a fight, that they don't want to take the chance and leave it to them to work things out. What we point out is that mediation is a way of actually solving the problem. When teachers put kids up against the wall, all you're doing is postponing the dispute, not addressing it at all.” Gee says that children often turn out to be better mediators than adults. “What you find is that they stick rigidly to the guidelines, which is what the process requires. When adults mediate, they often start to introduce their own bits and pieces. I've been stunned at how good kids are as mediators.”

G.The programme recognises that mediators should be drawn from across the gamut of children in a school, and not confined to the more confident, able and responsible pupils. As Anita Gee says. “We've found that even children who struggle with learning difficulties can be really good at mediation and, of course, it makes them feel very valued as they're making a visible and important contribution to school life. We always try to include some of the more challenging children among our mediators.”

H.At Crown Lane, the young mediators are full of enthusiasm for the project. “What I like is that the infants come up to me thinking I'm a teacher,” says Ade, who's in year 5. “They have quite a lot of disputes-usually it's things like someone pushing someone else, or a person whose friend has gone off with someone else.” “Sometimes,” adds Cherice, “you can see it's just too soon for an argument to be mediated. The people have just got to calm down a bit. When they've done that, then later they might be ready to talk about it. Sometimes you do get people who say: it's none of your business. When that happens, I know I've got to just walk away” According to Paige, the idea of becoming a mediator was a challenge, but the reality isn't too bad. “I thought it would be a lot harder. Once you've been trained, and if you follow the rules, you find it's actually quite easy.

I.One of the things the children like is the confidence their classmates have in their ability to help. “You get pupils saying to the adult in the playground that they want to go to a mediator to get something sorted out,” says Jake. “Sometimes you get a teacher who doesn't think we can do it, and I think the adults need to have a bit more faith in us. On the whole, when adults see us actually doing mediation and how we are able to help people solve disputes, I think they're generally surprised by how well it works.”

Questions 14-17

The text has 9 paragraphs (A-I). Which paragraph does each of the following headings best fit?

14. Recruitment and training.

Answer: D

Supporting statement: “When new mediators are needed, adverts are put up around the school, and children are recruited from years 4 and 5,.............Once a week, they meet for a training session and to discuss with the peer mediation coordinator, Kim Hemans, what they have been doing.”

Keywords: new mediators, recruited, training session

Keyword Location: Para D, Lines 3-6 and 2-3

Explanation: Paragraph D explicitly details how new mediators are “recruited” (adverts, from years 4 and 5) and mentions their weekly training session, which perfectly aligns with the heading Recruitment and training.

15. Mediators thoughts.

Answer: H

Supporting statement: “What I like is that the infants come up to me thinking I'm a teacher…” / “Sometimes… it’s just too soon for an argument to be mediated.”

“I thought it would be a lot harder… it’s actually quite easy.”

Keywords: teacher, mediated

Keyword Location: Para H, Lines 2-5

Explanation: This paragraph captures the opinions, experiences, and reflections of several young mediators, focusing on their thoughts.

16. Problem resolved.

Answer: C

Supporting statement: “What can we do to resolve this problem?” At first, the girls are silent. Then, tentatively, they offer their thoughts.

Keywords: resolve, problem, trainers, solution

Keyword Location: Para C, lines 3-4

Explanation: This paragraph focuses on how the conflict between Maya and Cora begins to be addressed. Tom asks how they can resolve the issue, and both girls start to suggest conciliatory actions. This reflects the resolution process of peer mediation, making it the best fit for “Problem resolved.”

17. Ugly scene.

Answer: A

Supporting statement: “There are raised voices and some angry pointing: it has the makings of an ugly scene.”

Keywords: ugly scene, angry, fight, voices, pointing

Keyword Location: Para A, Lines 3-4

Explanation: This paragraph sets the stage for the story, describing the confrontation between Maya and Cora before the mediators intervene. The phrase “makings of an ugly scene” directly matches the heading and illustrates the initial tension.

Questions 18-22

According to the text, FIVE of the following statements are true. Write the corresponding letters in answer boxes 18 to 22 in any order.

A. Mediators wear uniforms.

B. Maya and Cora have been arguing over footwear.

C. Mediators do the job for one or two years.

D. It's not hard to find children who want to be mediators.

E. A culture of co-operation is needed at schools for mediation to work.

F. Adults often don't stick to mediation guidelines.

G. Some mediators find their job stressful.

H. Younger children sometimes think the mediators are teachers.

18……………..

Answer: B

Supporting statement: “Cora has new trainers; Maya has appeared unimpressed…”

Keywords: trainers, unimpressed, jealous

Keyword Location: Para B, Lines 5-6

Explanation: Cora's new shoes are the main point of dispute between Maya and Cora. This statement is clearly valid given how tense Maya's response was.

19……………..

Answer: D

Supporting statement: “There's never any shortage of new recruits, says Hemans.”

Keywords: shortage, new recruits

Keyword Location: Para D, Lines 6-7

Explanation: The passage states that students are eager to participate, which confirms that this statement is factually accurate.

20……………..

Answer: E

Supporting statement: “Peer mediation requires a shift in the school culture from teacher control to pupil empowerment, and from arbitration to mediation…”

Keywords: culture, co-operation, school, shift, mediation

Keyword Location: Para E, Line 7

Explanation: The paragraph highlights that successful peer mediation depends on changing the school’s culture toward more cooperation and student involvement, confirming the statement as true.

21……………..

Answer: F

Supporting statement: “When adults mediate, they often start to introduce their own bits and pieces.”

Keywords: adults, mediation, guidelines

Keyword Location: Para F, Lines 8-9

Explanation: This observation from Anita Gee indicates that adults can stray from the rules during mediation, unlike children who stick to them more strictly, proving the statement valid.

22……………..

Answer: H

Supporting statement: “What I like is that the infants come up to me thinking I'm a teacher,” says Ade.

Keywords: infants, think, teacher

Keyword Location: Para H, Line 2

Explanation: Ade’s quote clearly illustrates that younger students often mistake peer mediators for teachers, confirming this claim.

Questions 23-26

According to the information given in the text, choose the correct answer or answers.

23. Mediation rules include

A. mediators don't tell other students what to do.

B. mediators decide who is right.

C. people involved in the dispute don't interrupt each other.

Answer: A and C

Supporting statement: “We won't gossip, or take sides, or tell you what to do, n says Maria. “We ask you not to blame one another, and to speak one at a time. Do you agree?’

Keywords: gossip, sides, what to do, blame one another,

Keyword Location: Para B, Lines 3 -4

Explanation: Maria clearly outlines the mediation rules, stating that mediators refrain from giving orders or solutions. This ensures the process is guided by the disputing students themselves. And this rule ensures orderly, respectful dialogue, making space for each party to be heard without interruption.

24. An American study indicated that mediation results in

A. fewer disputes.

B. teachers becoming involved in fewer disputes.

C. mediators becoming better students.

Answer: B

Supporting statement: “One American study... found that pupils who train as peer mediators retain their peacemaking skills, and that there is a reduction in the number of pupil disputes referred to teachers.”

Keywords: American, peer mediators, peacemaking skills, pupil disputes

Keyword Location: Para E, Lines 1-4

Explanation: The study doesn’t confirm fewer disputes overall, nor does it suggest that the mediators became better students. Instead, it shows that mediation helps reduce how often teachers are called in to intervene, meaning more conflicts are settled by students themselves, which aligns with answer B.

25. Anita Gee thinks that

A. teachers don't usually resolve disputes.

B. kids often make better mediators than adults.

C. children who have learning difficulties make better mediators.

Answer: B

Supporting statement: “Gee says that children often turn out to be better mediators than adults.”

Keywords: children, mediators, adults

Keyword Location: Para F, Line 7

Explanation: Anita Gee clearly expresses that children may be more effective at following mediation guidelines than adults, frequently sticking strictly to the rules while adults deviate, making B the accurate choice.

26. Children at Crown Lane school think that

A. the mediators are good.

B. the mediators can solve any problem.

C. teachers don't like the mediators much.

Answer: A

Supporting statement: “On the whole, when adults see us actually doing mediation and how we are able to help people solve disputes, I think they’re generally surprised by how well it works.”

Keywords: solve disputes, works well, surprised

Keyword Location: Para I, Line 5

Explanation: Children at Crown Lane express pride and confidence in their mediation abilities, noting that even adults are impressed by their effectiveness.

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