These exercises are structured to get people to work together toward a common end or goal. Regardless of which activity you choose, the key is that there are no individual winners or losers. In all situations the group is the winner.
Once the group has become more comfortable with each other, you can progress to more active games. These activities are designed to break down barriers between individuals and, by doing so, generate a strong sense of community.
Always use your best judgment to ensure that students are not singled out or pressured to reveal personal information that is inappropriate or uncomfortable for them.
THE EXTENDED INTRODUCTION
This is an interesting, values-oriented ice breaker. Have people fill out an index card with the following items. Then have them use the card, and the information they’ve entered on it, to introduce themselves.
[1] Name
[2] Most Influential Person
[3] Place You Go to Get Away
[4] Area of Concern (relative to group interests)
STRONGLY AGREE/DISAGREE
This exercise gives people a chance to have their attitudes and opinions discussed without putting them on the spot. Pass out a worksheet with ten statements listed. The students evaluate the statements anonymously by marking one of four codes: SA (Strongly Agree), AS (Agree Somewhat), DS (Disagree Somewhat), SD (Strongly Disagree).
When all the students have evaluated the statements, you can lead a discussion on why people feel certain ways. Sample statements could relate to the topic of that week’s class:
- Game of Thrones is the best show ever made for TV.
- There should be no limits on freedom of speech.
THE “T” STOPS HERE
This game gets students moving (a little blood flow is always a good way to jump start a sleepy group) as well as involves “get to know you” information. Have your students put their chairs in a circle, with one student standing in the middle. (Hence, the circle has one fewer desk than the number of students.)
The student in the middle says, “The ‘T’ stops here for anyone…” and then makes a statement which is true for him/herself and can vary from statements such as “anyone who is the oldest child,” to “anyone who loves to skiing,” to “anyone who knows what they want to major in.” Those students in the circle for whom the statement is also true get up and find a different seat. The person in the middle grabs a seat too, leaving a new person in the middle, (much like musical chairs).
TWO TRUTHS AND A LIE
Give the group some time to write down two things about themselves that are true, and one thing that is not true. Have each group member share these facts about themselves and then let the rest of the group guess which “fact” is actually a “lie.”
SHOW AND TELL
Have each person bring something to the meeting that is important to them or that they would not have left home without and then ask them to tell the group about it.
A VALUES SURVEY
This exercise is designed to provide a picture of an individual’s value system. It can be used in a number of ways. Not only can students use it to get a better sense of themselves, it can be used to gauge what one person thinks of another.
Hand out and have the class study this list of personality characteristics carefully. Then tell them to pick out the one which is most important. Put a “1” in the space to the left. Then pick out the next most important characteristic and put a “2” in the space to the left. Have them do the same for each of the remaining characteristics. The one which is least important will have the highest number. Be sure to tell them to work slowly and think carefully. Remind them that it’s OK to change your mind and to change your answers.
- AMBITIOUS
- BROAD-MINDED
- CAPABLE
- CHEERFUL
- CLEAN
- COURAGEOUS
- FORGIVING
- HELPFUL
- HONEST
- IMAGINATIVE
- INDEPENDENT
- INTELLECTUAL
- LOGICAL
- LOVING
- OBEDIENT
- POLITE
- SELF-CONTROLLED
- IMAGINATIVE
- INDEPENDENT
THE PIE OF LIFE
One problem many students encounter is dividing their time appropriately so that everything gets done and there is still time to sleep. Others just opt for sleep.
Using the “Pie of Life” can help students, especially first-year students, get a handle on their daily regimen.
Have your students draw two circles and label one “ideal” and one “realistic” (as pictured below). Then read them the following list and have them divide the “pie” representing the typical “ideal” day into segments. Next have them do the same for a “realistic” day. Discuss both and compare. Ask them, in general terms, what changes could be made that would be beneficial to life at school?
- How much time do you spend in class?
- Sleeping?
- Working part-time?
- With friends or socializing?
- On schoolwork?
- Playing video games, on the internet, or on hobbies?
- Eating in the dining halls?
- On extracurricular activities (i.e., sports, theatre, music)?