First Day Ice Breaker
On the first day of class for all my classes, I introduce myself first and provide a brief professional background. Once I go over my background, I explain why I teach, and how important helping them succeed in the class. I've found that students feel more comfortable asking questions and confident that teaching is not just a job for me. Then depending on the class size I have them introduce themselves individually, give a quick background, and what they would like to learn from the class. After that what I usually do for an assessment is to provide the students with a fun exercise that will allow me to see where they are with understanding and use of the software course I instruct. Since its a fun exercise it takes the pressure of being write or wrong.
For my first day "Ice Breaker" I use a management assessment instrument to determine what types of personalities and leaders are in the class. I break them into small groups and supply them with straws and pins and tell each to construct a sturcture. The structure will be graded on heigth, strength and style. It is a timed exercise and at the conclusion we evaluate the types of personalities that contributed to building the structures and how those personalities interact with one another. This gives me and the students a good perspective on one another.
My classes are linear, and students can "jump in" every 6 weeks at the beginning of a new course. There is an orientation the Friday before the new course starts, so I like to introduce myself there, and get to know the new students in a smaller environment. Since they are all newbies, they tend to be a little more open than if I wait until they are in a class full of students who are deeper into the program.
Since Mondays are typically our exam day, that first Monday of the course is a little slow, having no previous material to test on, so we always do an ice-breaker that first day, even if there are no students. I have a list of them, and I will share with other instructors, too. That way, we continually learn something new and fun about all of the students, not just the new ones.
After that, the existing students will work on their resumes, cover letters, etc, while I walk the new students through a more hands-on introduction to the class, classroom and lab.
One of my faves, and also the students', is "2 truths and a lie". There are many iterations of the name, but each student has to introduce themselves, and tell the class 3 things. It's up to the class to determine which of the 3 things is the truth, and which is the lie. This one is always a lot of fun as the students try to get really creative with their statements!
Douglas,
This is an excellent activity. In addition, it gives the instructor an opportunity to see how the students perceive the class and how the instructor will be.
Tremayne Simpson
One thing I do at the very beginning that is different than most instructors.
I am in the classroom and set up early. Then I leave and come back as if I am a student. I then wait until about 3 -4 minutes after the class is supposed to start to stand up and state that I am the instructor. The reason, I want to see how the class reacts without the instructor "there".
I instruct a Cosmetology Course so on the first day I introduce myself and explain my background. Then I ask each student about themselves and why they chose this program for their career. Then I have them get the manikins out and just create hair as no particular assignment just allowing their creativity flow. This allows them to play in hair as that is why most of them get into cosmetology. This also gets them excited as they get their hands in hair the first day!
I got to do this for a new class just this afternoon, they always look at you like you are trying to kill them!!! I always want them to tell why they are in that class, it helps me to know who will be committed to the class and who is possibly there for some other reason then to learn that trade!
I enjoy using the "Ice Breaker" in my classes.
It is a great way to identify personality characteristics of my students. Some will be shy,
others extremely extroverted. I get a sense of
the personalities I will be working with. I can
approach each student with a better sensitivity
regarding their comfort in a "social" classroom environment.
I do an ice breaker for every class on the first day. I am trying to get better at doing ice breakers at the beginning of each class, but time is always an issue. Students love ice breakers because they are fun and it is definitely a great way for the students and instructor to get to know one another.
I find that in calling roll on the first day I do my best to pronounce names correctly, and know every students name by at least day 4.
Excellent, i also use some of this approach. Students relax and participate in a relaxed atmosphere.
Carol,
I agree. In addition, I typically give each student an opportunity to discuss their expectations of the course.
Tremayne Simpson
I really do like the idea of the first day Ice Breaker, I think it helps for everyone to get a little relaxed and more into topic then stuck in their own anxiety. I also think its important to let the students know your expectations. As a student if not much is expected then not much effort will be given. I would rather expect more and see great effort, even if I get a little less success than expect nothing and get nothing.
I like to start off the first day ice breakers with introducing myself, telling them my background, showing the work that I do, and tell a funny story about myself. After I do this I find that first day ice breakers help the students to relax and get to know each other by having each student give their name, where they are from, why did they want to take this class, what degree of study are they wanting the receive, and tell the class something funny that isn't embarrassing to that student.
Kenneth G.,
I like the idea of using visuals, during an opening presentation. It enables the student to express their opinion without a "guide" (in some cases, captions may guide a student's response). I'm sure that you are able to generate a lot of candid responses with this activity.
Tremayne Simpson
Tami,
This is an excellent idea. A "getting to know you" form, can work as a pre-assessment that is in "disguise". Most students have natural anxiety when it comes to testing, however this un-assuming exercise can produce similar results, without making the class anxious.
Tremayne Simpson
The first day, I do not have any "ice breaker." I do, however, go thru a three hour presentation of the entire course outlining what we will be studying over the next several weeks of the semester. I also show them this via some visual aids. As the old saying goes: A picture is worth a thousand words! As the term progresses, I constantly refer back to the overview which was done during the first class session.
Recall the old saying: Tell them what you are going to say, say it, and then tell them what you said. Same concept here except that last iteration. That is left for the final exam in which all students must "bring it all together" one last time.
You know it's hard because I don't like when ice breakers are given to me but I do them all the time. I always do one because even if they "know" each other I don't. Last evening I had them write an obscure fact about themselves on a note card and I read them. The students get a kick out of the things they "don't" know about their classmates. I also do a "getting to know you" form so I can like about their favorite and leasst favorite classes, what type of learner they are, what makes a good teacher, and what they think they will find difficult this term. I it very enlightening!
