Ice Breakers
Utilizing a successful and applicable ice breaker the first day of class can significantly increase students' interest and investment in the course and their peers. Does anyone have any unique or successful ice breakers that you use the first class?
I am a new instrutor. I have read many "ice breakers" all of which are excellent, but I find if I introduce myself to the class with my back ground they will develop confidence in the instructor. I then reverse the table and have my students introduce themselves with a brief history of their back ground and a reason why they choose this field. I find this leads to a common bond between students and faculty. I am sure as my skills develop I will find other "ice breakers", to develop rapport and have some fun.
Wow! What a great thread-- I feel as though I have been given so many great ice-breakers! I especially like the note-card/superpower, pairing and interviewing by birthday, and the idea that when processing the exercise with the students, whatever rationale they come up with is deemed 100% correct.
I teach intro to psychology and the ice-breaker I use is quite simple but seems to work well...
First, I show a quick video from YouTube featuring Bill Nye the Science Guy discussing astrology. (It's about 2 minutes in length).
I copy and paste a generic horoscope into Word and then alter the font name and size and print out several copies-- they all say the same thing but appear quite different. I then put them into envelopes and as the students come in I take a count of how many Scorpios, Libras, Leos, etc and then I step out quickly to "make the correct number of copies" but really just write down the signs on the blank envelopes. I go back into the class, hand them out to the students with the instructions to read their horoscope silently and rate the horoscope in terms of accuracy and personal relevance from a 1-5.
After finishing, we take a quick count of the average rating (almost all students seem to find their horoscope very relevant and accurate) and then ask for a volunteer to share theirs outloud. All of the students realize the "trick" at this point.
I use this as an intro into the field of psychology and as a quick ice-breaker. Also, this segues well into discussing the use of deception in psychological studies.
If it's a large class, you can put them into groups of four/five and have them list something about themselves. You then write the facts on the board and the rest of the class guesses which fact goes to which person. It's fun and provides some good laughs for those who are uncomfortable.
Hi Jerry,
Laughter is healthy, therefore it is good for everyone.
Patricia
After I have introduced myself, I then go around the room and have them intruduce them selves idavidualy(Let them know it matters to me that they are successful in this class). I then start an activaty that will involve everyone it must be fun and team building with humor.
I love this idea, it helps you remember their names and gives you a glimpse of what kind of attitude they have about themselves. Those who have a negative perception of themselves or their abilities will need to be 'pulled' into the classroom activities a little more than those who are more confident.
Hi George,
I like the idea of the fun fact. This is a great bonding exercise. I have my students do a similar exercise sharing a "unique fact."
Patricia
I love to get students involved very earily in my class. I have then introduce themselves and give one "fun fact" about themselves.
I am a new instructor, but have found that the whole introducing ourselves, what got us to the point we are at and where we want to be is a good first step. Once class starts though, I hand out playing cards for right answers and whoever has the best poker hand by the end of the day wins a prize! They are so competitive and I see them studying during breaks so that they will get more cards!
An ice breaker that my students seem to really enjoy on the very first day is when I ask them individually to share three things about themselves, two that are true and one that is false. The class has to guess the one that is false. I wait to be last so that their curiousity level grows and I have everyone involved. It's fun and I notice releases tension.
I teach English and this has been a fun and
relevant way to "break the ice" during the first
class:
After some other "getting acquainted
activities, I do a couple of Mad Lib stories to
get the class to think about the parts of speech.
I make sure that all students have a chance to
give an answer for the story. It provides a bit of review and gives everyone a laugh!
I have everyone stand in a circle and they have to complete the following sentence..."I am the only person in this room that...." and then they have to say "I am not the only person in this room that..."
Lisa McGowan
Hi Melissa,
What is the reason behind pairing students up by closet birthdays? I can see how this can certainly by effective at team building. I bet it also creates friendship. Students get to find out what they have in common with each other.
Patricia
Hi Robert,
What do you do as icebreakers? I like for my students to introduce themselves and share one UNIQUE thing about them. Students become friends by doing this icebreaker, and I get to know each student a little better. It is also a great way to help memorize names.
Patricia
Hi Donald,
I have a lot of fun with the Name/Adjective Icebreaker. Student are to tell their name and use an adjective beginning with the letter of their name to describe themselves and explain why the adjective describes them. Ex. Persistent Patricia because I do not believe in giving up, anything worth having will not come easy! This is a great icebreaker to help to get to know your students and memorize their name.
Patricia
I teach medical billing and coding and I like to find out what areas the students plan on working and what are the expectations from their future employer will have of them, then we can work on that also.
I have always liked this ice breaker, it allowed me as a student to find someone with commmon interest, and we paired up for the rest of my course.
I do this as well. I like to see where the students are coming from and what thier expectations are of the course.
I also teach psych and conduct something similar. But I actually pair up students by closest birthdays and then present the questions of interest to the class. The pairs then interview one another without writing down the answers. Everyone then introduces their partner to the class and talks about them based on the interview. It's fun (and interesting) to see what people remember about eachother and it is a first step in team building.
