I teach psychology and I have found that if I have directed questions for them to answer and think about the introduction is more focused and everyone states the same information. I ask questions about someone other than their parents they respect and why, what their talents are, What they wanted to be when they were growing up... I have found that students begin to think about their answers and are properly introduced to critical thinking they will need for psychology.
Hi Beth,
This is a great way to put the students at ease. You really learn a lot about each other using this icebreaker. It is important for the instructor to know as much about the student as possible.
Patricia
I teach in the med assisting program and always use an icebreaker. I ask them a fun question first (favorite movie) then get into why they want to be an MA, their past patient experiences, etc. I also share why I started teaching. I think it brings an understanding between us and makes for a great first day.
I like this ice breaker. I used to ask students about their names - where they come from, what they mean, etcetera. Everyone seems to have a story about their name. Then I'd have them tell two truths and a lie. Students inevitably told the most outrageous things about themselves in order to guise which one was a lie. It was a fun way to get information and learn about each other.
I play a version of the old college drinking game "I can do something you can't do"! I have everyone stand up, including me, and I explain the rules--You have to be able to do something, or have done something, that no one else in the room can do or has done! I tell them I've led a varied life and it is difficult to stump me! I then tell them that I can name all the ingredients in a Big Mac...and everyone thinks that isn't difficult and starts shouting out the ingredients...Until I shush them and state, "All the ingredients BACKWARDS and in under 10 seconds"!!! I have someone time me and sit down to cheers!
After the entire class is seated, I ask why we did this for an English Class. I get a lot of varied answers--all correct no matter what is said--and then I say that most importantly of all, this was to let them know that this is a class about THEM and what they already know, but didn't KNOW they knew until they thought about it!
I collect ice breakers ideas from semminars i attend or articles that I read. Then I tailor them to fit my class content and size. One of my favorites is to have each student take a note card - one one side they write their superpower (something they do better than anyone else). Then I mix up the cards and hand them out. the student who gets the card has to write on the other side of the card how that superpower could save the world. Then I attach cards around the room and students "vote" on who they think possesse that superpower and we discuss how they could save the world. I've had students list superpowers that include everything from running in high-heels, to reading minds, to baking cookies, to writing poetry. We use that knowledge of people's superpowers throughout the quarter and it helps us all get to know each other better.
Hi Patricia - thanks for the comment. If you draw the outside circle first and work your way into the small middle circle - then you are a Deductive reasoner - meaning you like to look at the big picture first and then when you understand that you will get into the details. The inductive is the opposite. Also - generally - deductive people like to hear information in stories while the inductives would rather you get to the point. Its interesting but a lot of people will shake their heads when I explain that and agree that they are but never had it labeled.
Steve
Hi Mario,
I am impressed by the way you really make your students feel at ease. I am sure your students are looking for what they generally get in the other classes, and you take a totally different approach. This is truly a nice ice breaker.
Patricia
Hi Steven,
I like it! How is the target drawn if the student is a deductive reasoner, and how is it drawn if the student is an inductive reasoner? Great analogy of different personalities.
Patricia
Hi Billy,
This ice breaker has proven to work really nicely. Students enjoy it, and invariably they always find someone they have something in common with.
Patricia
Hi Brian,
This is certainly a great way to reduce nervousness. I really like it how you as the instructor is involved with the ice breaker as well.
Patricia
Hi Annie,
It is also a great way to get to know more about your students. Super ice breaker!
Patricia
I do this also, it also helps to put names to faces.
Like to do a intro to the class with my back ground in the field. Than have them tell about themself and why they choose field and a little back ground. Have found it loosen them up and feel welcome.
i find that a personal intriduction with each student breaks the ice very well. after you have introduced myself, go around the room and have them intruduce them selves idavidualy to you. it helps break the ice and formilyarizes you with each student.
The first day of class I like to give the class a quick personality profile test and have them draw a "target" or a series of rings inside each other. I then discuss how are personalities make us unique and how we can work with others with different personalities. The drawing of the target will tell me if they are inductive or deductive reasoners and will help me understand how they may want information presented to them.
The first day can be already intimidating to new students specially if they see all these books and hear all the requirements of the college as well as new students around them and new environment so is already frustrating for them. i specially create an environment that is comfortable by:
1) have the students talk about why are they in this particular class/program.
2)What is their favorite hobbie and why
3)What are their goals and expectations of me as an instructor and of them as students
