Some Ice-Breaker Ideas for General Education
Hello,
What kind of practioner insights can you offer with regard to effective Ice-Breakers in English and Psychology classes, if any? How well have they worked for you? What did student feedback convey?
Hi Amy,
Super ideas! I like playing the M&M introductory game. Have students take some M&M from the candy jar and based on the number of M&Ms they take, they have to tell the class that many things about them. They like it because they get to eat the M&Ms as well. This introductory exercise serves as a great conversation piece also.
Patricia
I frequently use Five Fast Facts. On a 3x5 card, I have students number from 1 to 5 as follows.
1. Something about themselves that is true for themselves and everyone in the class.
2. Something true about them and most in the class.
3. True for them and half.
4. True for them and few.
5. Unique to them.
I have them write "I" statements.
I collect the cards, sort them randomly, and read the clues in ascending order. All students stand. As I read the cards, students sit when the statement does not apply to them. Ultimately, the student who remains standing, introduces themselves and extends/comments on the facts about them. This is a great introductory game, builds community and allows students to discover what they have in common.
I am sure you can find this activity on the web if you would like to google "Five Fast Facts."
I also like to play bingo or scavenger hunts, having students sign for topics or ideas that relate to them. These can be created to work for any content area.
Another fun one is an Agree/Neutral/Disagree activity in which students stand and move about as statements related to any topic are read. This is another great opportunity to discuss and to build community. Good luck!
Hi Bonnie,
We should always strive to give our students positive memoirs.
Patricia
THis is great for building new memories over old ones that will rescript the subconscous and minimize the ocurrence of "triggers" or the negative reactions that "pop-up" in unacceptable ways and situations.
The whole purpose of an 'ice breaker' is to
satisfy students' needs to establish an appropriate per like relationship with the other students and with the instructors, and to bring a full, as well as comfortable, understanding of the course being taught.
The main objective in using 'ice breakers', is to find things the students may have in common with one another, assisting them in finding a common ground.
I ask the students what is their greatest fear! It may be spiders, flying, ect. after everyone has voiced their fear, I ask tell them that everyone has fears, even myself, and that some fears are great and some are over come. If they have a fear about the program that they have chosen, I ask them to voice it, and talk how that fear can be over come.
I have a pair of dice and tell the students that they can roll the dice and gamble with their grade. If they roll anything but a 7 or 11, they get an automatic A in the class. If they roll a 7 or 11 they lose 10 points. I use dice that are fixed to only roll a 7 or 11 (one die has only 6s on it and the other has 5s and 2s. It usually takes 2 or 3 people rolling before someone looks at the dice and realizes that the fix is in. This takes us to a discussion of why they just blindly went along with me and never looked at the dice. Most respond with comments that they trusted me because I am the teacher. We talk about education being an interactive process. It is their duty as a student to question the information they are receiving and analyze it for themselves. This works really well in my law and ethics classes to promote independent critical thinking for the remainder of the class.
I have a large bowl of M&Ms on the first day and pass the bowl around. Students are told to take as many as they would like, but they must take some. They are not allowed to eat them until instructed to do so. When everyone has some M&Ms, I tell them that they must tell us something about themselves for each M&M that they have. Most people have a handful, so there is ample discussion.
Hi Annette,
Great icebreaker, and it serves as a super conversation piece as well I'm sure.
Patricia
I find this works well for me and really helps me learn the student names! I will have each student put thier name and major on a 3x5 card and then they need to write down one thing about themselves that is unique to only them. I will collect and read them to the class, which serves as a spring board for the student to talk about themselves. If another student can also claim it, then the student must come up with a new unique item to share.
Hi Michael,
I like the idea of the questionnaire, and good point made where the personal information is sometimes more accurate than what is given initially. The surevey can be used as an effective retention tool as well. Our students will fall off the face of the earth in a heartbeat. Positive reinforcement pertaining to the warm smile is worth a 100 handouts! Smiles are so positive and energizing.
Patricia
Having students build rapport between themselves and the teacher is key to an effective first class and indeed the whole course. I give them a mini questionnaire consisting of a variety of topics from providing me with basic contact information (often more accurate than they give to admissions!)to explaining why they want to be in school; to something as simple as their favorite movie, book , hobbies and sharing a unique fact about themselves. This is then shared and this usually creates talking points, opportunities to form bonds of commonality, humerous interludes, and a chance for the student to relax and start to form an affinity with classmates and teacher.
Furthermore, a teacher needs to take genuine interest in his/her students and craete a positive atmosphere by supporting comments and encouraging questioning. A warm smile is worth a 100 handouts!
Students need to feel invested in the learning time and space. They need to build a comfort zone for themselves where they can be free to explore and grow in the subject-matter and in an environment of fellow learners where their participation will be valued and welcomed. This is integral to a successful learning experience for all concerned, including the teacher.
In teaching adult classes I have found that after introducing myself and explaining what I expect from the students in the course, I have each of the students introduce themselves and tell the class and I what they expect from the course and me as an instructor.
Hi John,
My English instructor have her students give an adjective that begins with their first name, such as Positive Patricia. My Pyschology instuctor have her students give their favorite color, and she gives the student special characteristics about them based on their favorite color.
Patricia
In much the same way as the example provided in the module, I sometimes ask student to write an appropriate question that they may want to ask another student to get to know them on the first day of English class. Then I ask the students to crumple their papers into balls and throw them around the classroom. Students then pick up a ball and introduce themselves one by one and answer their question. At the end, I make concluding comments about their dialogue and let them know its all fine and well to vent frustration by crumpling a piece of writing into a ball and throwing it across the room. I encourage them to relieve tension and start again and don't give up. This activity makes a good ice- breaker and addresses feelings that all novice writers experience.
