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|
| Focus |
Learning about others; Name game |
| Materials |
None |
| Directions |
The group stands in a circle. Each person
says his/her first name so that everyone
can hear it. Then, without any type of
communication (verbal or nonverbal), they
must attempt to get in alphabetical order.
Once they think they have it, each person
says his/her name to see how close they
came. Then go to round two, attempting
to fix the mistakes. Go to further rounds,
if necessary. Try this with last names,
birthdays, address numbers, etc. Anything
that is sequential can work. The more people
the better! |
Sample
processing
questions
|
- How well did we do in this activity?
- How many rounds did it take?
- What strategies did you use to figure
out where you fit in the circle?
- What was our common goal (vision)
for this activity?
- Did we all know what it was?
- Did it help to know what the goal
was, even though we were not allowed
to communicate?
|
| Facilitation notes |
This is another activity that usually
need not be processed. It gives people
a chance to work together and learn some
things about each other in a non-threatening
manner.
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|
| Focus |
Getting to know each other |
| Materials |
Paper and markers |
| Directions |
Have the large group get in smaller
groups of 3 - 5. Each small group gets
a large piece of paper and some markers.
Begin by asking the group what things they
can see that they have in common. Have
the group suggest a few things. Then ask
them to find out what each of them has
in common that cannot be seen. It is necessary
for them to ask each other questions to
learn what these are. After 5 - 10 minutes
ask each group to choose their top 3 -
5 favorite ones to report to the large
group. |
Sample
processing
questions
(Commonalities) |
- What cliques do we have here at school?
- Do you consider cliques good or bad?
- How might being part of a clique
be helpful or limiting to us?
- What does it mean to stereotype?
- How might we stereotype people?
- What kinds of efforts can we make
to learn about what people are like
on the inside?
|
Facilitation
notes |
This activity can help to bring out
the issues of stereotyping and begin breaking
down barriers between different peer groups.
It can also be helpful to use this activity
to look for the commonalities and then
discuss what makes each person unique.
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|
| Focus |
Focusing; Taking turns |
| Materials |
None |
| Directions |
The group sits in a circle. Chairs are
helpful but not necessary. You start by
showing the signal for the King/Queen Frog,
which entails striking one hand off of
the other in the motion of a jumping frog.
Have everyone practice it. Then each person
must make up a signal for an animal (they
may not make mouth noises). Everyone gets
a turn to show their signal and everyone
practices it. Go around the circle one
more time to make sure everyone remembers
at least some of the signals.
The game starts with the King Frog (you)
doing your signal, then someone else's
signal. That passes the signal to that
person. For example, if you do King Frog,
then a skunk (by holding your nose), this
will signal to the person who has the skunk
signal. That person then does their signal
(holding nose) and another signal, thus
passing the signal on.
The catch is that if someone misses (i.e.,
forgets to do their signal first, does
a signal wrong, or takes too long), then
they take the spot of King/Queen frog.
Then everyone moves one seat over until
that person's seat is filled. Many times,
only part of the group moves. It must be
remembered that the signal stays in the
seat; it does not move with the person.
Therefore, everyone who moved has a new
signal.
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Sample
processing
questions
(King/Queen Frog) |
- How does it feel to make a mistake
in this group?
- Did you feel put on the spot?
- How can making mistakes be helpful
in life?
- What kinds of mistakes do we make
in school?
- How do you usually handle it when
you make a mistake?
|
Facilitation
notes |
This game works well when you have some
time and need to quiet a group down. It
is necessary to focus and people become
quite riveted on the action, so much so
that the room becomes silent. It is also
a gentle way to introduce the idea of making
mistakes, since the making of mistakes
causes the game to be more fun. If someone
knows sign language in the group, have
each person identify an animal and learn
the sign for that animal.
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|
|
| Focus |
Learning about group members |
| Materials |
Stop watch (optional) |
| Directions |
The group is challenged to line up in
order of a given criterion while being
timed. For example, they may be asked to
line up in alphabetical order by first
name. When done, they signal the timer
who stops the watch and are asked to say
their name in order to check their work.
If they are out of order, they are assessed
a five-second penalty.
Try lining up in alphabetical order by
last name, middle name or mother's first
name. Line up by birthday, shoe size, address
numbers, number of siblings, hair length
or color, height, or even skin color. Try
doing some of these with no talking. |
Sample
processing
questions
(Line Ups) |
- Did you learn anything about people
in the group that you did not know
before?
- What communication strategies did
you use to speed up the process?
- Were you directing the action or
holding back to see how things developed?
Why did you choose your role?
|
Facilitation
notes |
Activities such as this one afford the
opportunity to begin exploring leadership
issues. Watch for who is taking assertive
roles and who is remaining passive. Upon
discussion, participants will share their
reasoning behind their actions. For example,
some people will hold back because they
are shy or soft spoken. Others might hold
back because they see that things are being
taken care of and they feel more helpful
by staying out of the way. Still others
feel confused and are happy to have someone
tell them what to do. There may also be
some who feel they were not given the chance
to speak because others jumped out first.
Likewise, the assertive folks might feel
they have a responsibility to direct the
action or they may always be the first
to jump into the action. Some see a need
and try to fill it, while others want it
done the "right" way.
This is all useful information for the
group when they begin exploring leadership
characteristics in depth and before they
embark on more complicated problem-solving
initiatives.
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|
| Focus |
Learning names |
| Materials |
Soft throwable objects |
| Directions |
Begin this activity by standing in a
circle and giving each person an opportunity
to state their name to the group. Then
call someone's name and throw an object
to that person. That person then calls
someone else's name and throws the object
to them. After this goes on for a bit,
add another object. Keep adding objects
until most everyone is involved in either
catching or throwing. Let the throwing
and catching continue for a while. Then
see if there is anyone who wants to try
naming everyone in the group. Have everyone
mix up, then someone else can try naming
everyone. |
Sample
processing
questions
(Memory Circle) |
- Why might it be important to make
an effort to learn names of fellow
group members?
- What efforts can we make to get to
know people better outside of this
class?
- How can we make sure to be inclusive
in this group? What must we look out
for?
- Why might being inclusive be important
when working in a group?
|
Facilitation
notes |
Make sure people are aware that this
is an activity designed to have group members
learn each others names. That way, they
can consciously work on it by tossing objects
to everyone in the group. If the group
already knows each other, try having them
share something about themselves, such
as naming the country they really want
to visit, their favorite food, or something
no one else knows about them.
Since this activity can get rather chaotic,
it is vital that you use soft objects nerf
balls, wadded up paper, rubber chickens,
or beanie babies work well. Tennis balls
can be hazardous.
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|
| Focus |
Learning names; Establishing identity |
| Materials |
Chalkboard, white board, flip chart |
| Directions |
Someone with a long name goes up to
the board and prints his/her name. Another
person goes up and uses one of the letters
to insert their name. This goes on until
everyone in the group has their name on
the board like a big scrabble game. If
a name cannot fit, the group must work
together to move names until they all fit. |
Sample
processing
questions
(Name Scrabble) |
This shows that our names can all work
together.
- What can we do to help us all work
together?
- What are some ways we can treat each
other to help us achieve that goal?
|
Facilitation
notes |
This activity is a graphic way to show
how things can fit together. Sometimes
it takes work and sharing to accomplish
that goal. It is a nice lead-in to a discussion
of Full Value Contract.
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|
| Focus |
Hearing names |
| Materials |
Stopwatch |
| Directions |
This is a good activity for a group
that is meeting for the first time. Have
the group stand in a circle and say that
it is important for them to remember their
own name during this activity. Tell them
that you are going to time how long it
takes for everyone to say their name in
order around the circle.
Say your name and start the watch. The
person to your right says his/her name,
then the next person, and so on, until
the person to your left says his/her name.
Then you stop the watch. Announce the time
and then do the same thing going from left
to right.
Finally, have the names go both directions
at the same time and see which one gets
back first. For a change of pace, have
everyone say their own name backwards. |
Sample
processing
questions
(Name Tag) |
Noting that many people are not called
by the name they prefer, ask the group
if that is an issue with any of them. If
so, ask what they really want to be called
and begin calling them by their preferred
name.
- What kind of feelings do we have
about our name?
- Do you ever get teased about your
name? (Share how you were teased about
your name.)
- How does that make you feel?
|
Facilitation
notes |
Unless a group needs to approach inclusion
issues in small increments, it is usually
not necessary to process this activity.
It is enough to do the activity and move
on. However, if a group is having problems
with teasing and put downs, this activity
can be used to get at some of those issues.
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|
|
| Focus |
Learning about group members |
| Materials |
Place markers (floor dots, pieces of
paper, paper plates, carpet squares, etc.) |
| Directions |
Everyone stands in a circle on a place
marker. One person is in the middle and
asks a question of the group, such as:
How many people have a pet
at home?
This question must be true for the person
who asks the question. Anyone else that
can answer to the question then moves to
an empty spot. Since the asker also gets
a spot, a new person will then be in the
middle to ask a new question that is true
for them. After a while, try changing the
question to,
Have you ever...
The person asking the question has to have
done whatever it is that they ask. If the
group is larger than eight or so, insert
the rule that if they move, they cannot
move to the spot directly to their right
or left. This causes more movement in the
group. |
Sample
processing
questions
(Neighbors) |
- What is an example of a question
that may cause someone to choose not
to move?
- How might that affect (or not affect)
the group? Is that okay?
- What is the meaning of Challenge
by Choice in this situation?
|
Facilitation
notes |
This activity can be used at the beginning
of a group process and then tried again
later when group members are more comfortable
with each other. The questions asked will
reflect their comfort level and encourage
some small risk taking from participants.
It may be necessary to include the rule
that questions asked must be for "G" audiences,
depending upon the maturity level of your
group. If questions seem inappropriate
and potentially embarrassing for some members,
it may be necessary to stop and debrief
the idea of emotional safety.
Challenge by Choice can also be a good
topic for this activity, since many questions
can have multiple interpretations. Also,
if someone feels that they do not want
to divulge some information, they may choose
to stay put, instead of moving to a spot.
Discussion around appropriate sharing of
information can be addressed during this
activity.
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|
| Focus |
Learning about others; Name game |
| Materials |
None |
| Directions |
Everyone gets a partner and is given
a set period of time to learn everything
they can about their partner. This can
range from one minute and up, depending
upon how much time you have or how much
pressure you wish to add to the situation.
After the allotted period of time, each
person then introduces his/her partner
to the rest of the group. They may use
paper and pen if they wish. |
Sample
processing
questions
(One-on-One
Interviews) |
- Did you learn anything new about
your partner?
- Was it easier or more difficult to
introduce someone else, as opposed
to introducing yourself?
- What strategies did you use to remember
the information?
|
Facilitation
notes |
Many people feel it is easier to introduce
someone other than themselves, since it
takes the focus off of them. This activity
offers that opportunity. It may also be
necessary with some groups to establish
some ground rules while people are speaking,
since some people have a difficult time
speaking in front of a large group. If
someone decides not to introduce his/her
partner due to nervousness, try asking
that person questions to help him/her focus.
The partner can also introduce him/herself.
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|
|
| Focus |
Working with others |
| Materials |
None |
| Directions |
Everyone forms a circle and gets a partner
(it doesn't matter who it is because they
will change partners after the first round).
One person in each pair faces his/her partner,
thus forming two circles, an inner and
outer one. There is no real object to any
of the following games, they are ways for
people to connect. After each activity,
you can ask a question for the pairs to
discuss.
Examples include:
- Talk about an injury or illness you
have had.
- Talk about something that makes you
proud.
- Talk about your family.
After each round, have one of the circles
move to get a new partner.
Rock/Paper/Scissors
This is the classic game where partners
make the rock (closed fist), paper (hand
open), and scissors (fingers in a "V".
The rock beats scissors, scissors beats
paper, and paper beats rock. Partners do
this for a minute or so. Me Switch: Show
three signals: Hands over brows, like you
are looking for something, arms folded
over chest, and arms forming an "L" with
fingers of one hand touching the other
arm. One person in the pair is designated
as "it." That person counts to
three and both the counter and partner
do one of the signals. "It" wants
the partner to do the same thing while
the partner does not want to do the same
thing. If they do the same thing, the partner
becomes "it."
Shoe Tie
Have everyone untie their shoes, then attempt
to retie them cooperatively with each person
using only one hand.
Last Detail
Partners turn back-to-back and change three
things on their clothes. They then turn
around and try to guess what each other
changed.
High Fives
Everyone works with their partner to invent
three new high fives. Choose one to share
with the group. |
Sample
processing
questions
(Paired Activities) |
- Did you learn anything about your
partners?
- Was it easy or difficult for you
to not know who your next partner would
be?
- Why might it be important to be able
to work with everyone in this group?
- What ground rules can we establish
to make sure that each of us is able
to work with everyone in this group?
- How does it feel to have someone
react positively/negatively to you
when that person learns he/she will
be working with you?
|
Facilitation
notes |
This is a great activity to help people
deal with moving out of their comfort zones
a little and begin the process of breaking
out of cliques in a group. It is important
to note to the group that no one is asking
everyone to be best friends or life-long
partners, but to learn how to work with
those that may not be friends. This is
a non-threatening way to bring up these
issues.
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