Name Game- This Ice Breaker requires everyone to memorize all of the names of the people in their group using a word after their name that starts with the same letter (i.e. “Larry Lemon”). Everyone in the advisory should be able to say all of the names using their made up names. Quiz the students see who can memorize everyone’s names the fastest and make sure you test everyone.
Dominos- One facilitator starts off just to make it easier for the students by saying two things you like (i.e. I like Basketball and pizza). Anyone can link arms with the person if they share a common like. So the next person could say (i.e. I like pizza and going to the beach) and that means the next person can either join on the side the likes Basketball or going to the beach. This continues until all students have linked (Debrief: We are all connected, no matter how different we may seem. Questions: What did you learn about another student?)
Human Knot- This is one of the funniest ice breakers. To start off have all students in a circle shoulder to shoulder. Tell them to reach out with their right hand and grab someone else’s right hand, then reach out with their left hand and grab someone else’s left hand. MAKE SURE THEY GRABBED TWO DIFFERENT PEOPLE’S HANDS AND NOT THE PEOPLE NEXT TO THEM OR ELSE THIS WILL NOT WORK. Their goal is to make an untangled circle by moving over and under each other. (Debrief: Cooperation. How did we communicate effectively? What might have been done to be more efficient).
Mu-su-bi-. First there are hand motions for each of the three things mu, su, and bi. Mu is like a salute to someone. Su is like you are cutting your neck off. And bi is simply pointing at someone across the circle. First you explain those hand motions to everyone, then get everyone in a circle and then try it out. So if I started by doing mu pointing to the left (so saluting with the right hand) then the person on the left has to do su (by putting their hand up to their neck to their left or right so) and they do it to their right going me the person that started it. Then the person who started has to do bi by pointing to someone across the circle, and that person starts off with mu. So the object of this game is to not make any errors, if someone makes an error they have to step outside of the circle but their job isn’t done they need to taunt people in the circle hoping to make them mess up. Make it fun by speeding it up and if someone takes too long just tell them they are out. At the end of the game you should have two people left and they are the winners. You can play this game multiple times; it never gets old. (Debrief: Why was this challenging? Are there times when your life feels like this?)
Change Seats game- Everyone sits in a circle with their chairs, a leader should start off with an easy one like “Anyone who is wearing shoes” and everyone that is wearing shoes needs to stand up and find another seat; at the same time the other leader needs to take out a chair out of the circle. The last person who doesn’t have a seat needs to start the next one like “Anyone who is wearing blue”. This game can go on for as long as you like but monitor it because it can get boring.
I like people who…Everyone stands in a circle with a piece of scratch paper at their feet. One person stands in the middle of the circle (without a piece a paper) and complete the following sentence: “My name is_________ and I like people who__________.” The person in the center must say what is true for them. If they say they like people who paddle, they need to paddle. Whoever else the statement is true for moves to a new position (a new piece of paper), kind of like musical chairs. The person left without a paper goes into the middle of the circle. The teacher can be the first person to serve as an example.
Two Truths and a Lie Break the class into three groups. In each small group, every student shares a true story about themselves. These can be interesting, funny, horrible, etc… stories. Each group them chooses two people who will share their stories with the class. Each small group will present two true stories and a made up story. The object is to present the stories so that the other two groups aren’t able to guess which is a truth and with is a lie. Once each group has chosen the two true stories, they make up a “lie”. The three groups present to each other and try to guess which story is a lie.
Trait Tracing Have each student take out a half sheet of paper and something to write with. Instruct the students to have a brief, efficient conversation with three other classmates to determine how he or she is different from the other three. Three factors to look at: 1. How are they different from one or both of their parents. 2. Ways that they feel a little weird. 3. Someone they admire and why. Option: share with the class. (Debrief: How do we become who we are? Do we choose?)
Tattoo You Pretend that aliens landed on Earth and have required everyone to be immediately tattooed. If anyone refuses the aliens will wipe out the entire population on the earth. You have five minutes using the paper and markers provided to design a tattoo that represents you in some way. (Debrief: Why does the design represent you? Where would you put it on your body? Why? Share with the class or journal)
Thing-clues Everyone secretly gives you a ‘thing’ from their backpack (any personal object) that would give their classmates a clue about their personal identity (not too obvious). Place all the objects in the middle of the room. Facilitate students taking turns trying to match the objects to people, explaining why they think the match is correct. (Debrief: How do we make presumptions about people? How accurate are they?)
Mapping the School Have the students create a map of Maryknoll, outlining where there classes are… they can trace their path on a given day. Outline where services are, such as counseling, tutoring, sports bus pick-up, locker rooms, computer help, where to get a schedule change, or where to buy lunch cards. You can create a “3-D” map and add clubs, committees, etc… that may not have a physical home. (Use as an intro to ‘Mapping the Next Four Years)
Mapping the next four years Where do you want to be after high school? It may seem like too far off to plan, but having a vision is important. Create a visual map of where you want to be, be creative, symbolic, and graphic. Now pretending you are already there, give visual and written directions on how to get from where you are this year to where you want to be four years from now. What classes do you need to take? What sports or extracurriculars do you want to be involved with? What kind of grades do you need to earn? How much time do you need to spend studying per day, per week? What are some road blocks to look out for? Where are the challenges. What are your priorities? Ask students to be symbolic, they can use roads, islands, mountains, deserts as symbols for these elements. Share the map with the class and post. (Use Time Management Line-ups as a follow up)
Time management line-ups A follow up to the mapping activity. Once we know where we want to be, we need to look at how to get there. Time is finite; there is only so much of it. Parents have certain priorities, teachers have certain priorities, and your friends have certain priorities. What are you priorities? Conduct a series of line-ups based on how much school time students spend on the following activities (A line up consists of asking the students to create a line from one end of the room to the other, one extreme on one side, the other extreme on the other side. For example: if you spend an average of zero minutes in the library per day stand by the door. If you spend an average of two hours in the library per day, stand on the opposite side of the room… one hour in the middle and so on…).
1. In the Library
2. In the halls taking with friends
3. Doing homework
4. Sleeping
5. Conferencing with teachers
6. Playing computer games
7. In meetings for clubs etc…
Do line-ups based on out of school time.
8. Doing homework
9. On the computer (a. IM-ing b. playing games c. doing homework d. etc…)
10. On the phone
11. Out with friends
12. With your family
13. Playing sports
14. Watching TV
15. Playing video games
16. Sleeping
Discuss or journal the ramifications of these priorities. How might you need to adjust your time? Are you satisfied with the time you spend in each activities? How are your priorities helping or hindering you from getting to where you want to be?
http://www.ucc.vt.edu/stdyhlp.html
What type of learner are you? People learn in different ways. Some people are Visual, Auditory, Kinesthetic, Tactile, Eclectic, etc… Different learners process information differently and should therefore study differently. Use the following web resources to determine what type of learner you are. How does this change the way you should study? What way do you see the world? How are you different from your classmates? How are you similar?
http://www.engr.ncsu.edu/learningstyles/ilsweb.html
Test taking skills Taking a test is a skill in itself. Tests are designed to measure what a student learned, but if the student doesn’t know how to take that type of test, they may not be showing off all of what they are capable of. Use these web resources to help develop proficiency in taking tests.
http://www.und.edu/dept/ULC/ASEPKit/stress.html
http://www.und.edu/dept/ULC/ASEPKit/selfstatements.html
http://www.und.edu/dept/ULC/ASEPKit/anxiety.html
http://www.und.edu/dept/ULC/anti-prepkit.html
http://www.und.edu/dept/ULC/ASEPKit/commonerrors.html
http://www.und.edu/dept/ULC/ASEPKit/10steps.html
Explore this site for more resources.