This document contains instructions for several icebreaker activities and games that can be used to help groups get to know each other better. The first activity described is called "Getting Acquainted" where participants label each other based on provided categories to start conversations. Another activity called "World Trip" is a name learning game where participants say their name and an item they are bringing that starts with the same letter. The document provides detailed descriptions of how to conduct each game along with their objectives and any needed materials. It is meant to be a helpful resource for facilitators to use icebreakers with new or existing groups.
The document provides instructions for several icebreaker activities that can be used to help groups get acquainted, including having members find others who fit different categories and labeling them, playing games to learn names like World Trip and The Name of the Game, and energizing activities like Be It and Move to the Spot that involve acting out movements or objects. The activities are designed to promote mixing, provide opportunities for self-disclosure, build memory and focus, and help group members feel more comfortable with each other.
This document provides instructions for several icebreaker and team-building activities:
1. "Animal Noises" is a large group activity where participants are assigned animal names and must communicate through making the corresponding noises without speaking.
2. "Train Game" is played in a circle, where one person in the middle tries to catch the "train" as it moves around the circle by people squeezing each other's hands.
3. "Memory Game" divides a group into small teams to test their memory by looking at objects under a blanket and then writing or drawing what they saw.
This document provides instructions for several icebreaker and team-building activities:
1. "Animal Noises" is a large group activity where participants are assigned animal names and must communicate only through the noises of their assigned animal to find their matching pairs.
2. "Train Game" is a circle activity where one person in the middle tries to catch the "train" as it moves around the circle through hand squeezes, with some appointed as "stations" and "crossings" to direct the train.
3. "Memory Game" is done in small teams where objects are placed under a blanket for participants to view and then recall individually and as a team, checking accuracy against the actual items. It tests
This document provides instructions for several icebreaker activities that can be used with large groups to help people mingle and get to know each other better. The activities include having people find matching cards, discussing topics in different configurations, an "Ask Me About" activity using post-it notes, a candy bar name matching game, a coin toss activity, a conversation wheel where partners discuss questions, an eyeball tag game, and more. The document aims to give leaders ideas for fun, engaging icebreakers to facilitate introductions and conversations in groups.
This document provides summaries of various icebreaker games that can be used at meetings and events to help participants get to know each other better. It begins by acknowledging that the icebreakers were compiled from various sources and outlines the purpose of including them. The rest of the document describes over 20 different icebreaker games involving questions, sharing personal items or talents, puzzles, and other interactive activities. It concludes by inviting readers to consider other icebreaker games available from the compiling organization.
This document describes several training games to engage participants at a workshop. Game 1, called "Push the Wall", teaches participants to focus on issues they can influence rather than issues outside their control. Game 2, "Don't Alaap Apna Raag", demonstrates the need for standardization and working towards a common goal. Game 3, "Sky is the Limit", shows participants they can achieve more than they initially think by pushing their limits. The document provides details on setting up and playing each game to convey the intended lessons.
1) The document describes several team building games that involve physical movement, coordination, and communication.
2) Many of the games involve forming groups or lines and passing objects between players within certain parameters or while performing actions.
3) The games are designed to encourage interaction, build familiarity between participants, and promote cooperation through collaborative tasks.
The document provides leadership exercises and creativity problems intended to build problem solving skills. It includes math, logic, and sequencing puzzles as well as interactive team building activities involving acting out scenarios and working together in groups to solve challenges. The various exercises are meant to encourage participants to think creatively, communicate effectively, and build skills in areas like problem definition, risk-taking, and strategic planning.
The document provides instructions for several icebreaker activities that can be used to help groups get acquainted, including having members find others who fit different categories and labeling them, playing games to learn names like World Trip and The Name of the Game, and energizing activities like Be It and Move to the Spot that involve acting out movements or objects. The activities are designed to promote mixing, provide opportunities for self-disclosure, build memory and focus, and help group members feel more comfortable with each other.
This document provides instructions for several icebreaker and team-building activities:
1. "Animal Noises" is a large group activity where participants are assigned animal names and must communicate through making the corresponding noises without speaking.
2. "Train Game" is played in a circle, where one person in the middle tries to catch the "train" as it moves around the circle by people squeezing each other's hands.
3. "Memory Game" divides a group into small teams to test their memory by looking at objects under a blanket and then writing or drawing what they saw.
This document provides instructions for several icebreaker and team-building activities:
1. "Animal Noises" is a large group activity where participants are assigned animal names and must communicate only through the noises of their assigned animal to find their matching pairs.
2. "Train Game" is a circle activity where one person in the middle tries to catch the "train" as it moves around the circle through hand squeezes, with some appointed as "stations" and "crossings" to direct the train.
3. "Memory Game" is done in small teams where objects are placed under a blanket for participants to view and then recall individually and as a team, checking accuracy against the actual items. It tests
This document provides instructions for several icebreaker activities that can be used with large groups to help people mingle and get to know each other better. The activities include having people find matching cards, discussing topics in different configurations, an "Ask Me About" activity using post-it notes, a candy bar name matching game, a coin toss activity, a conversation wheel where partners discuss questions, an eyeball tag game, and more. The document aims to give leaders ideas for fun, engaging icebreakers to facilitate introductions and conversations in groups.
This document provides summaries of various icebreaker games that can be used at meetings and events to help participants get to know each other better. It begins by acknowledging that the icebreakers were compiled from various sources and outlines the purpose of including them. The rest of the document describes over 20 different icebreaker games involving questions, sharing personal items or talents, puzzles, and other interactive activities. It concludes by inviting readers to consider other icebreaker games available from the compiling organization.
This document describes several training games to engage participants at a workshop. Game 1, called "Push the Wall", teaches participants to focus on issues they can influence rather than issues outside their control. Game 2, "Don't Alaap Apna Raag", demonstrates the need for standardization and working towards a common goal. Game 3, "Sky is the Limit", shows participants they can achieve more than they initially think by pushing their limits. The document provides details on setting up and playing each game to convey the intended lessons.
1) The document describes several team building games that involve physical movement, coordination, and communication.
2) Many of the games involve forming groups or lines and passing objects between players within certain parameters or while performing actions.
3) The games are designed to encourage interaction, build familiarity between participants, and promote cooperation through collaborative tasks.
The document provides leadership exercises and creativity problems intended to build problem solving skills. It includes math, logic, and sequencing puzzles as well as interactive team building activities involving acting out scenarios and working together in groups to solve challenges. The various exercises are meant to encourage participants to think creatively, communicate effectively, and build skills in areas like problem definition, risk-taking, and strategic planning.
10 Ice Breaker Games - How to get to know your officeElodie A.
Joining a new group can be pretty intimidating. I remember when I joined the team at Officevibe, I was pretty nervous, and wanted to make sure I became friends with the team as quickly as possible.
Learn more on our blog:
https://www.officevibe.com/blog/ice-breaker-games
learn more about Officevibe:
https://www.officevibe.com/
This document provides descriptions of various ice breakers and songs that can be used to help groups feel more comfortable with each other. It separates the activities into different risk levels (low, medium, high) and describes the purpose, materials needed, group size, time, and process for each one. The overall purpose is to break the ice between people who have not met before and create a more comfortable atmosphere through engaging activities.
This document provides descriptions of 42 different classroom games that can be used to teach English vocabulary, letters, numbers, colors and other concepts to students. Many of the games involve movement, team competitions, answering questions to earn points or prizes, acting out vocabulary words, and recalling information. The games aim to make learning engaging and fun for students through an interactive, physical approach.
This document describes 15 techniques for group learning processes: action lists, brainstorming, concept walk, fast-write, forced-choice stickers, gallery walk, helping trios, jigsaw, K-W-L, museum tour, questions with post-it notes, think-pair-share, three-step interview, three-two-one, and TILT. Each technique is defined in 1-3 sentences and the goal and process are outlined in 1-3 bullet points.
This document provides instructions for several icebreaker activities to help students get to know each other:
1. Interview Rows - Students stand in rows facing partners and take turns interviewing each other.
2. Jeopardy - Students guess questions based on answers the instructor provides about themselves. Then students make their own answer sheets.
3. Class Survey - Students survey each other and present results to learn more about their classmates.
4. Find Someone Who - Students search for classmates who fit different criteria to encourage mingling and conversation.
The document provides information and activities for getting to know each other in a group setting. It discusses that getting to know each other is important for any work that explores controversial topics or imagination. Several activities are described in 3 sentences or less that allow participants to learn names and basic information about others, including: writing names on a board, talking in pairs, throwing a ball of wool across a circle while saying names, and saying names and what they would rather do with their lives. The document concludes that these activities help individuals feel valued before exploring group topics or content.
The document provides instructions for several classroom activities that can be used during morning meeting time to build community. The activities include games like "A Warm Wind Blows" where students move around in a circle based on shared characteristics, "Add 'Em Up" where students collaboratively build a sentence around a topic, and movement activities like "Doin' the Rumba" where students mimic dance moves added by each other. The games are designed to be engaging, get students moving, and help them learn about one another.
The document provides instructions for several greeting activities that can be used during morning meeting to help build community in the classroom. Some of the greeting activities described include having students greet each other using gestures or motions that start with the same letter as their name, passing around bean bags while calling out names, silently greeting with eye contact and smiles, and greeting across the circle with enthusiastic "ta da!" responses on either side. The document aims to offer teachers different options for engaging and interactive greetings to start the school day.
1. The document provides definitions for drilling activities in language teaching such as choral drilling, individual drilling, and substitution drilling.
2. It then presents templates and examples for designing fun drilling activities tailored to different age groups, levels, skills, and classroom organizations.
3. Finally, the document gives specific activity ideas such as 4-letter word games, bag activities involving pulling objects and creating sentences, and collaborative story writing.
The document discusses strategies for using games in an educational setting to facilitate learning. It proposes that games can help develop problem-solving skills, communication skills, attention spans, self-awareness, social skills and reinforce classroom concepts. Several specific games are then described that focus on areas like concentration, group cooperation, public speaking skills and narrative development. The games are intended to create an engaging environment where students can learn through play within a structured framework.
The document provides instructions and activities for a baby music class, including welcoming parents and babies, introducing common songs like "Head, Shoulders, Knees, and Toes" and "Baa Baa Black Sheep", encouraging movement and participation, and saying goodbye at the end. Babies are expected to move around during the class rather than sit still. The routines will become more familiar over subsequent weeks.
Issues Around Teaching Children A LanguageBishara Adam
This document discusses several key issues in teaching English to children:
1) A social constructivist focus emphasizes that language learning is a dynamic process where children construct meaning from their social experiences.
2) Values education addresses children holistically by focusing on universal values in lessons.
3) The development of metacognitive, cognitive, and social skills helps children become effective learners.
4) Lessons should integrate listening, speaking, reading, and writing through theme-based and varied activities.
5) Vocabulary and grammar are best taught through meaningful contexts with repetition over time.
6) Feedback and motivation are influenced by intrinsic/extrinsic factors, praise/criticism, and how feedback is interpreted.
This document provides an example of converting a list of digits into a decimal number. It introduces the problem, provides examples, and walks through a template for writing a recursive list function to solve the problem. Key steps include recognizing the empty list case returns 0, and the non-empty list case combines the first digit multiplied by an appropriate power of 10 and the recursive call on the rest. Helper functions for digit conversion and exponentiation are also defined.
This document discusses the importance of understanding pupils when teaching English. It notes that teachers should think about who the pupils are, where they come from, what they know, their experiences, what motivates them, and how they feel about and learn English. Understanding individual differences among pupils, as well as how people learn a second language, is necessary for effective teaching. The document also discusses factors like a pupil's location, learning ability, and mother tongue that can impact English learning.
The document discusses several ways that YouTube can be used in the ESL classroom, including adapting videos for listening practice, using videos to teach regional accents and culture, and motivating students through movie making projects. Specific techniques mentioned are downloading YouTube videos, converting them to MP3 format for listening exercises, using videos to spark roleplaying activities, and having students search for and analyze videos of different English accents. Case studies and examples are provided of teachers who successfully incorporated YouTube into their ESL lessons.
This document discusses teaching English to primary school children. It provides background on the increasing interest in teaching foreign languages at the primary level in the 1990s. It describes the typical features of primary education, focusing on development of reading, writing and logical/mathematical thinking skills. It also outlines Jean Piaget and Lev Vygotsky's theories of child cognitive development, including Piaget's stages of sensory motor, preoperational, concrete operations and formal operations. The document stresses the importance of respecting children's development stages and providing English experiences related to their world to facilitate social language learning.
Stewie describes his family's daily routine. His mother Louis is a housewife who wakes up early to cook and clean. His father Peter works at a factory and enjoys watching football. Stewie has a brother Chris and sister Meg, and a talking dog named Brian. Stewie wakes up each morning, gets ready for school, takes the bus, attends classes, plays with friends after school, does homework, and goes to bed at 10:30 each night. He enjoys spending time with his family.
The document lists 25 websites that provide resources for language learning and teaching English as a second language. Some of the websites included provide free activities, lesson plans, online encyclopedias about Guam, teacher tools and resources, English study websites for different ability levels, and directories connecting teachers to other educational sites. The resources cover topics like writing, research, grammar, vocabulary, and teaching ideas and are intended to inform and assist both teachers and students of English language learning.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document discusses different teaching approaches including cooperative learning, contextual learning, mastery learning, self-access learning, future studies, and constructivism. It provides definitions and examples of how each approach is implemented in the classroom with a focus on student and teacher roles. The approaches are categorized based on the level of teacher direction and student participation, ranging from direct instruction to exploratory learning.
10 Ice Breaker Games - How to get to know your officeElodie A.
Joining a new group can be pretty intimidating. I remember when I joined the team at Officevibe, I was pretty nervous, and wanted to make sure I became friends with the team as quickly as possible.
Learn more on our blog:
https://www.officevibe.com/blog/ice-breaker-games
learn more about Officevibe:
https://www.officevibe.com/
This document provides descriptions of various ice breakers and songs that can be used to help groups feel more comfortable with each other. It separates the activities into different risk levels (low, medium, high) and describes the purpose, materials needed, group size, time, and process for each one. The overall purpose is to break the ice between people who have not met before and create a more comfortable atmosphere through engaging activities.
This document provides descriptions of 42 different classroom games that can be used to teach English vocabulary, letters, numbers, colors and other concepts to students. Many of the games involve movement, team competitions, answering questions to earn points or prizes, acting out vocabulary words, and recalling information. The games aim to make learning engaging and fun for students through an interactive, physical approach.
This document describes 15 techniques for group learning processes: action lists, brainstorming, concept walk, fast-write, forced-choice stickers, gallery walk, helping trios, jigsaw, K-W-L, museum tour, questions with post-it notes, think-pair-share, three-step interview, three-two-one, and TILT. Each technique is defined in 1-3 sentences and the goal and process are outlined in 1-3 bullet points.
This document provides instructions for several icebreaker activities to help students get to know each other:
1. Interview Rows - Students stand in rows facing partners and take turns interviewing each other.
2. Jeopardy - Students guess questions based on answers the instructor provides about themselves. Then students make their own answer sheets.
3. Class Survey - Students survey each other and present results to learn more about their classmates.
4. Find Someone Who - Students search for classmates who fit different criteria to encourage mingling and conversation.
The document provides information and activities for getting to know each other in a group setting. It discusses that getting to know each other is important for any work that explores controversial topics or imagination. Several activities are described in 3 sentences or less that allow participants to learn names and basic information about others, including: writing names on a board, talking in pairs, throwing a ball of wool across a circle while saying names, and saying names and what they would rather do with their lives. The document concludes that these activities help individuals feel valued before exploring group topics or content.
The document provides instructions for several classroom activities that can be used during morning meeting time to build community. The activities include games like "A Warm Wind Blows" where students move around in a circle based on shared characteristics, "Add 'Em Up" where students collaboratively build a sentence around a topic, and movement activities like "Doin' the Rumba" where students mimic dance moves added by each other. The games are designed to be engaging, get students moving, and help them learn about one another.
The document provides instructions for several greeting activities that can be used during morning meeting to help build community in the classroom. Some of the greeting activities described include having students greet each other using gestures or motions that start with the same letter as their name, passing around bean bags while calling out names, silently greeting with eye contact and smiles, and greeting across the circle with enthusiastic "ta da!" responses on either side. The document aims to offer teachers different options for engaging and interactive greetings to start the school day.
1. The document provides definitions for drilling activities in language teaching such as choral drilling, individual drilling, and substitution drilling.
2. It then presents templates and examples for designing fun drilling activities tailored to different age groups, levels, skills, and classroom organizations.
3. Finally, the document gives specific activity ideas such as 4-letter word games, bag activities involving pulling objects and creating sentences, and collaborative story writing.
The document discusses strategies for using games in an educational setting to facilitate learning. It proposes that games can help develop problem-solving skills, communication skills, attention spans, self-awareness, social skills and reinforce classroom concepts. Several specific games are then described that focus on areas like concentration, group cooperation, public speaking skills and narrative development. The games are intended to create an engaging environment where students can learn through play within a structured framework.
The document provides instructions and activities for a baby music class, including welcoming parents and babies, introducing common songs like "Head, Shoulders, Knees, and Toes" and "Baa Baa Black Sheep", encouraging movement and participation, and saying goodbye at the end. Babies are expected to move around during the class rather than sit still. The routines will become more familiar over subsequent weeks.
Issues Around Teaching Children A LanguageBishara Adam
This document discusses several key issues in teaching English to children:
1) A social constructivist focus emphasizes that language learning is a dynamic process where children construct meaning from their social experiences.
2) Values education addresses children holistically by focusing on universal values in lessons.
3) The development of metacognitive, cognitive, and social skills helps children become effective learners.
4) Lessons should integrate listening, speaking, reading, and writing through theme-based and varied activities.
5) Vocabulary and grammar are best taught through meaningful contexts with repetition over time.
6) Feedback and motivation are influenced by intrinsic/extrinsic factors, praise/criticism, and how feedback is interpreted.
This document provides an example of converting a list of digits into a decimal number. It introduces the problem, provides examples, and walks through a template for writing a recursive list function to solve the problem. Key steps include recognizing the empty list case returns 0, and the non-empty list case combines the first digit multiplied by an appropriate power of 10 and the recursive call on the rest. Helper functions for digit conversion and exponentiation are also defined.
This document discusses the importance of understanding pupils when teaching English. It notes that teachers should think about who the pupils are, where they come from, what they know, their experiences, what motivates them, and how they feel about and learn English. Understanding individual differences among pupils, as well as how people learn a second language, is necessary for effective teaching. The document also discusses factors like a pupil's location, learning ability, and mother tongue that can impact English learning.
The document discusses several ways that YouTube can be used in the ESL classroom, including adapting videos for listening practice, using videos to teach regional accents and culture, and motivating students through movie making projects. Specific techniques mentioned are downloading YouTube videos, converting them to MP3 format for listening exercises, using videos to spark roleplaying activities, and having students search for and analyze videos of different English accents. Case studies and examples are provided of teachers who successfully incorporated YouTube into their ESL lessons.
This document discusses teaching English to primary school children. It provides background on the increasing interest in teaching foreign languages at the primary level in the 1990s. It describes the typical features of primary education, focusing on development of reading, writing and logical/mathematical thinking skills. It also outlines Jean Piaget and Lev Vygotsky's theories of child cognitive development, including Piaget's stages of sensory motor, preoperational, concrete operations and formal operations. The document stresses the importance of respecting children's development stages and providing English experiences related to their world to facilitate social language learning.
Stewie describes his family's daily routine. His mother Louis is a housewife who wakes up early to cook and clean. His father Peter works at a factory and enjoys watching football. Stewie has a brother Chris and sister Meg, and a talking dog named Brian. Stewie wakes up each morning, gets ready for school, takes the bus, attends classes, plays with friends after school, does homework, and goes to bed at 10:30 each night. He enjoys spending time with his family.
The document lists 25 websites that provide resources for language learning and teaching English as a second language. Some of the websites included provide free activities, lesson plans, online encyclopedias about Guam, teacher tools and resources, English study websites for different ability levels, and directories connecting teachers to other educational sites. The resources cover topics like writing, research, grammar, vocabulary, and teaching ideas and are intended to inform and assist both teachers and students of English language learning.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document discusses different teaching approaches including cooperative learning, contextual learning, mastery learning, self-access learning, future studies, and constructivism. It provides definitions and examples of how each approach is implemented in the classroom with a focus on student and teacher roles. The approaches are categorized based on the level of teacher direction and student participation, ranging from direct instruction to exploratory learning.
Sketching Workshop with Product Design TeamArganka Yahya
(You are free to use and adopt this slide to conduct your own sketching workshop)
This deck was presented in Product Design sharing session at Traveloka. In this session I gave a workshop and explained benefits of sketching in design process. I was helped by facilitators from interaction design team members.
I am a big fan of Bill Buxton and very happy to spread some of his perspective to the product design team.
This document provides information on reading activities for EFL (English as a Foreign Language) children. It discusses the importance of active learning through visual, auditory, kinesthetic and tactile activities. Several reading games and activities are described, including "Bang!" where students pick word cards and return them if they draw a "BANG!" card, a board scramble game where students race to find and circle scrambled words, and a word recognition game where students stand up and whisper words to the teacher. Additional activities include students taking turns reading paragraphs aloud and discussing stories to develop language and thinking skills. The document also outlines a PDP (Pre-During-Post) approach to reading lessons.
Alfred is an 11-year-old American boy who lives in Los Angeles, California with his family. He wakes up at 7:30 am, takes a shower, eats breakfast, and catches the bus to school where his classes start at 8:30 am. After school ends at 5:15 pm, he does homework, helps his mom with dinner, watches TV, brushes his teeth, and goes to bed wearing his Spider Man pajamas.
Classroom management in teaching english at primary schoolsFatmanurKurkcu
This document discusses key aspects of classroom management when teaching English at primary schools. It covers three main topics: [1] young learners and the critical period hypothesis for language learning before puberty, [2] characteristics of effective English teachers such as knowledge, enthusiasm and feedback, and [3] the importance of classroom management techniques in creating a respectful learning environment and positively impacting student achievement.
This document provides examples of games and activities that can be used in EFL classrooms. It discusses using games and activities to help students practice language in a fun way. Some warm-up activities described include Mystery Object, Similarities, and Mystery Identities. Structured activities given include Changing Sentences, Sentence Starters, Pulling up a Sentence, and What has Just Happened? The document also provides references and lists of websites for additional EFL teaching resources and games.
Teaching English Language Learners in Primary and Elementary ClassroomsChristine Morris
This document provides a resource guide for teachers on teaching English Language Learners (ELLs) in primary and elementary classrooms. It discusses who ELL students are, including refugee ELLs, and theories of second language acquisition. The guide also explores the Communicative Language Teaching (CLT) approach and how it can be used with refugee ELLs through classroom activities and programs. It provides recommendations and lists additional resources for teachers to support ELL students.
The document discusses strategies for teaching English to children. It recommends making lessons fun, using gestures and visuals, encouraging participation, and recycling language through games, songs and stories. Young children learn best through exposure rather than explicit instruction. The document also discusses adapting techniques for very young learners versus older children, developing multiple intelligences, and using activities like TPR, listening, drawing and role plays.
The document discusses different approaches to teaching lessons, including traditional, liberal/progressive, and transformative methods, with the transformative approach focusing on generating "thick descriptions" of social, cultural, and ecological relationships through deep explorations of community and power relationships, rather than focusing solely on facts. Key aspects of a transformative lesson plan are discussed such as essential questions, objectives, assessment, and ensuring activities are rooted in community involvement.
My books- Learning to Go https://gumroad.com/l/learn2go & The 30 Goals Challenge for Teachers http://routledge.com/books/details/9780415735346/
Resources at http://ShellyTerrell.com/Comics
The document provides instructions for 4 team building and icebreaker activities:
1. Pass the Clap - A circle activity where participants pass a "clap" around the circle by making eye contact and clapping simultaneously with the next person.
2. Two Truths and a Lie - Group members each share 2 true statements and 1 lie about themselves for others to guess.
3. Floor Designs - One person draws a picture which the group then replicates on the floor using paper, with variations like only allowing certain people to communicate.
4. Replication - Groups compete to replicate an arrangement of objects based on limited information passed between team members in roles of looker, runner, and builder.
This document provides descriptions of games that can be used for team building, icebreakers, fun activities, and sensitivity exercises. Some of the games are meant to help participants learn each other's names through activities like passing a ball around a circle. Other games involve cooperation, problem-solving, fun roleplaying scenarios, and building communication and trust. The document outlines the objective, time, number of participants, and any materials needed for over 20 different game options.
This document provides a collection of icebreaker games and activities for groups, including games to help participants learn each other's names like Name Bingo and Name Train. It also includes interactive games like Incorporations that require people to quickly form new groups based on different criteria to meet new people. The games aim to help break the ice and get conversations started within a group setting.
The document provides guidance on various exercises and activities for getting to know each other and building rapport within a group. It describes exercises involving sharing names and backgrounds in pairs or circles, as well as interactive games using props like balls of wool or sheets with personal facts. The goal is to help all individuals feel valued and comfortable before delving into more substantive topics, as open communication and acceptance of differences are important for the work. Diagrams and instructions are provided for a "Personal Shield" and "Human Bingo" game as further optional activities.
This document provides descriptions of 18 icebreaker or crowd breaker games that can help groups of people who don't know each other to mix and get to know one another. The games range from simple activities like guessing numbers of fingers to more elaborate options like scavenger hunts. Most require little preparation and allow participants to learn new things about their peers in a lighthearted, low-pressure environment.
The document describes several warm up activities that can be used for groups:
Hot potato involves passing a potato or ball around a circle while music plays, with the person holding it when the music stops doing an action. Quick link is forming random groups based on attributes. Boppity bop bop bop has one person in the middle pointing left or right, with the pointed person naming the person on their side. Categories and Jeopardy involve guessing things in categories. Up, down, stop, go has children responding to different calls by the teacher to move in specified ways. The activities are meant to energize groups, encourage socialization and fun, and build group cohesion.
This document provides instructions for several icebreaker and team-building activities for groups:
1. Story Circles involves groups taking turns adding words or phrases to a story.
2. My Favorite Things has groups explain unusual uses for common objects to encourage creative thinking.
3. Advertizing challenges groups to create advertisements for unusual products or concepts in a short time.
This document describes several icebreaker games that can be used to help groups get to know each other better. The LINE NAME GAME involves a group lining up and taking turns doing motions and saying their names as they move down the line. BEAN SHAKE involves shaking hands and exchanging beans to see who can get rid of their beans first. MUSICAL CRABS has partners in circles moving in opposite directions when music plays and finding each other when it stops. WHO AM I? involves having names pinned to backs and asking yes/no questions to guess identities. HUMAN BINGO has participants finding others who match criteria on bingo cards. M&M GAME links candy colors to questions participants must answer. Several other games
This document provides descriptions of 20 icebreaker and team building activities that can be used at camps or events to help participants get to know each other. The activities include games that involve saying names and adjectives, passing objects around a circle while remembering details, acting out motions, answering questions to sort into groups, and variations on common games like soccer and basketball. Most activities require no equipment and can be done indoors or outdoors with groups of various sizes. Instructions are provided for setting up and playing each game.
Sparkle is a warm up activity where students spell out words by saying each letter in turn. If a student misspells a letter, they must sit down. The activity continues with new words until only one student remains standing.
The Chief is an activity where one student is selected as the "chief" and must try to identify classmates touching their back with their eyes closed. It focuses on concentration and frustration tolerance.
Expressive Body has students act out animal movements without sounds to find their partner with the same animal written on a small paper. This encourages animation in class.
Icebreakers and games for training and workshops - My website moved now to Bo...Boxolog.com
My preferred icebreakers and games for mid-level workshops and training. I like very much the 10 dollar auction game!
My website moved now to Boxolog.com
This document provides descriptions of several 15-minute icebreaker activities that can be used to help groups of people get to know each other. It outlines games like Go Fish, a Room Mixer scavenger hunt with questions, Standing Poker where participants combine playing cards to make hands, and a Table Mixer where people share facts about themselves. Additional icebreakers include having groups find things they have in common, and a "Come On Up" game where participants answer questions to come to the front. The document promotes pre-packaged teambuilding activities.
This document describes 33 games that can be played in groups with children, youth, and others. The games include Find the Leader, Identity Crises, Passing the Coin, The Frog and the Princess Race, In and Out Game, Telegram, Cat and Rat, Human Scrabble, 1,2,3 Zip Game, Dog and the Bone, Drawing in the Dark, Guess the Word, Memory Game, Nam-Sharats, Passing the Message, Word Test, Guess What You Carry on Your Back, Number Game, Back to Front, Crossing the Ganga, Clap in the Multiples of 5, Fours and Eights, How Many?, Ten Way Ticket, Chain Story, Act Out
The Power of Energizers to Moderate a Creative Sessionmagicblends
Creative energy can be contagious ! Experience how energizers can help share energy, build team spirit, sparkle imagination in a playful and dynamic way.
The document describes the game of Treasure Hunt. It involves teams finding instruction sheets in a specific order that guide them to the location of the next sheet. There is no actual treasure, just the instruction sheets. The winner is the first team to submit all 5 sheets to the instructor. The game works best in a large outdoor location to hide the instruction sheets.
Here are some potential categories:
- Best dancer
- Funniest person
- Most likely to be late
- Best leader
- Most creative
- Best storyteller
- Hardest worker
- Most organized
- Best listener
- Best team player
Each team takes turns nominating someone for each category. The nominated
person must stand. After all categories are completed, have each team cheer for
their nominees. This activity allows participants to recognize each other's strengths
in a lighthearted way.
32
Office of Student Leadership Development
Ulrich Student Center
Supplies Needed:
Number of People:
Instructions:
Penny on the Chin
Pennies
10
The document is a packet from the Office of Student Leadership Development containing icebreakers, teambuilders, and leadership tips to assist student clubs and organizations. It includes over 30 icebreakers categorized as name games, get-to-know-you activities, or energizers. The packet also contains teambuilding activities categorized as high energy, low energy, or problem-solving. Finally, it provides helpful leadership and life skills handouts. The office encourages clubs to use these resources and contacts the office if additional assistance is needed with training.
Team building games help develop team cohesiveness and tear down communication barriers. The document describes several team building exercises for cheerleading squads, including relay races, scavenger hunts, and trust-building activities. It emphasizes that team building takes ongoing effort but results in increased commitment and productivity for accomplishing team objectives.
The power of energizers x magic blendsMagic Blends
Creative energy can be contagious ! The purpose of this expo is to have participants experience how energizers can help share energy, build team spirit, sparkle imagination in a playful and dynamic way.
This document provides instructions for activities to help group members get to know each other better at the start of a workshop. It describes five main activities:
1) Having group members introduce themselves and share something about their first name.
2) Pairing people up to talk and learn about each other for 5 minutes then introduce their partner.
3) Forming a circle and passing a ball of wool while saying their name and other details to connect everyone.
4) Going around the circle saying their name and what they would rather do with their life to learn names and more about others.
5) Creating a "I AM..." sheet to write 3 things about themselves that are not obvious and share by
This exercise simulates scientists in a desert trying to fill a cup with water from an oasis without stepping in the circle using only ropes. Participants have 20 minutes to complete the task. The debriefing will focus on the group's strategy, communication, and roles. Key questions will examine how the strategy evolved and changed, how communication flowed within and between groups, and what roles emerged with the leader and followers. The goal is to understand challenges of cooperation, leadership, and group dynamics.
The document provides 30 icebreaker activities that can be done while seated. The activities include having participants write unusual facts about themselves on index cards to be guessed, name games involving alliteration or objects they bring on a picnic, partner activities like building towers out of straws or thumb wrestling, and group activities like guessing lies among truths or passing around candy and stating facts about oneself for each piece taken. The icebreakers are intended to help participants learn each other's names and share personal details to build rapport within a group.
This document provides an overview of icebreakers - introductory activities used to help groups learn each other's names and get comfortable interacting. It discusses the purposes of icebreakers, including getting acquainted, introducing topics, building teams, and energizing groups. The document also provides tips for facilitators on choosing the right icebreaker for the group's goals and needs, facilitating the activity, and debriefing afterwards. Examples of common icebreakers are also described.
This document provides instructions and guidance for team building exercises focused on getting to know each other, building trust through physical closeness activities, and cooperating to solve group tasks. The exercises include personal crests, intimate interviews, trust walks, trust falls, aeroplanes, human knots, back-to-back activities, and a perfect squares puzzle to encourage cooperation without verbal communication. Guidance is given for facilitators on discussing experiences to translate lessons to real work team situations.
This document outlines a 1.5 hour session to help a newly formed team get to know each other and establish norms for working together effectively. The session includes icebreakers like writing descriptive words about teammates and a team personality test. Participants discuss experiences from successful past teams and brainstorm rules, success factors, and personal commitments to recreate positive team dynamics and feelings. The goals are for members to connect with each other, understand their interactions and personalities, and set a foundation for effective collaboration.
This document provides descriptions of several team building activities with varying levels of physical activity and risk. Some of the activities described include:
- Standing up from a back-to-back sitting position with partners to demonstrate cooperation and coordination.
- Forming a "human knot" by joining hands with other group members not standing next to you and then untangling the knot, requiring collaboration to solve.
- One group acts as a "taffy pulling machine" to gently pull another group holding hands in a circle in an attempt to stretch the "taffy" into human-sized pieces in a display of cohesion.
- Sitting back-to-back in a tight circle and then
Crew members were stranded 200 miles from their rendezvous point on the moon and needed to rank 15 survival items to make the journey. The two oxygen tanks were ranked as the most critical by NASA since oxygen is essential for survival and weight is not an issue on the moon. Food concentrate and water were also highly ranked. The box of matches and magnetic compass were considered virtually useless since there is no oxygen on the moon for fires and the moon does not have a magnetic field for navigation.
The 90-minute training aims to get 20 first and second year students between 19-21 years old to remember at least 5 names from the group. It uses interactive exercises like drawing common interests, passing water between glasses without spilling, and forming human pyramids to get participants out of their comfort zones and build rapport. The training concludes by checking if learning objectives were met and gathering feedback.
1. The document describes an exercise where groups of 5 people are tasked with assembling puzzle pieces into squares of equal size without verbal communication.
2. Each group member is given pieces in an envelope to assemble their square, with the goal being to complete all squares at the same time since the task is not finished until all are equal in size.
3. Observers monitor the groups and take note of non-verbal communication attempts and how group members help or do not help each other reach the goal within the time limit.
This document outlines an outdoor exercise to demonstrate leadership elements like participation and developing a shared vision. It involves two instructors leading blindfolded workers to move an object from one area to another using only verbal instructions.
The instructors are tasked with developing a strategy to guide the blindfolded workers without direct contact. Workers must rely completely on the instructors' guidance and feedback.
After completing the task, participants discuss their experiences as instructors or workers. Questions focus on delegation, developing strategy, managing limitations, and clarity of communication. The goal is for participants to reflect on effective leadership and teamwork, especially when facing challenges.
This document outlines an outdoor exercise involving entering a computer code to stop a virus. Participants must work as a team to touch numbered plates in order from 1-50 within the activity area without multiple people entering at once. The code may need to be entered repeatedly and variations like removed numbers add difficulty. After, facilitators focus the debriefing on discussing team strategies, communication, conflicts around values and priorities, and willingness to start without full planning. The goal is to build creativity, teamwork, and adaptive thinking under pressure.
This document outlines an exercise called "Blind Fly" where delegates work together blindfolded to reach a goal. It provides:
1) Instructions for the exercise including preparing a site with a goal that can be seen from a distance and providing ropes for the group.
2) A timeline of 5 minutes for briefing, 10 minutes for planning, 15 minutes for the blindfolded walking, and 20 minutes for debriefing.
3) Safety instructions for the facilitator to watch the group and warn of any obstacles while blindfolded.
4) Discussion questions for the debriefing focused on teamwork, communication, leadership, planning, and handling difficulties while blindfolded as a group.
This document outlines an exercise where a group must reorganize another group of people (the AWAY group) according to specific rules and within a time limit. The purpose is to align people to achieve a common goal. Only one member of the main group can communicate instructions to the AWAY group at a time. The task is to rearrange the AWAY group so those who started on the right end on the left in their original order, and vice versa for those on the left. They can only move forward one space at a time if the space is empty, or move around another person if the space behind them is empty. No turning is allowed. The main group must demonstrate perfect execution at the end or face serious consequences.
Barbie Movie Review - The Astras.pdffffftheastras43
Barbie Movie Review has gotten brilliant surveys for its fun and creative story. Coordinated by Greta Gerwig, it stars Margot Robbie as Barbie and Ryan Gosling as Insight. Critics adore its perky humor, dynamic visuals, and intelligent take on the notorious doll's world. It's lauded for being engaging for both kids and grown-ups. The Astras profoundly prescribes observing the Barbie Review for a delightful and colorful cinematic involvement.https://theastras.com/hca-member-gradebooks/hca-gradebook-barbie/
The Evolution of the Leonardo DiCaprio Haircut: A Journey Through Style and C...greendigital
Leonardo DiCaprio, a name synonymous with Hollywood stardom and acting excellence. has captivated audiences for decades with his talent and charisma. But, the Leonardo DiCaprio haircut is one aspect of his public persona that has garnered attention. From his early days as a teenage heartthrob to his current status as a seasoned actor and environmental activist. DiCaprio's hairstyles have evolved. reflecting both his personal growth and the changing trends in fashion. This article delves into the many phases of the Leonardo DiCaprio haircut. exploring its significance and impact on pop culture.
Matt Rife Cancels Shows Due to Health Concerns, Reschedules Tour Dates.pdfAzura Everhart
Matt Rife's comedy tour took an unexpected turn. He had to cancel his Bloomington show due to a last-minute medical emergency. Fans in Chicago will also have to wait a bit longer for their laughs, as his shows there are postponed. Rife apologized and assured fans he'd be back on stage soon.
https://www.theurbancrews.com/celeb/matt-rife-cancels-bloomington-show/
Christian Louboutin: Innovating with Red Solesget joys
Christian Louboutin is celebrated for his innovative approach to footwear design, marked by his trademark red soles. This in-depth look at his life and career explores the origins of his creativity, the milestones in his journey, and the impact of his work on the fashion industry. Learn how Louboutin's bold vision and dedication to excellence have made his brand synonymous with luxury and style.
The Unbelievable Tale of Dwayne Johnson Kidnapping: A Riveting Sagagreendigital
Introduction
The notion of Dwayne Johnson kidnapping seems straight out of a Hollywood thriller. Dwayne "The Rock" Johnson, known for his larger-than-life persona, immense popularity. and action-packed filmography, is the last person anyone would envision being a victim of kidnapping. Yet, the bizarre and riveting tale of such an incident, filled with twists and turns. has captured the imagination of many. In this article, we delve into the intricate details of this astonishing event. exploring every aspect, from the dramatic rescue operation to the aftermath and the lessons learned.
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The Origins of the Dwayne Johnson Kidnapping Saga
Dwayne Johnson: A Brief Background
Before discussing the specifics of the kidnapping. it is crucial to understand who Dwayne Johnson is and why his kidnapping would be so significant. Born May 2, 1972, Dwayne Douglas Johnson is an American actor, producer, businessman. and former professional wrestler. Known by his ring name, "The Rock," he gained fame in the World Wrestling Federation (WWF, now WWE) before transitioning to a successful career in Hollywood.
Johnson's filmography includes blockbuster hits such as "The Fast and the Furious" series, "Jumanji," "Moana," and "San Andreas." His charismatic personality, impressive physique. and action-star status have made him a beloved figure worldwide. Thus, the news of his kidnapping would send shockwaves across the globe.
Setting the Scene: The Day of the Kidnapping
The incident of Dwayne Johnson's kidnapping began on an ordinary day. Johnson was filming his latest high-octane action film set to break box office records. The location was a remote yet scenic area. chosen for its rugged terrain and breathtaking vistas. perfect for the film's climactic scenes.
But, beneath the veneer of normalcy, a sinister plot was unfolding. Unbeknownst to Johnson and his team, a group of criminals had planned his abduction. hoping to leverage his celebrity status for a hefty ransom. The stage was set for an event that would soon dominate worldwide headlines and social media feeds.
The Abduction: Unfolding the Dwayne Johnson Kidnapping
The Moment of Capture
On the day of the kidnapping, everything seemed to be proceeding as usual on set. Johnson and his co-stars and crew were engrossed in shooting a particularly demanding scene. As the day wore on, the production team took a short break. providing the kidnappers with the perfect opportunity to strike.
The abduction was executed with military precision. A group of masked men, armed and organized, infiltrated the set. They created chaos, taking advantage of the confusion to isolate Johnson. Johnson was outnumbered and caught off guard despite his formidable strength and fighting skills. The kidnappers overpowered him, bundled him into a waiting vehicle. and sped away, leaving everyone on set in a state of shock and disbelief.
The Immediate Aftermath
The immediate aftermath of the Dwayne Johnson kidnappin
Orpah Winfrey Dwayne Johnson: Titans of Influence and Inspirationgreendigital
Introduction
In the realm of entertainment, few names resonate as Orpah Winfrey Dwayne Johnson. Both figures have carved unique paths in the industry. achieving unparalleled success and becoming iconic symbols of perseverance, resilience, and inspiration. This article delves into the lives, careers. and enduring legacies of Orpah Winfrey Dwayne Johnson. exploring how their journeys intersect and what we can learn from their remarkable stories.
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Early Life and Backgrounds
Orpah Winfrey: From Humble Beginnings to Media Mogul
Orpah Winfrey, often known as Oprah due to a misspelling on her birth certificate. was born on January 29, 1954, in Kosciusko, Mississippi. Raised in poverty by her grandmother, Winfrey's early life was marked by hardship and adversity. Despite these challenges. she demonstrated a keen intellect and an early talent for public speaking.
Winfrey's journey to success began with a scholarship to Tennessee State University. where she studied communication. Her first job in media was as a co-anchor for the local evening news in Nashville. This role paved the way for her eventual transition to talk show hosting. where she found her true calling.
Dwayne Johnson: From Wrestling Royalty to Hollywood Superstar
Dwayne Johnson, also known by his ring name "The Rock," was born on May 2, 1972, in Hayward, California. He comes from a family of professional wrestlers, with both his father, Rocky Johnson. and his grandfather, Peter Maivia, being notable figures in the wrestling world. Johnson's early life was spent moving between New Zealand and the United States. experiencing a variety of cultural influences.
Before entering the world of professional wrestling. Johnson had aspirations of becoming a professional football player. He played college football at the University of Miami. where he was part of a national championship team. But, injuries curtailed his football career, leading him to follow in his family's footsteps and enter the wrestling ring.
Career Milestones
Orpah Winfrey: The Queen of All Media
Winfrey's career breakthrough came in 1986 when she launched "The Oprah Winfrey Show." The show became a cultural phenomenon. drawing millions of viewers daily and earning many awards. Winfrey's empathetic and candid interviewing style resonated with audiences. helping her tackle diverse and often challenging topics.
Beyond her talk show, Winfrey expanded her empire to include the creation of Harpo Productions. a multimedia production company. She also launched "O, The Oprah Magazine" and OWN: Oprah Winfrey Network, further solidifying her status as a media mogul.
Dwayne Johnson: From The Ring to The Big Screen
Dwayne Johnson's wrestling career took off in the late 1990s. when he became one of the most charismatic and popular figures in WWE. His larger-than-life persona and catchphrases endeared him to fans. making him a household name. But, Johnson had ambitions beyond the wrestling ring.
In the early 20
240529_Teleprotection Global Market Report 2024.pdfMadhura TBRC
The teleprotection market size has grown
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to $70.77 billion in 2028 at a compound annual
growth rate (CAGR) of 26.0%.
Top IPTV UK Providers of A Comprehensive Review.pdfXtreame HDTV
The television landscape in the UK has evolved significantly with the rise of Internet Protocol Television (IPTV). IPTV offers a modern alternative to traditional cable and satellite TV, allowing viewers to stream live TV, on-demand videos, and other multimedia content directly to their devices over the internet. This review provides an in-depth look at the top IPTV UK providers, their features, pricing, and what sets them apart.
Meet Dinah Mattingly – Larry Bird’s Partner in Life and Loveget joys
Get an intimate look at Dinah Mattingly’s life alongside NBA icon Larry Bird. From their humble beginnings to their life today, discover the love and partnership that have defined their relationship.
2. GETTING AQUATINTED
Aim: (1) To provide opportunities to become acquainted
with other members of the group.
(2) To promote feedback and self-disclosure among
participants regarding initial perceptions.
Time: Approx.35-40 minutes.
Materials: (1) 12 blank sticky labels or strips of masking tape for each participant.
(2) A copy of the Labeling Category List for each participant. (See below).
(3) Pencils or felt-tipped markers.
Procedure: The group leader distributes a copy of the Labeling Category List to each participant along with blank name tags.
Each participant must copy each category on a separate blank nametag.
Participants mill around and choose a person who best fits each category. Stick label onto clothing of the person you select and engage in a one-minute
conversation (20 minutes).
The group leader forms groups of 5-7 members. Each group must discuss their reactions to being categorized and labeled (or not labeled) by others' first
impressions (15 minutes).
Labeling Category List:
Warm Intelligent
Shy Happy
Fun loving Friendly
Sexy Sincere
Mysterious
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
3. WORLD TRIP
Aims:
To find out the names of other members in the group
To provide low risk activity
To stimulate logical thought
Description
A game to help group members learn each other's names
Approach
The group could be sitting on the floor. The teacher enters the group and introduces the game by saying, "None of us knows any other's name. Let's play a
game that will help us find them out. My name is Tom, I am going on a world trip and I am taking Tomatoes with me. If you want to come with me you
have, to say your first name and what you want to bring. You have to bring the right thing. The first letter of our first name must be the first letter of the thing
you bring.
The game proceeds until everyone can come.
At the end of the game the teacher asks each student two questions.
"How many names can you remember?"
"Which are they?"
Time
Could take one session
Background
This activity would be best used at the initial meeting of the group.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
4. WHO'S MISSING
Materials: Small prizes, such as sweets.(optional)
Aims: Memory training, concentration, building groups, fun.
Procedure: Group is seated, scattered around the room. One person, A goes out. The
group moves around, changing places, and one more person, B,1eaves by the other door, or hides. A returns and has 30 seconds to guess
who's missing. If he does he wins (a small sweet, if you wish to give prizes), if he doesn't B wins.
Variations: Add consequences for the loser
CHINESE WHISPERS
Materials: None
Aims: Positive feedback, good for closing exercise
Procedure: Members mill around. When you see someone you'd like to communicate
with, send them a message via someone else: e.g. 'Tell Joan I said thank you for helping me yesterday.' Continue until messages run out.
Variations: Do as graffiti on large paper on walls. Do with bits of paper being
delivered. Do at a run, speed up, slow motion, etc.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
5. THE NAME OF THE GAME
Materials: One ball for every group of about 15 -16.
Aims: Introduction, memorizing names
Procedure: New group sits in a circle of not more than sixteen. One person is given a ball. The ball is passed around the circle and each person who
receives the ball says their name very clearly (usually just the first name). When everyone has been named and the ball is back to the
beginning, the person holding the ball throws it to any person. That person must say the thrower's name. The ball is then thrown to
someone else who must say the next thrower's name. If a person cannot remember the name of the person who has thrown the ball to him,
they must ask and repeat the name before proceeding with the activity. The game continues until everyone can remember the names of
the people within their group. Group size is usually about sixteen.
HUMAN TIC-TAC-TOE
Materials: 9 chairs, running space
Aims: Active participation, warm-up, fun
Procedure: At one end of the room, three rows of three chairs each, four feet apart. Teams: Team 1 is 'Noughts', Team 2 is 'Crosses'; they line up
In corners of the room facing the chairs. When the leader calls 'noughts', the first naught runs to a chair and sits with arms circled above
head. Runner must sit before Leader counts to 5 slowly. Leader calls 'crosses', first cross runs and sits with arms crossed on chest. Leader
continues to call them alternately until one team wins (same rules as paper Noughts and Crosses). Start over, call losing team first. Keep
score (optional).
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
6. TICK TOCK
Materials: Two small different objects, such as a blue felt pen and a red felt pen.
Aims: Breaking the ice, concentration
Procedure: Leader has pen (or other object), passes it to his right, saying: 'This is a tick'. Player 1 says: 'A what?' Leader repeats: 'A tick'. 1 then
passes it on saying, 'This is a tick'. Player 2 says: 'A what?' to player 1, who says: 'A what?' to the leader. Each time the 'What?' must pass
all the way to the leader, and the 'A tick' must pass all the way back, before the pen is passed. When this has been practiced a few times,
start over, and at the same time, start another pen to the left, saying: 'This is a tock' etc. Confusion is encouraged and acceptable. Let the
group try, as long as desired, to return both objects to the leader without losing the flow or concentration.
FAMOUS PEOPLE
Materials: Famous names on strips of card or paper, straight pins. Could be real people (Joan of Arc), fictional (Superman), etc.
Aims: Mixing, starting conversation, ice-breaking
Procedure: As people enter, leader pins a name on each person's back. Each one must walk around and try to find out who he is by asking yes-or-
no questions of everyone else. When he knows who he is, he pins the paper on his front and continues to help others.
Variations: Try it non-verbally. Try insisting that everyone must make statements (e.g. 'I am alive'), and no questions allowed.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
7. MOVE TO THE SPOT
Aims
Introductory Movement Awareness Relaxation
Materials
Large, empty room or space
Learning to follow simple instructions, movement, warm-u for Drama P
Procedure
Leader says: 'Find a place to stand by yourself. Now look at and concentrate on a fixed spot on the floor, somewhere across the room. Now, move to that
spot in a straight line pacing yourself so as not to have to stop, while avoiding bumping into anyone.'
Leader continues to give similar instructions, allowing time for individuals to (A) concentrate on each spot, (B) move at their own pace, and (C) settle into
the new spot.
Instructions for (B) could include moving to the new spot:
backwards
in as few steps as possible
in as many steps as possible
travelling in circles
travelling in squares
using as few jumps as possible
with hands on knees, toes etc.
moving along floor without using hands
using only two out of four legs
Variations
Have group invent more instructions.
MRS O'GRADY
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
8. Who: Small Group
Where: Inside or outside in roomy area
Aids/Equipment None
Objectives: To assess social skills, ability to communicate, willingness to
participate
To encourage group bonding, relax with each other
Leaders Hints: Observe who is enthusiastic, imaginative with suggestions
Observe who seems confident, shows group spirit, who becomes competitive.
Instructions: 1. The group stands in a circle and tells the story of Mrs O'Grady and accompanies with actions:
First person: "Did you hear what happened to Mrs O'Grady?"
Second person: " No. What happened?"
First person: "She died."
Second person: "How did she die?"
First person: "She died with her hand on her head" (places hand on
head)
2. The second person puts their hand on their head too, says the same
speech to the third per son and adds another action, so the person at
the end has all the different actions.
Conclusion This is a silly game intended to relax the group and begin group bonding.
TOILET PAPER GAME
Group Size 6 - 8 people is mot effective, but slightly smaller or slightly larger would also work.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
9. Materials A roll of toilet paper per group
When and Where On arrival to an O'Camp or State Conference site where the to use group will be placed in a situation where they may need
toilet paper for the next certain period of time, but do not have access to go and buy any.
Procedure Sit down with designated group and explain to them that in all the rush, we were not aware that the site does not supply toilet paper.
However, each group has one role of toilet paper until tomorrow when we go to the shop. Each group member is to then take as much
toilet paper as they feel necessary to last them that amount of time.
Once each member of the group has their toilet paper, the leader explains that we do actually have toilet paper and that what each
member of the group must do is tell the group one thing about themselves for each piece of paper that they have.
MAKING THE LONGEST CHAIN
Group Size 2 teams (or more) of at least 4
Materials None
Where and When A fun break inbetween activities with a group who are familiar with each other.
Procedure Tell each group that the aim of this game is to make the longest chain. The chains must be made of only the clothing currently being
worn by the people in the group. The aim is that people have to strip down as far as possible to make the longest chain.
The team with the longest chain of clothing wins.
SCRAMBLED EGGS
Group Size 6 and up
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
10. Materials Chairs for everyone but one person
Where and When A good game to get to know people or in between sessions when working with a small to middle sized group. A bonus in some
instances as no close physical contact is involved.
Procedure Seat your group in a circle, but make sure that there is one less chair then the number of people on the group. You stand in the middle
of the circle to begin the activity.
Explain that you are going to call out a sentence and anyone to whom the sentence applies must get up and change chairs. It is not
possible to move to the chair on either side of their present position. Your aim is to occupy one of the vacant places before someone
else, so that you are no longer the person in the middle.
Then the person who has been caught in the middle must think up a sentence that will cause others to change chairs, so that he/she can
get to a chair first.
Examples of sentences that can be called out - "All those wearing watches." "All those who had breakfast this morning." "All those
with blue eyes." When "scrambled eggs" is called out, everyone must change chairs.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
11. BE IT
Group Size Any size
Materials None
Time 5 minutes
Where and When Use to break the workload, to use up excess energy, as a getting to know you activity.
Procedure 1. Ask the participants to spread out around the room so that they have plenty of space to swing their arms about
2. Explain that the activity they are about to do is called "Be It" and is involves a bit of imagination and letting go of your inhibitions.
3. Then explain that you are going to name a series of objects, and each time they should try to shape their bodies into the form of
that object.
Variations For a group that is more comfortable with each other, ask them to make a noise as well as an action.
Suggested Ideas Banana
Tree
Snail
Bulldozer
Elephant
Telephone
Vacuum Cleaner
Paper Weight
Food Vending Machine
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
12. CAN I COME TO THE PARTY?
Who: Small groups (separated into pairs)
Where: Enough room for the group to form a large circle
Objectives: To learn from observation
To communicate non-verbally
To motivate and energise the group
Leaders' Hints: Observe how participants react to the cues
Do those who don’t understand become frustrated, determined or “give up”?
Instructions: 1. The leaders need to decide the criterion for coming to the party. This can vary and have any degree of difficulty. You may
invite:
- Those who are wearing clothing ending with a consonant
- Those who have their feet crossed when they are to be invited
- Those who ask when you have your feet crossed
- Those who ask you addressing you by name
2. Sit participants in a circle and explain that you are going to hold a party to which they may or may not be able to come. Invite
them to ask if they can come to the party. Use the criterion agreed upon, start the game.
3. You can give hints, such as “No you can’t come wearing a bra, but you can come in suspenders” (!)
4. When the criterion has been guessed, invite one of the group to be the “party host”.
Conclusion: This is another activity involving learning through observation. By exercising these skills, we become better at learning from those
cues that people give us.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
13. MEMORY GAME
Who: Small teams of people (say 3-5 in each)
Where: A room large enough for each team to be able to sit in a circle.
Aids A blanket
A number of objects (eg a book, a spoon, a phone etc)
Pen / Paper / Score Sheet
Objectives Simple memory test
Leaders Hints Nil
Instructions Place 10-15 objects under the blanket
Everybody has 5 seconds to look at them
Then people individually write down what they saw
Next collectively write down the objects (within each team)
Remove blanket and check that all items were identified
If time remaining replace blanket and ask each team to draw a map of objects as laid out under than blanket.
Variation If too easy, ask for more details eg title of book, colour of spoon
Conclusion Non-threatening team game for new members
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
14. THE WORLD
Who: Small groups, no real limit on the total number
Where: A room
Aids Large sheets of paper
An atlas (for the judges)
Pens for each group
Score Sheet
Objectives To informally test people’s general knowledge of world geography
Leaders Hints Nil
Instructions Draw a map of the world, showing the borders of each country and the location of the capital, but not the names of the countries or the
capitals
See how many countries and capitals each group can identify in a given time period (say 10 minutes)
Award 1 point for each country, 1 point for each capital (accuracy is up to the judges)
Conclusion A good game for breaking a large group up into small teams. Particularly useful for AIESEC, since at the end of the exercise you can
identify which of the countries are AIESEC Member Countries.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
15. TEAM HOPSCOTCH
Who: Small groups
Where: Outside on a cement (or other hard) surface
Aids Chalk, Stones
Objectives To have fun
Leaders Hints Be careful to explain the rules carefully
Instructions The whole team must travel up and down the hopscotch “board”. Each team must do several laps or several games, depending on the
time allowed.
Each player uses a flat stone; player tosses the stone into square one, then hops over it as far as he/she can ie into square 2,3 etc.
Player turns and hops back to square one to retrieve stone, then hops back to square they landed in and throws stone into next square.
Process is repeated until person has travelled up and back.
Each team member takes a turn.
If stone does not land in appropriate square, or player hops into square containing stone of if player touches the ground with hand of
foot they must start again.
Conclusion Good team game, may be used in mini-olympics.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
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16. TRAIN GAME
Who: Large groups (approx 20)
Where: Inside or Outside
Aids Nil
Objectives To get people to mix
To have the person in the centre of the circle try to catch the train
Leaders Hints Appoint your most vocal people as stations and crossings
Instructions Group stands in circle with hands joined
One person stands in the middle of the circle
The train moves by a squeeze of the hand, so if a person feels a squeeze of the hand on the left side, they must squeeze the hand of the
person on their right side
Appoint a few people around the circle to be crossings (these people shout “ding-a-ling” as the train passes through them) and stations
(these people shout “Toot” as the train passes through, and they also have the power to change the direction the train is travelling)
The person in the middle catches the train by pointing at a person who has received the train on one side but has not passed it on to the
other side of them.
Conclusion A good game for groups of people who know each other well enough to feel comfortable holding hands, or for groups who are
beginning to be bonded (eg new directors at a national conference)
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
17. ANIMAL NOISES
Who: The more the merrier (at least 20)
Where: In a large room or outside
Aids Animal names on slips of paper
Blindfolds if you have them
Objectives To communicate with others without using normal everyday words
Leaders Hints Nil
Instructions Each person is given a piece of paper with the name of an animal on it eg cow, horse, goat, owl, elephant, dog, and turkey. The number
of animals you use is up to you, but you want to use each animal at least 4 or 5 times.
Everyone has to close their eyes (or be blindfolded) and by making the noise of their animal, find the other cows, horses etc, keeping
their eyes closed all the time.
Variations For large groups, just give inform each person of their animal verbally.
Conclusion Sit back and laugh
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
18. WINK MURDER
Who: A group of people (preferably 15 – 25)
Where: Inside a room big enough for everyone to walk around
Objectives To learn from observation
Instructions Everyone sits in a circle and covers their eyes.
You choose a murderer (unknown to others) by tapping them on the head
Everyone uncovers their eyes and starts to walk around so that they frequently pass each other.
The murderer may kill anyone by winking at him or her. If a person receives a wink he/she must wait for 5 seconds and then fall to the
ground (shouting “aaagh!” on the way down). That person is now dead and cannot participate in the rest of the game.
If a person spots another person winking at someone, he may accuse that person of being the murderer, by pointing at the accused &
saying, “I think X is the murderer”.
After the accusation has been made, the accuser must have someone else back up his or her claim. If not, the accuser must withdraw
from the game. The suspect does not have to comment.
A murderer is caught if he/she is accused correctly by tow people, and a new game starts.
If an accuser and a supporter are both wrong, they must both withdraw from the game.
Conclusion A good game for a group of strangers, or even friends!
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
19. WHO’S CHANGING THE MOVEMENT
Who: Groups of people (approx 20)
Where: Enough room to sit in a circle, inside or outside
Aids Nil
Objectives To test people’s powers of observation
Leaders Hints Nil
Instructions Groups sit in a circle facing inwards, one person per group leaves the room. The others decide who will be the leader.
The person comes back into the room and stands in the middle.
The leader makes a series of movements eg scratching head, waving arms, lifting leg up and down, bending forward etc and the others
in the group have to copy the movements.
The person in the middle, by carefully watching the change of the movements has to guess whom the leader is.
Conclusion Good for strangers or friends.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
21. BOMB SHELTER
Materials: None
Aims: Role-playing, group decision-making, group interaction.
Procedure: Divide in groups of 8 - 10. Each group member adopts a specific role, usually an occupation, e.g. a doctor, an athlete, a teacher, movie-
star, mother, housewife, etc. (These can be written out and picked from a hat). Tell groups they are in an air-raid shelter after an atom
bomb has fallen, big enough and with enough air and food for only six people, therefore they must get rid of several members. Each
group member must argue as to why he should be allowed to survive. A group decision must be reached as to who goes and stays: no
suicides or murder allowed. Set a time limit for the decision. Later discuss how the group interacted making the decision, whether each
person played an active or passive role, how satisfied each was with his role, etc.
Variations: Instead of an air-raid shelter, have a life raft or desert island or space ship. Add incidents, accidents, rituals, funerals, ceremonies.
ONE SPECIAL THING
This exercise is a good one to use early in the semester because it helps to build a sense of group rapport through the establishment of an environment for
self-disclosure.
Divide the class into pairs. Instruct the students to carry on a normal conversation for five minutes, each person telling the other as much as possible about
himself. Ask the students to pick those things about themselves that they think are important to share. After five minutes ask the class to come back together
again as one large group (preferably in a circle). Then ask each student to introduce his partner by stating his partner's name and the one special thing that
impressed him as most important about that person.
If you like, you can end the discussion by asking the group to talk about what it was like to talk to the other person and what it was like to be talked about in
the group.
Every person needs recognition. It is expressed cogently by the lad who says, Mother, let's play darts. I'll throw the darts and you say `Wonderful.' "
Educator Handbook of Stories, Quotes, and Humor, M. Dale Baughman
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
22. BODY LIFT
Aims: Trust, concentration, group development
Procedure: Group chooses each member in turn and elevates them to a horizontal
position above the heads of the group. The person is held there for a specific period, and then lowered carefully to the floor. The elevated
person must relax and close eyes. It is often a good idea to have the groups raise and lower in unison. This often avoids confusion and
helps concentration.
Variations: Vary speed and control of lift,- walk, rock, etc.
Have the person involved give instructions to the group.
Combine with Backward fall & catch.
SITTING CIRCLE
Materials: Circle of over 25 people
Aims: Trust, fun
Procedure: a) Group stands in a close circle, in queue form, with right shoulders towards the center of the circle.
b) Circle closes so that everyone is touching the person in front and behind them.
c) Participants hold the waist of the person in front d Everyone bends their knees until they feel themselves supported on the knee of the
person behind.
e) If successful (rare first time) the whole group is self supported, each person sitting on the knee of the person behind.
Note: This can only be successful if the circular shape is maintained throughout and it is helpful if the group leans slightly towards the center as
they are trying to settle down.
Variations After secure sitting position is achieved
1 Everyone leans inwards slightly and raises left leg
2 Try alternate stepping with right and left feet, (very difficult.)
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
23. TANGLE
Materials: None
Aims: Group development, trust, warm-up
Procedure: Whole group links hands into a human chain. First person leads chain
through itself, over and under arms, between legs, etc. Extra care must be taken not to break the chain, to move slowly and to be gentle.
Tangle ends when group is too tightly packed to move. One person then untangles the group, giving them directions without touching
them.
SPEAKEASY
Materials: One chair
Aims: Self-validation, group development
Procedure: A chair is placed in front of the group. Each person has a chance to sit on the chair and talk to the group. They can develop any subject
of their choice. It is often better to start out with descriptions of themselves - group leader setting the pace by going first.
This is very important activity which can become a permanent feature of each drama lesson, especially if a drama lesson is over 60
minutes long.
Positive developments can result in group discussion and ways of resolving problems.
Variations: Speak on controversial subjects, give views, then discuss, argue, do values continuum, etc.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
24. CONCENTRATION POINTS
Materials: None
Aims: Improvisation, movement
Procedure: Work in pairs or teams: use mime or short improvisations
Compare silence with noise, running with slow motion (really slow,
almost imperceptible).
running and leaping with slow motion, exuberance with
sorrow
old people - young people
tall I people - short people
big (expansive and extrovert) - small (nervous and introvert)
floating - mud wallowing
sleek and darting - slow and ponderous
slow witted - quick witted
stiff person - loose person
rich - poor
strong - weak
industrious - lazy
taciturn person - chatterbox
Englishman - Frenchman
pompous person - friendly person
serious person - silly person
school teacher - school child
policeman - criminal
angel - devil
motorist - pedestrian
slow people - quick people
Variations: Development into improvisations: dealing with various situations; people might be involved in conversation,1etter writing, shopping
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
25. TRUST WALK
Who: Large Group
Where: Walking outside
Aids/Equipment: Blindfolds
Objectives: To develop group and individual trust
To communicate without words
Leaders Hints: Who is willing to trust the person in front of them? (step
confidently)
Who communicates with the people behind?
Instructions: 1. Everyone lines up in a single row behind the leader.(Group leaders should be spaced every couple of students to ensure they remain
safe)
2. Each person puts on a blindfold.
3. Each person puts their hands on the shoulders of the one ahead of them. Explain that when they walk outside, if they need to step up
the person in front will tap their right leg, and if they need to step down, the person in front will tap their left leg. They must do the
same to the people behind them and pass the message along.
4. The leader leads the line outside and around the grounds.
Conclusion This activity can be used after contemplative reflection (Sunday morning) or towards the end of the camp, when people are more
familiar with each other.
BODY ENGLISH
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
26. Who: Small Group (with presentation to the whole camp)
Where: Individual groups then in large area or hall
Aids/Equipment None
Objectives: To assess emotional expression and adaptability
To motivate and energise students
To provide a variety of activity and have the groups working together spontaneously
Leaders Hints: Observe who dominates the group, who comes up with ideas, who stands away or doesn't contribute
Observe who is willing to participate, who keeps everyone involved
Observe who is shy in front of the main group or is unwilling to be involved
Instructions: 1. Each group is given a proverb/expression and ten minutes to prepare.
The skit is to be quick and similar to charades, where the phrase is spelt or acted out. The main group has to guess the
proverb/expression.
2. Leaders can give an example in front of the group before the others begin.
Conclusion This activity can be used in place of the usual "skit". By giving each group a different expression, there is more variety and tests the
general knowledge of the group.
While on exchange, students are often ask or required to do things which are "silly" cr in front of others. This activity provides some
initial experience and tests the willingness of the students to do things that think make them appear foolish.
Suggestions: "A bird in the hand is worth two in the bush"
"A rolling stone gathers no moss"
"Once bitten, twice shy"
"A stitch in time save nine"
"Let sleeping dogs lie"
"Good things come in small bundles"
"Too many cook, spoil the broth"
"An apple a day keeps the doctor away"
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
27. KNOTS
Group Size 7 - 12 (For Larger groups, split up into smaller groups, or use the variation below)
Materials None
When and Where This is an activity which requires people to make close physical contact. Not everyone feels comfortable doing this sort of thing, so
keep this in mind, especially with a group who are unfamiliar with each other. Use before, during or after a session of work, to develop
group identity.
Procedure Group meets together in a tight circle with arms outstretched in front and eyes closed. Each person grasps one hand of someone close
and one hand of someone further away. Each hand should be linked with only one other hand. Make sure that no two people are
holding both of each other's hands.
Now, as a group, attempt to unknot the circle. Hand grips are allowed to be changed but not broken.
Variation For a group larger than 12: Form a circle and hold hands. Break the circle at one point and ask one of the end persons to tie the rest of
the group into a knot. When the knot is complete, the person at the other end tries to untangle the knot. Hand grips cannot be changed
or broken.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
28. STRAW GAME
Who: Small Groups of 5-7
Where: Enough room for each group to have plenty of room around them
Aids/Equipment: Lots of drinking straws
Objectives: To get new participants working as a team
To introduce participants to each other in a non-threatening way
Leaders' Hints: Observe who talks the most, who is quiet, who just does what they are told
Instructions: “Workers sit together on the floor with a pile of straws in the centre. The “workers” are instructed to work as a team & use the straws
to make a big beautiful design on the floor.
Conclusion: A simple team building game ideal for groups of strangers. Variations
on this game include giving them teams each 30 rolled up newspapers
and seeing which group can make the tallest construction.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
29. THE MACHINE
Who: A single group of 5 – 20 people.
Where: A room large enough to hold the entire group, or outside (but not with lots of people standing around watching, as participants may get
a bit embarrassed).
Aids: Nil
Objectives: To use your imagination
To get to know each other
Leaders' Hint: This game rewards the people who are the most imaginative
Instructions: Participants are to become parts of a large imaginary machine. One person acts out a repetitive motion or sound of a machine part.
One by one other arts are added to the machine until the whole groups is involved. An example would be an engine with people
playing the roles of: Starter
A wheel
Pistons
Moving Handle etc
Variation: Breaking the group up, one group becomes a machine and the other group has to guess what sort of a machine it is, then vice-versa.
Conclusion: This exercise requires a fair amount of imagination, but can also be a lot of fun if the people really get into the acting.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
30. SCRAMBLED
Who: Teams of up at least 3 people
Where: Indoors
Aids Scrabble Tablets
Score sheet – pen
Blu-Tack
Objectives To learn to work as a team using non-verbal communication
Leaders Hints Observe those who assume the role of team leader
Instructions Each team member chooses one scrabble table. They must not look at the tablet. They must stick it to their forehead immediately. No
team member is allowed to inform another team member of what that person’s letter is.
The team must create as many words as possible in the time given. A judge needs to write down each word as the team forms it. The
words must be at least 3 letters, although there may be more people in each group.
The words created must never be said aloud, since this would allow people to find out their letter too easily.
Award one point for each letter used, with a bonus of 5 points for using all the tablets in the group.
Variation 1 Make it harder by increasing the minimum number of letters per word.
2 Give everyone a letter, allowing him or her to see it. Shout out words and have people find other letters and line up as the word as
soon as possible. Make it a competition by eliminating people who don’t become part of a word.
Conclusion A good fun team game.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
31. PASSENGER BALLOON
Who: Groups of 5 – 6
Where: Inside or outside
Objectives To learn to make an argument about the importance of oneself
To learn to negotiate with other people
Leaders Hints Look for those who try to intimidate others
Instructions Groups sit in a fairly small circle, which represents the basket of the passenger balloon. Each person has to pick an occupation for
himself or herself eg plumber, lawyer, doctor etc. Make sure that people have chosen their occupation before you explain the scenario
to them.
The balloon is slowly losing altitude and in order for some of the people to survive, one person has to jump out.
Everyone has to put forward their reasons why they shouldn’t have to jump out and why someone else should. Everyone must agree
on who has to jump within 5 mins or everyone will perish
Conclusion This game is a bit like bomb-shelter. It is quite useful since the people don’t need to know each other to be able to play it.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
32. BLINDFOLD NAVIGATION
Who: Small teams (say 4-5 people)
Aids 2 blindfolds per team (one for walker, one for next person in line), Chalk, 1 Chair per team, 1 Spoon / box of matches / apple per team
Other obstacles (eg bins)
Objective To win by trusting each other
Instructions Draw course on the ground (including circles for pick up / put down points), One team member is blindfolded
Navigate course with instructions from other team members. Navigate obstacles and pick up / put down objects (judge to return object
to pick up point after it is put down). Repeat with other team members Fastest Team wins
Commands Stop, Go Left, Right
Forward, Back Down, Up
Pick up, Put down Yes, No
Sit, Stand
Example Course
Conclusion Bit of trust involved, so good for people who at least have met before
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
Chair
Sit Down
Pick up Object
Put Down Object
Obstacles
33. PASSED OVER
Who: Groups of 30-40 people.
Where: Inside a very large room or outside, preferably over a carpet or grass surface.
Aids Nil
Objectives To build people’s trust in each other. To work together as a large team.
Leaders' Hints Spread the strong people evenly amongst the two groups
Instructions Form lines of about 30-40 people
Line up in pairs, one pair behind the other
With the help of two strong people at the front and back if needed, life a person, life a person up an pass them along the top of the line
lying flat and supported by the hands of the people underneath.
Conclusion A good trust, you can also increase the number of people you pass along so that everyone who feels comfortable can have a go.
LINKING UP 1 – 10
Who: Groups of up between 7 – 12 people
Leaders' Hints Look for the innovators who can solve this problem
Instructions Give each group member a number from 1 – 7 (or 10, or 12 etc)
Make sure that no-one else knows what their number is. They then have to line up in numerical order, but they must close their eyes
and not talk. After an appropriate amount of time, stop the game.
Discuss how they felt about not being able to do it, and see if they can find ways that may have made it easier eg tapping their numbers
on each other’s back.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
35. COLOURS
Group Size Any Size
Materials None
Where and When A good game to play when the group's concentration is fading. It is quick, gets people's bodies moving, and you can then lead into
another session or carry on where you left off. It is not advisable to use this activity on groups who are unfamiliar with each other as it
can be threatening.
Procedure The leader calls a part of the body and a colour that can e found in the room. Everybody must then rush and place that part of their
body on that colour eg noses on red. Everyone must stay in that position until another colour has been called.
NOTE: be careful not to let this drag on too long or it will become a de-energiser
FLYING CARPETS
Group size: Approx ten
Materials: 1 Blanket for each group
Procedure: Each group has to stand on their blanket and race down to the other end
of the room. They must stay on their blankets at all times. The first
group to reach the end is the winner.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
36. KNIGHT; MOUNT; CAVALIER
Materials Large open space
When and Where Use to release energy and for lots of fun. Excellent in playfairs.
Procedure Ask the group members to pair off, finding a partner roughly the same size. Explain that this activity is called "Knight; Mount;
Cavalier". There are three positions that they need to know.
1. Knight: One person kneels on one knee with their partner sitting on their other knee.
2. Mount: One person gets down on their hands and knees, the other person stands over them.
3. Cavalier: One partner picks up the other person
(Demonstrate these positions)
Proceed to call out the different instructions in a random order, giving people just enough time to get into one position before you call
out the next.
NOTE: Don't let this activity drag on - it should be short or people will get sick of it and drop out.
Variations 1. Make it Competitive: Anyone doing the wrong position is out.
2. Change the roles around so that the person being picked up is then the one who picks up the partner and so on.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
37. SANDWICH GAME
Group Size 10 and up
Materials None
When and Where Great for breaks in between sessions and for use in playfairs. However, close physical contact is involved and may be intimidating for
groups who are unfamiliar with one another.
Procedure Divide the participants into 5 equal sized groups. Nominate each group with a part of the sandwich. There must be 2 groups allocated
bread, 1 group allocated meat, 1 group allocated tomato and 1 group allocated lettuce. The aim is to then make the sandwiches. There
needs to be a piece of bread on the bottom (one person lies down), a piece of ham (the next person lies on top of the first), the lettuce
and ham and then finally the last piece of bread on the top of the pile. On completion there should be a pile of five people making the
sandwich.
NOTE: This will work most effectively if demonstrated first by people who are familiar with both the leader and the game.
STATUES (MAKE THEM FRIENDLIER)
Group Size 7 people (4 boys and 3 girls), plus as many spectators as you want
Materials None
Procedure Take 5 people (3 boys and 2 girls) outside and keep 2 inside. Bring in a male, and tell him take the two people inside and "make them
friendlier". After he has finished, get him to swap places with the male. Bring in the next girl. Do the same, and swap with the girl. On
the last male do the same, but get him to swap with the girl, leaving the two males in a slightly sexual position.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
38. EVOLUTION GAME
Group Size 10 and up
Materials None
Where and When A good game to begin a session or just generally wake a group up. Game works most effectively with people who know each other as
there is an element of honesty involved.
Procedure There are four stages to this game: Egg, Chicken, Bird and Superman. The idea is that participants evolve through the four phases.
Everyone begins walking around the room banging their fists on their foreheads chanting "egg egg egg egg egg". Participants pair up
and have a game of paper; scissors; rock. The winner of this game evolves to the next stage, the looser stays an egg.
The game continues and the participants who evolved walk around like a chicken, flapping their arms and squarking, the eggs continue
to be eggs. The chickens pair up with chickens and the eggs pair up with eggs to once again play paper; scissors; rock. Those who win
evolve to the next stage where as those who loose remain where they are. The game continues with the birds flapping their arms and
supermen soaring around with both arms in the air.
When the game works correctly there should be one egg, chicken and bird left and the rest of the players are supermen (or superpeople
to be politically correct)
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
39. WET PANTS
Group Size 3 volunteers (but any number of people can watch)
Materials 3 funnels
3 spoons
3 blind folds
3 jugs of water
1 packet of jaffas
When and Where Use on a hot day where people have the opportunity to change their clothes. Also with people who will not kill the demonstrator.
Procedure Get three people up the front. Put the funnel in the front of their pants and the spoon in their mouth. Put the jaffa on the spoon, count
to three and get them to drop it in the funnel. Easy. Tell them that they will now be blindfolded and will have to do it again. Blindfold
them. Count to three, but on two pour water into the funnel.
MASTER/SLAVE
Group size: Any size
Materials: None
Procedure: Divide the group into three groups and form a group of three with one person from each group. Nominate one person as the leader on
the group. This person becomes the Master of the other two people in the group who are now Slaves. The Master then has one minute
to command the slaves to do anything they say ( within reason of course). Swap the roles to give every member of the group the
chance to be Master
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
40. STEAMROLLER
Group Size Any Size
Materials None
Where and When A trust building, physical boundary breaking activity which can be great fun for a group who are comfortable with physical contact,
but may be awkward with groups who find physical contact more difficult.
Procedure Have the group lie diagonally across the room on their backs, as close to one another as possible. The person at one end then proceeds
to roll over the top of the others to reach the other end, where they lie down next to the last person. When they arrive the next person
does the same.
Variations 1. Group lies on their backs on the floor, with every person lying in the opposite direction to the person next to them. Close everyone
up so that their heads 'interlock'. Everyone then stretches their hands above their heads. One member of the group lies down along the
top of the outstretched arms and is passed along the top of the arms to the other end.
NOTE: It is necessary to have someone, preferably the leader at first, at both ends to start each person off carefully and catch the head
of each person as they finish. Also, start off with lighter people and gradually build up group confidence in tackling the heavier
members.
2. Place a 20 cent piece on the first persons chest. The aim is to pass the 20 cent piece from one person to another without touching it
with anyone's hands or dropping it on the floor. This variation requires each person to roll only onto the next person and then back to
their original position. The 20 cent piece should make it to the other end of the chain.
NOTE: This can be made competitive by having two teams going at once. The winning team has the 20 cent piece arrive at the other
end of the chain first.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
41. HUMAN TUNNEL BALL
Group size: Three or four groups depending on the size of the group.
Materials: None
Procedure: The groups line up one behind the other, facing the same direction each person about an arms length behind each other. They spread
their legs apart and join hands, the right hand going under their legs joining with the persons left hand behind them. The race begins
the first person moving under the tunnel and not breaking the linking hands and the tunnel moves under itself until all the group has
gone through the tunnel hands always linked.
HUMAN PYRAMID
Group size: Approx 10
Materials: None
Procedure: Each group must form a human pyramid and walk the pyramid forward towards the other end of the room. The first group to reach the
end wins. The pyramid classically consists of 4 people on the bottom level, three on the next, then two and one person on the top.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
42. MUSICAL PARTNERS
Group size: Any
Materials: Music (that can be stopped and started)
Procedure: The group forms into pairs. The pairs then kneel facing each other with their hands on each others shoulders, forming an inner and
outer circle. When the music starts the outside circle stands and begins to move clockwise, the inner circle at the same time works in
an anti clockwise direction. When the music stops the circles must re-pair and kneel with their hands upon each others shoulders. The
last pair to do so is OUT. The game continues until only one pair remains
STRUCTURES
Group size: Groups of between 2 and 8
Materials: None
Procedure: The group is split into smaller groups of between 2 and 8 people. The leader then gives an example of a particular structure which the
groups construct by linking themselves together
Examples, Tree, Crane, Modern building, Bridge, Plane / Helicopter, Car / truck/ Bus, Ship, lighthouse etc
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
43. HUMAN OBSTACLE RACE
Group size: Approximately six or size to suit Materials-None
Procedure: The teams line up and the race begins. No.1 moves down the line:
Patting No.2 on the head;
Going through No.3's legs;
Linking arms and spinning twice with No.4;
Sitting on No.5's right knee,
Blowing in No.6's ear.
No.1 then joins the line and No.2 goes down the line carrying out the tasks in the same order, and so on. The list above is only an
example of tasks for each number. Use your imagination
ARM LINKS
Group size: Any size
Materials: None
Procedure: In pairs sit back to back and link arms. Then try to stand up. Do the
same in threes, fours, fives etc until you can do it with the entire group.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
44. BALLOON GAME
Group size: Approx ten
Materials: 1 Balloon per Person
String
Scissors
Procedure: Distribute 1 balloon and a piece of string to each person.
Instruct each person to blow up their balloon and tie it to their ankle.
Once all balloons are in place, tell the group to burst as many balloons belonging to other people as possible.
Sit down when your balloon has been burst.
Activity is best if no one is wearing shoes.
GROUP SLIME
Who: A group of people, between 10 and 20.
Where: Inside a large room
Objectives To coordinate your progress with others
Instructions Participants lie in a circle on the floor as far from the centre of the room as possible with all heads toward the centre.
Group closes eyes, and slowly crawls into the centre, forming a pile, then each person crosses to the other side of the room.
This should take about 5 minutes.
Conclusion A fun activity for people who know each other relatively well.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
45. PEELING THE SNAKE
Who: Large groups of people (up to 50 in each group)
Where: Inside a large room or outside
Instructions Form single file lines for each group
Each person faces the back of the person on his or her right.
Bending over, each person places their right hand back between their legs and reaches their left hand to grab the right hand of the
person in front of them.
The last person in the line lies down, and the snake unpeels by the rest of the line slowly walking backwards, still joined, over the top
of that person who has lay down. One by one each person lies down, still holding hands, with the others passing over the top of them.
The group who are all lying down first win.
CHUCKLE BELLY
Who: Large groups of people (say at least 30 in each)
Where: Inside a large room or outside.
Objectives To watch a human chain reaction
To test people’s ability not to laugh (in the variation)
Instructions Instruct each group to lie down so that each person’s head is resting on the stomach of the person before them.
Tell the person at the head of the each line a joke, and they will giggle. When the person with their head on that person’s stomach feels
them giggle, they will also giggle and your chain reaction has started.
Variation Have the first person cough, and then each subsequent person cough, but no-one is allowed to laugh or giggle.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
47. INSIDE OUT
Materials: None
Aims: Developing imagination, self-validation, sensory awareness, awareness, body control.
Procedure: Whole group lies on backs, arms on the floor, legs separate, eyes closed. Leader talks smoothly and steadily and asks the group to
focus their senses within their bodies. Bodies are described as containing blood vessels with blood pulsing through; lungs exchanging
oxygen for carbon dioxide (good air for used air); stomachs digesting food, etc. Group is asked to concentrate on one particular
function of the body and the leader asks the group to be aware (even synthetically) of the existence of the activity, without feeling for
signs with their hands.
Real sensations to notice
heartbeat
pulse
breathing
indigestion
digestion
perspiration, etc.
Pseudo sensations (to imagine entirely)
hair growing
nails growing
air in the blood
food passing to muscles acids attacking the teeth, etc.
Variations 1 Concentration through breathing. Take a deep breath. Imagine your ribs expanding, the air rushing down your throat, filling your
lungs, entering your blood and kicking the old air out. (continue with exhaling.)
2 Concentration through heartbeat. Blood sucked into one
chamber - expelled into next chamber and then back into vein or artery. Concentration upon the feeling (in rhythm with the beats) of
this expansion and contraction.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
48. ROAD MAP
Materials Large sheet of paper per person and pencil or felt tip
Aims Self-validation
Procedure Each person is asked to make a road map of their life so far. Beginning with birth and extending to the present. Each map should
somehow show the good places (either scenic or open road, etc.) or the bad places (bumpy spots, etc.), hospital (road works etc.) Also
barriers, detours, and the general direction of their present course.
Compare life's past course with your imagined future, i.e. goals, etc. How will they be achieved? What has made the good spots?
Variations 1 Extend and project the map into the future. (conjecture or daydream)
2 Construct lists of positive and negative problems and events. Decide on points systems, i.e., + and -, and evaluate your life.
3 Role-play passing detours, etc.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com
49. TIN SOLDIER
Who: Pairs of people
Where: Inside a large room.
Aids Obstacles eg chairs and tables
Objectives To learn to trust your partner
To feel what it is like to have no power over your own actions
Leaders Hints Nil
Instructions In each pair, person A is a tin soldier, person B is their Director
Tin soldiers can only move under directions from B. They have no power to think or make decisions. Tin soldiers walk slowly with
stiff legs & arm joints.
B’s job is to guide his/her tin soldier to the other side of the room, by giving directions to avoid hitting walls, tables, chairs & other tin
soldiers.
Now have B’s wind up their tin soldiers & begin giving directions.
After a few minutes, stop and reverse roles.
Conclusion A good fun game for friends or strangers. It may have an interesting effect on people who like to be in control.
Booklet prepared by Lisa Renneisen and Paul Coffey. For more info e-mail auslmd_help@yahoo.com