...1. BINGO! BINGO! is a kind of get-to-know icebreaker for the beginning of a class. You need pens or pencils and photocopies of BINGO! tables for each student. On the paper teacher should draw a table of at least 5x5 with some clues on each. These could be describing “color of eyes”, “an experience of a foreign journey” or “a dangerous experience” and etc. Distributing the papers among students, they are requested to move around, asking each other questions which hovers around the topics in each box. If the information in the box matches the person, they write down the name of the person. The game takes about 10 minutes and the first pupil who completes the table in across, down or cross is the winner. At the end, each student talks about his or her classmates and the information gathered. If no one achieves the BINGO!, students sit back and tell the class about the tips they jotted down. Students should be fostered to use a variety of tenses and vocabulary which evaluates both grammar and lexical resources. Clue 1Name | … | … | … | Clue 21Name | Clue 2Name | … | … | … | Clue 22Name | Clue 3Name | … | … | … | Clue 23Name | Clue 4Name | … | … | … | Clue 24Name | Clue 5Name | … | … | … | Clue 25Name | Table 1: BINGO! sample table Variations: * Evaluate students by asking questions from the facts shared. For instance, “Who is the only child?” * Students are asked to write a paragraph describing their classmates based on the facts shared using suitable cohesion...
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...Communication and Icebreaker Exercises Two Truths and a Lie Time Required: 15-30 minutes Start out by having every team member secretly write down two truths about themselves and one lie on a small piece of paper – Do not reveal to anyone what you wrote down! Once each person has completed this step, allow 10-15 minutes for open conversation – much like a cocktail party – where everyone quizzes each other on their three questions. The idea is to convince others that your lie is actually a truth, while on the other hand, you try to guess other people‟s truths/lies by asking them questions. Don‟t reveal your truths or lie to anyone – even if the majority of the office already has it figured out! After the conversational period, gather in a circle and one by one repeat each one of your three statements and have the group vote on which one they think is the lie. You can play this game competitively and award points for each lie you guess or for stumping other players on your own lie. This game helps to encourage better communication in the office, as well as it lets you get to know your coworkers better. The One Question Ice Breaker Exercise Time Required: 15-20 minutes This icebreaker not only gets coworkers talking to each other, but it also gets them working with one another. It‟s quite simple: the leader gets to decide the situation the question will pertain to. Example situations include babysitting, leading the company, or being married. After pairing participants into teams...
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...Icebreakers and Introductions The first day of a course is essential to the success of the course. It is important to start the course on a positive note by making sure all of the participants feel comfortable and get to know each other as soon as possible. The activities the trainer or facilitator uses at the beginning of a course to help the participants get to know each other are known as icebreakers or introductions. Here are a number of icebreakers and introductions you can use. Unique Characteristics - Even if the participants already know each other, the clinical trainer must get to know them. Instead of asking participants to say their names, the trainer can divide the group into pairs and give participants a few minutes to interview each other. Then, each participant should introduce their partners by name and to share at least two unique characteristics about them. Your Favorite Things - The trainer divides the group into pairs and ask participants to tell each other their favorite food or name the animal they feel best describes them and why. This information is shared with the group when participants introduce their partners. Ball Toss - Participants and the clinical trainer form a circle and toss a soft ball around the circle. Participants state their names as they catch the ball. After a few minutes, when they catch the ball, they call out the name of the person who tossed it to them. This activity can also be used throughout the course by substituting...
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...* Problem Statement ( Communication, Language Barrier, Time Zone) When members of a team are dispersed over different locations, the manager will find it more difficult to communicate with the team members than all members are in the same location. * Background Fact Traditionally, Icebreaker had a factory and manufactured in New Zealand. That initially worked well because all members spoke English and worked within the same time zone. However, with the rapidly going demand of international consumers for merino products, the local production could not keep up. Jeremy Moon was looking for innovation to meet the need of their customers. Finally, they decided to manufacture in Shanghai because they thought Shanghai has the most advanced technology in the world. However, when all members had been dispersed over different locations, some problems were arisen. One of the major problems that raise much concern is that members in one location may find it difficult to share information with members in another locations and managers. * Analytical framework ( Communication model) Definition: Communication can be defined as “a dynamic process that involves creating shared meanings using workplace of community cultures available through networks and technologies.” There are six different elements in the communication process. A sender is the person who gives the message. A receiver is the person who needs to understand the message. A message is what the sender wants to...
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...Social Justice • PO Box 6031, 412 Knapp Hall • Morgantown, WV 26506 • 304-293-8948 http://socialjustice.ext.wvu.edu/ Objectives Office of Human Resources There are many reasons you may choose to use and icebreaker or activity: to warm up or relax your group, to bring your group back together after a break or intense session, to introduce the next segment or to present your group with challenges that, as a team (together or divided into small groups or teams), your group must either overcome or address. Age & Appropriateness Icebreakers and activities are adaptable to your group and situation. When considering an icebreaker or activity, be sure to keep specifics about your group in mind, such as age and meeting focus. Please don’t overlook an icebreaker or activity because you think the group is too mature for it. Many groups, once aware that it’s ok to relax and have fun, will enjoy the experience of “being able to let go,” if only for a moment. Icebreakers Icebreakers are exercises that are intended to help a group of people begin the process of forming and working with a team. Icebreakers are commonly used at the beginning of a meeting and presented in a game format to “warm up” the group and help them get to know each other. However, icebreakers can be used at any point during a meeting and for many reasons: to keep the group on track; to provide the group with a mental or physical break; after lunch to get the group...
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...Task 2 1.2,c1.3, 1.4 Roles responsibilities and relationships in lifelong learning What is the teacher/training cycle? This is a cycle that can be followed by both the learner and the teacher. It can be joined at any stage within the cycle due to its perpetual nature, but is only effective if all of the points of the process are followed through. The points of the cycle are: * Identifying needs * Planning and design * Facilitating * Assessing * Evaluating Identifying needs This is the stage where initial assessment should be carried out .This will inform us of the needs of the individual learner. For example: what is their learning style? Is it auditory, visual, or kinaesthetic, or even a combination of them all? Is there some kind of learning disability, ADD, ADHD, Dyspraxia, dyslexia or dyscalculia? Or any other form of disability. Some other information regarding their home life can be invaluable, are they a parent? are they in care?, are they a carer for another family member?, are their parents at home?. Or even are they on bail or awaiting some kind of prosecution? All of this information will affect the way that we view the learner. What level is the learner working at, or is capable of? Are they able to succeed or will additional support need to be arranged? What environment will best facilitate the delivery of the teaching? And is the organisation that provides the learning able to offer this fully or will outside agencies need to be...
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...We've all had to suck up & play along at one point or another in our professional careers in life. Try as we might, we can't avoid what seems to follow-the office icebreaker. More times then not, at an awkward gathering, you'll find an excited leader who insists on an activity to break the ice between strangers who are coming together for the same meeting, & purpose, which results in a way to help people utilize their day to day business communication skills. Often times, as much as many of us hate to admit it, these icebreaker activities do give us an opportunity to meet & greet & learn about our co-workers. Ironically, if nothing else, the shared anguish of the icebreaker experience fuels camaraderie amongst those present. These types of activities set the bar, in allowing people to become comfortable with verbal and non-verbal communication skill sets to be able to perform their job duties in their day to day work/corporate activities. With both verbal & non-verbal aspects of business communication present in our day to day lives at the workplace, it is vital in one’s role to be sure that in order to effectively manage your daily work activities, all aspects of business communication are touched on and applied, regularly and comfortably. In my workplace, maintaining a positive, constant daily communication with our client via ph, email, and phone conferencing is important. Being able to prioritize where the need for improvement is, and what areas we can exceed expectations...
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...stomach when Tums are not available. Another use is to use gum as an adhesive when nothing else is around. Gum’s melting point is about 125 degrees fahrenheit (mentalfloss.com). By knowing this we hypothesized that the gum would melt to a liquid. In our experiment we used spearmint sugar free gum of four different brands: Extra, Icebreaker, Trident, and Orbit. In order to answer this research question, we must first know the...
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...E108 – Working with Young People | Lisa MarshallTMA01 | C6450235 | October 2013 | Contents Part 1: Exploring an audiovisual case study 3 Part 2: Reflecting on Learning 6 Bibliography 7 Part 1: Exploring an audiovisual case study a) What are Scott and Jean trying to achieve with the icebreakers? Scott and Jean’s Icebreaker activities serve several different purposes, the first of which being to encourage the group to come together as a whole and get to know one another. The initial activity did a fabulous job of encouraging the youngsters to introduce themselves to their peers in a fun and non intimidating way. It ‘broke the ice’ (LGBT Youth Scotland clips 2-6). If the introductions had been done with a greater amount of formality, i.e. with the group sat around a table, the young people probably would not have responded with the same amount of enthusiasm. The laughing and body language demonstrated suggests they were obviously relaxed and at ease with themselves and other members of the group but what they evidently didn’t realise was that the activity was encouraging them to practise how to communicate with each other and also listen to and remember what each other had to say. They were practising active listening. ‘It’s putting skills across, but actually not maybe the young people realising they’re actually starting those skill sets already, right from the beginning’. (LGBT Youth Scotland clips 2-6). Encouraging the young people to work together as a large...
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...Reflective Statement Creating a Positive Learning Environment Learning environment – I chose to arrange the room in a horse-shoe shape with participants seated behind desks. This enabled everyone to have a clear view of the screen for my power-point point and video presentations. The desks were needed as the icebreaker and activities required making written notes. I provided fish shaped biscuits and sweets to promote the FISH theme and ensured participants had pens, post-it notes and paper required for the activities and icebreaker. I began my session my introducing everyone to Nemo swimming in his bowl of water. This was to attract their attention and give the indication that this session was informal and fun. My session started with a run through general housekeeping information to ensure members knew how long the presentation would last, where to locate toilets etc and a few rules on using mobile phones etc. The aim was to help participants to feel more relaxed and familiar with their surroundings. I also checked everyone was comfortable with the temperature and seating within the room. Presentation Strategies My presentation began with an icebreaker whereby everyone wrote their mood on a label and wear it throughout the session. Members were asked to read out their label in turn. The purpose of this activity was to get learners to think about how they were feeling, eg ‘tired, uncomfortable, stressed’. This was revisited at the end of the session. I made...
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...This is done through movement and discussion. This strategy helps students develop many skills such as listening and verbal communication, critical thinking, and decision-making. This is a great strategy for English language learners. How it is used: Teachers can use this strategy as a pre-assessment, debate, icebreaker, formative assessment, discussing or becoming an expert on a topic. Why Teachers Should use this Strategy: This is an excellent strategy because it ensures that all students will participate and engage. It is also an excellent strategy to use for kinesthetic and English language learners. Teachers love this strategy because it requires little preparation and can be a great lesson booster. There are also many ways and variations of using this strategy. We will discuss these variations later. This can be a very beneficial strategy for English language learners. Before beginning a new topic, students can learn new vocabulary pertaining to the lesson, become experts on one and share with their team members. How to Use This Instructional...
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...Communication Opinion Paper HCS 320 April 21, 2014 Communication Opinion Paper What is communication? Communication could be described in many of ways. One of the best definitions of communication is that it is a “process of understanding and sharing meaning” (du Pré, 2010). Communication is not one stagnant event that occurs. There are elements involved within it that leads to a specific meaning that is shared between the individuals. Being able to communicate effectively helps perop to obtain a better understanding of the person or situations. This paper will cover the elements of basic communication, how the elements differ from the basic rules of health care communication, providers and their communication with the patient, and cultural differences within communication. Effective Communication As mentioned earlier, communication is a process. The individuals involved in communication realize that it is an ongoing situation for each person to obtain an understanding between them as well as the environment that surrounds them. This process would include a receiver, sender, message, channel and feedback. Effective communication should also include clear and concise information and contain the adequate amount of information needed. Being able to communicate effectively would help a person to relay both negative and positive information and being able to do so without destroying any trust or creating a conflict. One basic element of effective communication is active...
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...The first Wednesday of September has been designated as the official kickoff for this year’s youth programs at New Life Reformed Church. So on the last week of August, Ryan called together my fellow volunteers and I for a sponsor meeting. At six o’clock, the six of us lounged around on the couches in the TIC room and engaged in casual conversation with Ryan. The meeting was officially initiated with a few rounds of icebreaker questions. Ryan pulled out this book called “Unfinished Sentences” and went around the circle asking each person a different question. I reported to the group what my morning routine was, what my favorite ice cream flavor is, and the kind of people that I like to be around. Certain questions caused the conversation to go down a few rabbit trails as we speculated what youth group would be like if we just took the kids out to get ice cream every single week....
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...qualification because the come in to contact with many members of the public. As such one never knows when an emergency situation could arise and there might only you in the vicinity. Training Objectives My main aim for my course was to make this a realistic fun and interactive course but not to forget the seriousness of how important it is for everyone to know basic Cardiopulmonary Resuscitation. By making the course fun and interactive I hoped this would make everyone be able to remember the training in an achievable way. Planning the Training * A warm welcome * Health & Safety and welfare issues * Icebreaker * Introductions * Venue layout * Course * Questions *...
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...school life and at home Supplies: Some supplies are optional or can be substituted for other material • Paper and pens/pencils for every participant • Post-Its, a white board or chalk board and a marker or chalk • Copies of the “Stress Scenario” handout) • Copies of the “Stress Reliever Tips” handout Part 1 (20 min): Introduction / Purpose, Objectives, Benefits / Ice Breaker 1. Introduce yourself to the participants by stating your name, city, occupation and an interesting fact about yourself. 2. The purpose of this lesson is to help participants identify stressors and to provide tools to cope with stress which will improve overall performance in academics (or anywhere else in the participant’s lives). 3. Begin the icebreaker: “Demonstrate Please.” This icebreaker is for 5-8 people. Instructions: a. Have the participants form a circle sitting down. b. Pass out one piece of paper and a pencil to everyone. c. Have the participants write down both something he/she likes to do and something he/she does not like to do, but have them keep this piece of information to themselves. (Please inform the participants that they have 1 minute to write this.) d. Ask everyone to stand up, but maintain the form of the circle. e. Randomly choose one person to go into the center of the circle with what he/she wrote. f. Read the exact following statement: “Now that you have written down something you like to do and something you do not like to do, you must “act...
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