Listed below are a few of my favourite icebreakers that I have had a lot of fun and success with during my practice as a teacher and youth worker.
1.1 New’n Good
Procedure: This is a great activity for after a few days of not being with each other. Just share the new and good things that have happened to you after the first while in groups of 2 or 3.
Limitations: People may not have anything positive to share.
Adaptations: Talk about books or readings that they have done in the past while.
1.2 People Bingo
Procedure: 1) Make a list of common traits amongst a group of people. For example play guitar or has read Twilight. Organize these traits into 20-30 squares. 2) Give participants this sheet and ask them to find the person with the matching trait and get them to sign it. 3) Give prizes to those who have completed the most squares.
Limitations: Can be difficult to compile traits if you do not know the group well. Some people may not be comfortable with this level of interaction.
Adaptations: Can use literary references such as has read Twilight , has read one book in the past month, or loves sci-fi.
1.3 What is in Your Wallet
Procedure: Get students to take one thing from their wallet and use it to introduce themselves to the class.
Limitations: Some people may not carry a wallet with them.
Adaptations: Instead of asking them to take something from their wallet they can take something from their bag.
1.4 Cush Ball Name Game
Procedure: Using a cush ball, or another soft object, have the students each state their name and something interesting about themselves. After they are done they must pass the ball to another person. Upon catching the ball this new person must state the throwers name and the interesting fact that they stated. This is an excellent and fun way to get acquainted with a new group.
Limitations: You have to be careful that this game is played in a safe environment. Some individuals with physical limitations may not be able to participate.
Adaptations: For smaller groups you can have every proceeding person say the name and interesting fact for every preceding person. You may also, for example, ask that individuals state a favorite author, book or literary moment.
1.5 History of Name
Procedure: Have the students write one paragraph on the history of their name and share it in smaller groups or with the class. This history may include why the family chose this name for them, its personal significance and/or the larger historical significance. For example Christopher is name after the Winnie the Poo character Christopher Robin. The larger historical reference of this name is to St. Christopher the patron saint of travelers.
Limitations: Some students may be alienated by and activity that focuses on potentially awkward family situations or history.
Adaptations: Have students pick a name that they would like to be called by and explain why they chose this name. This strategy allows students to be creative while sharing something about themselves with the class. It also allows students to shift focus away from awkward family situations
1.6 Two Truths and One Lie
Procedure: Have each student tell two truths and one lie about themselves and then have the class try and guess what is fact and what is fiction.
Limitations: This may be difficult in groups that have no prior acquaintance with each other and may be more useful once the group has been introduced.
Adaptations: Use this as a way to explore the story you are reading by having the students pretend to be a character in the story.
1.7 Artifact Sharing
Procedure: Have the students bring in a personal artifact and explain its significance to the class or small groups. Anything can be an artifact as long as it is relevant and personally important. Some examples may be a shoe, song or book.
Limitations: Some students my feel uncomfortable sharing personal information in large or small groups.
Adaptations: In order to avoid any issues over sharing make this optional and have them do a written response as well.
1.8 M & M Lottery
Procedure: Participants answer question depending on what colour of M & M’s they choose from a bowl on the tables. Chart the colours and the questions. For example orange: Three things that you like to do in your spare time.
Limitations: Some students may feel uncomfortable sharing in group setting.
Adaptations: If students feel uncomfortable answering a question allow them to choose another colour. Questions can also be designed around literary study.
1.9 Instant Group Assessment
Procedure: 1) Divide students into pairs or small groups and explain that you need to collect some data about the other member sin the group. 2) Give each team a question or statement of key information they need to collect from the other participants. 3) Give participants 10 min. to collect key information 4) Ask teams to present this information back to the group in a creative manner for example a skit.
Limitations: Requires a high level of interaction by all group members. Some students may feel uncomfortable with this.
Adaptations: This also works well as a opening or settling activity to either review or asses prior knowledge. Allow students who do not to interview or present other options such as recorder.
