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Tools for connection and relationship building activities

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We have used this icebreaker/weekly check in with Advisory students for many years now.  You can specify any length of time (this summer, this week, today) and specific topic.  Examples of the latter might include a focus on academics, relationships, or technology.  I also give students the option of opting out if they would like and often model for them by starting the sharing.
- Mike S.

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I use the Highs/Lows regularly with my Advisory, sometimes including "Mediums".   Also pair students to discuss and determine something very unusual that they have in common.  Students have fun with this trying to come up with something really wild.

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I use the Highs/Lows regularly with my Advisory, sometimes including "Mediums".   Also pair students to discuss and determine something very unusual that they have in common.  Students have fun with this trying to come up with something really wild.

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I use the Highs/Lows regularly with my Advisory, sometimes including "Mediums".   Also pair students to discuss and determine something very unusual that they have in common.  Students have fun with this trying to come up with something really wild.

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I use the Highs/Lows regularly with my Advisory, sometimes including "Mediums".   Also pair students to discuss and determine something very unusual that they have in common.  Students have fun with this trying to come up with something really wild.

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I use the Highs/Lows regularly with my Advisory, sometimes including "Mediums".   Also pair students to discuss and determine something very unusual that they have in common.  Students have fun with this trying to come up with something really wild.

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I use the Highs/Lows regularly with my Advisory, sometimes including "Mediums".   Also pair students to discuss and determine something very unusual that they have in common.  Students have fun with this trying to come up with something really wild.

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Divide your students into breakout rooms and have them answer some questions to find common ground or unique differences.  When you return to whole-class discussion have one student per group summarize what was discussed.  You can repeat this activity with different questions throughout the school year.
https://docs.google.com/presentation/d/1CvF43RI4ezv7pmsZ6KW6Oia9ureJVIPNVHmHQ2-3mU8/edit?usp=sharing
- Katie Lynch

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I have used restorative circles in the past in which we use a toy/stuffed animal (with a name, of course) which is gently tossed around the room from one student to the next. The recipient contributes. We could still have the toy but students would throw it virtually. This could be useful to allow students a chance to get to know each other (summer activity) or as an opportunity for the students to discuss their thoughts on the new school year. (Michael Adam)

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Invite students to share how they’re feeling today with an emoji. Remote learners can post the emoji in the chat. Students meeting in person can draw their emoji on paper and hold it up. (This is also a great option for students in a video classroom.)

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Virtual high fives! Instruct students to find students they can see they have something in common with, such as they’re both wearing Nikes, have on green shirts, or wear glasses. Tell students to point out the similarity to the fellow student and then exchange virtual high fives. The high five should be touch-free even if students are in person. This can work with that icon in Zoom.

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Use one of Kahoot!'s many pop culture/trivia quizzes or create your own.  Have the students compete.  Take time to discuss each question and answer to see who knew it and who didn't.

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Use one of Kahoot!'s many pop culture/trivia quizzes or create your own.  Have the students compete.  Take time to discuss each question and answer to see who knew it and who didn't.

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-S. Durkee

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Virtual locker (with pictures indicating interests)

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Virtual locker (with pictures indicating interests)

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I learned this icebreaker at the IL retreat and loved using it in my classes! You buy a beach ball and write 1-30 (or whatever number). Throw the ball to a kid. Wherever their thumb lands, they tell you the number closest to it. You ask a question corresponding to that number. Will have to be edited this year since I can't use the beach ball! :(

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For a writing sample and building relationships with students, I spend the first class just sharing a letter that I write to my students framing the school year and telling them a bit about myself.

Once we read my letter together, I have students write a similar letter back to my telling me about themselves. I ask students to answer specific questions that help them introduce themselves to me and tell me about their interests & learner background.

It is SO helpful to get a quick snapshot of students writing style/abilities and personalities right from the very first day. It also helps students get to know you as both a person and a teacher.

- Charlotte

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Via padlet, you can create one with a map, have students go to a place anywhere in the world that brings them joy and leave a "pin". They can write why that place brings them joy and then chat with a partner to get to know them.

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Activity to build connections through a series of questions.

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Would you rather: Google [appropriate] "would you rather" questions and have the students answer.
Two truths and a lie: Students come up with 3 statements about themselves- 2 truths and 1 lie. The class has to guess which is the lie.

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In my Journalism classes, we work on the art of the interview and discuss how to ask questions that open up conversation rather than ending in one word answers. Fun questions:  If you were on a desert island and could only bring one food group, what would you bring? If you could have 3 people in your lifeboat, who would they be? 

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In my Journalism classes, we work on the art of the interview and discuss how to ask questions that open up conversation rather than ending in one word answers. Fun questions:  If you were on a desert island and could only bring one food group, what would you bring? If you could have 3 people in your lifeboat, who would they be? 

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Two truths & a lie. Peak & Pit of your day

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Two truths & a lie. Peak & Pit of your day

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Activity of Four 4s where students have to use four 4s with any mathematical operations they like to come up with a number ranging from 1 to 20. For example: 4 + (4/4)-4=1 and so on! https://www.youcubed.org/tasks/the-four-4s/

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Activity of Four 4s where students have to use four 4s with any mathematical operations they like to come up with a number ranging from 1 to 20. For example: 4 + (4/4)-4=1 and so on! https://www.youcubed.org/tasks/the-four-4s/

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Randomly pair students, have them interview each other and introduce their partner to the class

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Kids write down their hobbies or interests and the class tries to guess who it is.

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Activity of Four 4s where students have to use four 4s with any mathematical operations they like to come up with a number ranging from 1 to 20. For example: 4 + (4/4)-4=1 and so on! 

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Activity of Four 4s where students have to use four 4s with any mathematical operations they like to come up with a number ranging from 1 to 20. For example: 4 + (4/4)-4=1 and so on! 

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Jo has used this task with a lot of success on the first days of school with very hesitant students. Soon after setting the challenge the board area becomes full of students putting up their solutions, then returning to their seat to look for more. For students, it is a very safe and non threatening activity. It builds number sense and is a fun challenge. This task is also a really nice way of helping students become comfortable sharing their work in front of the class. The first appearance of four 4's was in English mathematician: WW Rouse Ball's Mathematical Recreations and Essays in 1892, and then revisited by Constance Reid in 'From Zero to Infinity' in 1955.

Task Instructions

Can you find every number between 1 and 20 using only four 4's and any operation?

or

Can we as a class find every number between 1 and 20 using only four 4's and any operation?

Here's an example √4 + √4 + 4⁄4 =

Give this challenge to students and write all the numbers from 1 to 20 on the board. Then ask students to come to the board and write a solution any time they have one. The more solutions you get for each number the better.

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Jo has used this task with a lot of success on the first days of school with very hesitant students. Soon after setting the challenge the board area becomes full [...]

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Student Information sheet where students give a little information about themselves.

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Student Information sheet where students give a little information about themselves.

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Have kids write 3 facts about themselves on paper, crumple it up and toss it into the center of the room. Pass out a snowball to each student, have the student read the facts and then take turns guessing who wrote those facts.

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This icebreaker has students informally debate on light topics such as “Which animal makes a better pet…dog or cat?” Students have to choose a position, then physically move to the side of the room that most closely represents their opinion—one side means dogs, the other side means cats—and then talk about why they chose that spot.

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Throw out an intro such as, “Once upon a time,” and have students take turns adding to it by each adding a sentence.
-Malcolm

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Have students come up with two truths and a lie about themselves. Then others in the class can guess which one is the lie!

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I have students record a two minute FlipGrid video; I submit one as well. I make up fun prompts and have them choose three. Next, I ask them comment on at least 5 videos of other students in which they have a shared interest. Here are some examples:

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I have students record a two minute FlipGrid video; I submit one as well. I make up fun prompts and have them choose three. Next, I ask them comment on at least 5 videos of other students in which they have a shared interest. Here are some examples:

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1.  Something you are involved with here at school or hope to become involved with.
2.  Pandemic television binge... and sell us on why it is so binge-worthy!
3.  Pandemic snack of choice!
4.  Something you are amazingly good at that people don't often consider a skill.
5.  Last thing you bought online shopping.
6.  A pet you have, bonus points for showing the pet in the video with you!

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Offers students a chance to answer "either or" questions. It works because the students don't have to reveal too much of themselves to a group they don't know and might not be comfortable with yet. Examples:
*  Would you rather live in the country or the city?

Would you rather be indoors or outdoors?

Which is better: Playing sports or watching sports?

Sue S

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Students state two facts and one lie about themselves. Take turns guessing which is the lie.

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Ask students if they could only eat one food for the rest of their lives, what would it be?

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If you could invite 3 people to dinner, past/present, who would it be and why?

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I have used two truths and a lie in the past.  I have used High/Low.  I have done a couple others.  The students get bored with the same ones over and over so I am glad to have some new ideas.  Kate

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I have used two truths and a lie in the past.  I have used High/Low.  I have done a couple others.  The students get bored with the same ones over and over so I am glad to have some new ideas.  Kate

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Two truths and a lie is always a good one!

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Last year I had each class create a padlet to introduce themselves. They included a picture and some information about their summer, their interests, and their hopes for the school year.

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If you could be any animal, what would you be and why?

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Create a Powerpoint with 2 images per slide. Write simple prompts for each slide. Ex. Slide 1 images: a person inside a house and a person outside a house.  Prompt: I rather be ... Slide 2 images: A cat and a dog. Prompt: which is a better pet?
Create as many slides as you want with topics of your choice. Pair or group students to have a discussion.
- Verónica H.

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In my U.S. History classes in the past, I would give students an event and, not allowing them to look it up, have them try to place themselves in the order of the events that they believe is correct. This puts them in the position of having to meet their classmates, work together to accomplish a goal, and start to familiarize themselves with some important events in our history. While the activity cannot be played out the same way, there may be a way to do it virtually.

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This might sound unoriginal, but sometimes I ask students to tell the class about something they have read or written that they still think about years later.  It gives me a tag by which to remember names and also starts our first discussion about books and writing that have an impact and why.  For Texts and Contexts, I might include film in the list. 

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This might sound unoriginal, but sometimes I ask students to tell the class about something they have read or written that they still think about years later.  It gives me a tag by which to remember names and also starts our first discussion about books and writing that have an impact and why.  For Texts and Contexts, I might include film in the list. 

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Jean

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Every day I post a fun question as a warm-up. The question can range from "How are you 

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Every day I post a fun question as a warm-up. The question can range from "How are you 

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I ask students to write briefly about what annoys them most about their family's way of doing things that the rest of the family just accepts. I give them five minutes because few begin writing immediately. 

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I ask students to write briefly about what annoys them most about their family's way of doing things that the rest of the family just accepts. I give them five minutes because few begin writing immediately. 

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Student presentations about one another!

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Student presentations about one another!

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I'll show a slide deck of questions about myself that I've answered to introduce myself and my background to the students. Then, I'll pair the students up and have them create a slide deck about a peer in the class and present it to the class. These presentations usually take about a minute TOPS! Therefore, this should take one class period. This helps students get to know their peers, helps build classroom rapport, encourages silliness and lightheartedness, and helps me learn about my students!

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Love the two truths and a lie as well as Heads Up with the phone.

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Love the two truths and a lie as well as Heads Up with the phone.

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Jim Lucey

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Using a tool such as mentimeter, have students write down how they are feeling (or any question) and the word cloud will display the responses' size in relation to how often the response was submitted. It could help forge commonalities among students and remind them that they are not alone in what they are feeling and experiencing.

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Because I am weird, I'd pick from this section:
Grossed Out
Would you rather never wear deodorant or have really bad dandruff?
Would you rather wear winter clothes all year long or summer clothes all year long?
Would you rather cover yourself in peanut butter or ketchup?
Would you rather only use dog shampoo or never cut your toenails?
Would you rather eat moldy bread or eat moldy cheese?
Would you rather have your dog kiss you or your grandma kiss you?
Would you rather have terrible gas all the time or burp out loud constantly?
Would you rather eat a rotten banana or a rotten egg?
Would you rather always have the hiccups or always have big sweat stains under your arms?
Would you rather sniff expired milk or sniff rotten eggs?

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Students complete the following prompts "I wish... I hate... I fear... I hope... I'm embarrassed about .... etc"

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Introduce 1st quarter groups and then have 1st zoom breakout sessions for kids to get to know members of their group.  When we come back as a class have each student say something about another member of their group.

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Introduce 1st quarter groups and then have 1st zoom breakout sessions for kids to get to know members of their group.  When we come back as a class have each student say something about another member of their group.

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Start a discussion about something pop culture related that is a current topic. Past examples are 'Tiger King' and 'Outer Banks.' Even if a student has not seen 'Outer Banks,' for example, most will still have an opinion on it and want to share it to the class. If you are unfamiliar/do not understand a topic, you could always ask them to explain it. The Tik Tok house(s) are, in my opinion, an easy topic that could be used with this approach. Although you may feel lost at times, I do think that questions and discussions around pop culture topics can be extremely helpful in getting to know students.

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Post a baby picture have others guess who...Share something about yourself with others 

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Post a baby picture have others guess who...Share something about yourself with others 

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Students create six-word memoirs, memoir tweets, and a section of an encyclopedia of their lives. Attached Google Slides are teacher examples. 

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Students create six-word memoirs, memoir tweets, and a section of an encyclopedia of their lives. Attached Google Slides are teacher examples. 

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A friend's college-age daughter was showing me her extensive arm tattoos and telling me that the tattoo artist had let her watch whatever she wanted on his laptop while she got the inking done. This raised a two-part question: if you could design your own tattoo, what would it be and why? And then, during the hours that it took to ink you, what would you watch? 

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A friend's college-age daughter was showing me her extensive arm tattoos and telling me that the tattoo artist had let her watch whatever she wanted on his laptop while she got the inking done. This raised a two-part question: if you could design your own tattoo, what would it be and why? And then, during the hours that it took to ink you, what would you watch? 

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Students create a glyph that describes themselves, then another student interprets it and introduces that student to the class

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Students create a glyph that describes themselves, then another student interprets it and introduces that student to the class

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Students choose 5 songs that hold meaning for them and/or embody who they are in some way. Students share their songs with one another. At the end of the period, we have a full class playlist to turn to for some fun.

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Kids just like to talk about summer and what they did and/or did not get to do. Even sometimes start making a plan for what to do the next summer break!

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If you won the lottery and all of a sudden had a million dollars, what would you do with it?

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If you won the lottery and all of a sudden had a million dollars, what would you do with it?

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Fun facts about the teacher, in a video or quizziz format. Then they can create their own, that you can use throughout the year as fun questions on assessments. 

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Fun facts about the teacher, in a video or quizziz format. Then they can create their own, that you can use throughout the year as fun questions on assessments. 

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Have every student go around the room and state their name. Then, assign each student a number (each number should be unique). Once everybody has a number, the teacher will start the game by calling a student's name and saying "Before", "After", or "Anyone".That student then states the name of the student whose number comes before or after theirs (depending on what the teacher indicated), or they can name anyone. The pattern continues this way.

It's a great name-learning activity. While it doesn't have students saying too much about themselves, it's an quick and fun way for everyone to familiarize themselves with their classmates!

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Like highs/lows, talk about a positive highlight of the week (need to find something no matter how small) and the lows/worries.