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Facilitator chooses what questions to discuss. A note-taker writes down key ideas and a presenter shares that information with the whole group.

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Instead of doing this with a partner, they can do it alone.  However, you can put them in breakout rooms of two and see if they can match up with one another.  Tell them they can try and go faster each time.

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You can use this to show students how much time they have while they are working. We will use so you know when to return from break and lunch.

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Timer online with alarm. Create one or multiple timers and start them in any order. Set a silent timer clock or choose a sound.

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Place students in six spots in the room and have them discuss a pre-set list of discussion questions.

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This will take you to the free downloadable page on the Responsive Classroom website.

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Free to print and share—these resources support planning and implementation of the Responsive Classroom approach.

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Word Splash:  We did this when you described the students that you teach.

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Word Splash:  We did this when you described the students that you teach.

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Blog entry I did for Responsive Classroom about Advisory

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Blog entry I did for Responsive Classroom about Advisory

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Early in the morning, as I am getting ready to go teach, I take a moment to look in the mirror and ensure I'm ready for the day. I make sure that my outfit matches and that there isn't any food stuck in my teeth. And I take a moment to self-reflect: Am I doing enough? Do I really know my students? Do my students really know me? I imagine my students taking time in their own busy mornings for a similar self-reflection. I know I will be giving them the opportunity to practice these skills later in the day through Responsive Advisory Meeting.

Responsive Advisory Meeting is the best way for students and teachers alike to improve their self-knowledge through self-reflection. Here are five steps you can take to use Responsive Advisory Meetings for this purpose:

(New to Responsive Advisory Meeting? Learn more .)

Step 1: Admit a change is needed

As a teacher with 20 years' experience, I know that for quality learning to occur, I need to be able to self-reflect on my teaching practices. This journey of self-reflection began for me in 2014, when I was introduced to the Responsive Classroom approach. I learned how important it was for students to have a voice in the classroom - a place where they felt safe, significant, and that they belonged. I realized that it was okay if my classroom was a little louder and that students would be working more independently. It was okay to give up some of my control to make room for students to have fun. If I did not create this environment for my students, there was little chance that they would learn.

I knew I would never be able to incorporate every aspect of the Responsive Classroom approach immediately. Instead, I took small steps. I started with brain breaks, then interactive learning structures, followed by incorporating teacher language through sentence stems, and finally, the game-changer, Responsive Advisory Meetings. After running a few RAMs, I knew that I was becoming a teacher that I always wanted to be: a teacher who takes steps to teach the whole child, including skills like cooperation, assertiveness, responsibility, empathy, and self-control.

Step 2: Pick a purpose

Many years ago, after venting my frustrations about my students to some coworkers in the teachers' lounge, my supervisor gave me some important advice. He told me that when a student is not doing what we need them to, then we need to do more. At the time, his advice made me angry; I felt that I was already doing so much. Now I understand what he was trying to tell me: there are reasons why students do not do their work. It's up to educators to figure out those reasons and address them. If we want our students to self-reflect, we need to be able to model self-reflection for them. In addition, if we want our students to get better at self-reflection, then we need to give them chances to practice. Whether your students are struggling with putting effort into their work, turning in their assignments, or following directions, the goal is to help students with their academic readiness and their social-emotional learning. Here are some possible advisories that can help students reflect on and address specific concerns you may be having:

Step 3: Be Willing to Listen

My main takeaway from years of advisory meetings is that students just want someone to listen to them. By providing the environment where kids can talk, we as teachers can reflect on our practices and students can reflect on theirs. For instance, I recently ran an advisory where I asked my students: where do you put most of your effort, and why? A response that stood out to me was "I put my effort into my phone because no one acknowledges my effort." In order to acknowledge effort, we must be able to notice it. Whether kids put effort into their families, video games, pets, sports, or friends, it is important for us to know where to look for it because it provides us with avenues to reach our students.

Sometimes, advisory lessons require a different type of listening. For the last couple of years, I have done an advisory on self-perception. This advisory allows my students to express how they perceive themselves, how they think others perceive them, and how they want to be perceived. For students to have their feelings expressed anonymously, we use the snowball strategy, which is where students write their responses on a sheet of paper, crumple it up, and then toss it at a bullseye on the screen. Each student picks up a sheet of paper and, in after forming a circle, reads aloud what is written on the paper they picked up.

Step 4: Be Honest

When running an advisory meeting, it is important to be honest with your students about the purpose of the advisory. For example, I recently ran an advisory meeting on stress reduction. As part of the advisory meeting, I opened up to my students about the impact that chronic stress has had on me personally and explained that my purpose for running the advisory was to help them come up with strategies to stop chronic stress before it starts to cause physical harm. Teachers are not required to let their students know everything about them, but students can benefit from hearing that adults deal with the same struggles that they do.

I asked my students how often they feel stress and it was evident that it was often:

More importantly, I asked my students how well they think others notice their stress levels. Here is what they said:

16% said their parents do not notice

39% said their teachers do not notice

42% said their friends do not notice

52% said their siblings do not notice

85% said they notice their own

I genuinely believe that advisory saves lives. When students open up, it allows adults to see what is really bothering them. It ensures that kids will not slip through the cracks because they know they have a safe place to be honest. I have had students say things that they know will get my attention; when it does, I can see the relief on their faces. Because students want help but don't always know how to ask for it, reflecting on how we can reach them is a crucial step in digging deeper in order to support them.

Step 5: Time for Reflection

At the conclusion of each advisory, it is important to allow students time to reflection on the advisory topic. This gives them opportunities to think about how they do things, whether it is working for them, and how they might change their approach. These determinations will not always happen right away, so it's important to show patience. While the light bulb does not go off for all students at the same time, teachers can provide the electricity so when they decide to turn on the light, it will shine brightly.

Just as students need time for reflection, so does the teacher. The best way for teachers to do this is to have a written record of the advisory - both what occurred and next steps that need to be

taken. Every document is a piece of knowledge that contains clues for how to help your students. It is helpful to look for patterns. Sometimes you need to share those clues with other educators to make sense of them: are the responses that I am seeing like what other teachers are noticing?

It is important to even take it a step further and share what you have gathered with students' parents. Parents will be appreciative of your efforts, and they hold a wealth of knowledge that you can use to help your students. On the flip side, you hold a wealth of knowledge that parents can use to better understand their children. Sometimes, it is even beneficial to have the parents in to participate in an advisory.

For example, I have had parents in to participate in an advisory on responsibility. It was interesting to see how parents and students responded to the questions: what does a responsible parent look like, and what does a responsible child look like? It was done using the graffiti strategy so all responses were anonymous, allowing for more honesty. It was eye-opening for everyone and, I suspect, the beginning of some great conversations between parents and their kids.

Final Thoughts

Using the Responsive Advisory Meeting as a tool to help my students self-reflect and gain new knowledge on how to better themselves has been extraordinarily helpful. Kids open up much more now than in the past when I was not using advisory. This has allowed me to reflect on how I approach teaching which in turn has helped me be a better educator. I have been able to accept that sometimes my approach is not always effective, and I am okay with that. I am gaining new self-knowledge about how I can do a better job at reaching my students.

Now, when I look in the mirror, I can feel good knowing I am doing what I can to provide my students a safe place to learn. I realize that I will continue to grow, but that is what makes self-reflection so amazing. I can still stay excited about learning new things just like I hope my students will.
Written by Rio Clemente

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Using the Responsive Advisory Meeting for Self-Reflection | Responsive Classroom

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Early in the morning, as I am getting ready to go teach, I take a moment to look in the mirror and ensure I'm ready for the day. I make sure that my outfit matches and that there isn't any food stuck in my teeth.

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You can use this to pre-program times so that you can always stay on track with time.

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We also did this during an advisory meeting.  Tip:  Be sure to give the question and then have them find a table of 2,3, or 4.  This will free up some of your time.

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One person stands in the front of the room and on the count of three they make one of three poses.

Serpent:  Put your hand in a snake like motion.

Crane:  Put your arms out and one leg up. (Like in the Karate Kid)

Fireball:  Put your hands together on one side of your body like you are holding a ball made of fire.

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Ask a question: Kids write their responses down on a sheet of paper. (No Names). They crumple up their paper. Have them throw them at the wall or you can have a "snow ball fight". Then pick up the papers and form a circle. Have them read out the responses. Be sure to tell the kids to not say if it is their paper.

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Facilitator(HOST):  Reads the Question and ensures everyone has a voice.

Option 1:  Let kids pick what table they want to go.  (Have lots of questions to choose from.) Have a person volunteer to be the Host.  Before moving to a new table, have the table choose a new host.  That person will stay at the table and welcome the next group.

Option 2:  Have fewer questions (4-5) and have students rotate from table to table.  Assign a new host at each table.

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Each student gets a small piece of paper. You will need one pencil and one die. Put the pencil in the center of the table. When the first person rolls a six, they grab the pencil and start writing to 100. (1.2.3.4.5...etc.) If someone else rolls a six, they take the pencil and then they begin. This continues until someone reaches a 100.

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https://www.responsiveclassroom.org/responsive-classroom-and-pbis/

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Put participants in groups of 3-4 and have them try and come up with 11.  I was then going to have them put into large breakout groups to see if they could do it.

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Put your right index finger out and your left thumb up.  Then on the count of three...switch.  (In order to see the video, you have to expand the post.)

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Have your participants/students put both of their hands out  as if they are pushing a door open.  Tell them to take their right hand and begin moving it left to right.  Have them take their left hand and have them move it up and down.  Then have them try and do it at the same time.  They can always try switching hand and the direction that they are going.

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Put participants/students in groups of 2.  Have one person move their hands and body and have the other person try to mirror it.  They might have to stand up and move back.  Then the other person will get the chance to try it.

Note: If you are forced to do a group of 3, just have two people follow the one person.  If you know there is group of 3, you might need to give a little extra time.

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Demonstrate the three poses. Have your participants keep their hands down below the camera and then lift them up when you say go.
*  Pirate:  Hand over one of your eyes.
* Hula:  Do the hula motion but do it near your face.
* Body Builder:  Put your hands up like you are strong.

Option 1:  Place participants in a group of 2 and have them try to match 3 times.
Option 2:  Place participants in a group of 4 and have them pick one person to focus on and try and match twice and then switch partners. (Note:  Have one person for the entire breakout room count to 3 so everyone is doing it at the same time.)
Option 3:  Put in group of 6 and do the same as option 2.
Option 4:  Have participants stand back from the camera and then turn around and do it like you would during a live meet.

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I'm a strong believer in C. Dweck's idea of a growth mindset.  Thanks @jennfano for inspiring others on this topic.

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I'm a strong believer in C. Dweck's idea of a growth mindset.  Thanks @jennfano for inspiring others on this topic. https://t.co/ieMG5bU36G

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I'm a strong believer in C. Dweck's idea of a growth mindset. Thanks @jennfano for inspiring others on this topic. pic.twitter.com/ieMG5bU36G
— Rio (@rioclemente) September 3, 2016

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I'm a strong believer in C. Dweck's idea of a growth mindset.  Thanks @jennfano for inspiring others on this topic. https://t.co/ieMG5bU36G

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I'm a strong believer in C. Dweck's idea of a growth mindset.  Thanks @jennfano for inspiring others on this topic. https://t.co/ieMG5bU36G

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I'm a strong believer in C. Dweck's idea of a growth mindset.  Thanks @jennfano for inspiring others on this topic.

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Consensus Mapping: Teach and Model, Student Collaboration, and Facilitate Reflection piece.

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Consensus Mapping: Teach and Model, Student Collaboration, and Facilitate Reflection piece.

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Adolescence is a time of rapid change and growth. The brain undergoes major reorganization and bodies start to mature. Middle school students develop an awareness of and respect for other people's points of view, feelings, and rights as their moral and ethical reasoning abilities increase. At the same time, the flood of hormones that intensifies adolescents' moods and everyday experiences can make it hard for them to control impulses and make good decisions. Because of this rapid growth, students need frequent physical and mental breaks so they can continue functioning at high levels academically and socially. Brain breaks are an effective way to provide these breaks.

Brain breaks are quick, whole-class activities that give students opportunities to pause, move, and interact in safe, structured ways. For example, students can stand up and stretch while listening to an inspiring or calming reading to help them refocus. Or, they can act out different characters, places, or objects to help them recharge their energy. What's best, brain breaks only take a few minutes at most yet quickly get students back on task.

"Since using brain breaks with young adolescents, I have witnessed an increase in positive community. Proactively, these brain breaks have helped keep students engaged in our rigorous academics. They have also been effective in supporting students when misbehavior occurs. Responsive Classroom 's brain breaks will help me continue supporting my students' academic and social-emotional learning."

Supporting Adolescent Development

Brain breaks help students develop the social-emotional skills they need to master rigorous academics in the intensely social context of middle school. Students' cognitive abilities strengthen as they form mental pictures, make quick decisions, or follow motion or word patterns. And every brain break involves movement, which stimulates brain cells in ways that further promote learning. Movement also helps students release excess energy and ease physical tension. By combining safe movement with purposeful social interactions, brain breaks support students during this time of rapid adolescent development.

Benefiting Students and Teachers

Brain breaks can enrich the classroom community and students' learning. For example, students take positive risks as they learn and do these brain breaks, so you'll likely see them start to take more academic risks, too. And with a strong classroom community component, these easy-to-manage activities also help students build the skills needed for positive relationships with their peers and teachers. Here are some more benefits brain breaks have to offer.
Brain breaks help students:

Improve their cognitive skills as they complete successive rounds or come up with variations of an activity

Discover that abilities are not fixed but rather grow with effort as they surpass personal achievements

Develop perseverance as they build on their ability to keep working hard when facing academic and social challenges

Strengthen social-emotional growth as they practice skills such as cooperation, assertiveness, responsibility, empathy, and self-control

Brain breaks help teachers:

Manage the classroom more effectively by reducing off-task behaviors and wandering minds

Build and maintain a positive classroom community by enabling safe, productive student-to-student and student-to-teacher interactions

Maintain a productive learning environment by providing ways to keep students engaged with the content you teach

Adaptable to Student and Classroom Needs

Brain breaks are versatile, so they can be done anywhere at any time of day. You might choose a recharging brain break when students' energies are low-such as before a content-packed lesson or during the last period of the day. And you might use a refocusing brain break when energies are high-such as after music class or before a big test. To see an example of each type, check out Mellow Echo (refocusing) and Never-Ending Word (recharging).

You can also choose and adapt brain breaks to fit student needs. At the beginning of the year, you might choose a "getting to know you" brain break as a low-key way to build positive student-to-student relationships. Then once students are more familiar and comfortable with each other, you can move on to a more interactive brain break that requires students to take greater academic and social-emotional risks. In addition, the flexibility of brain breaks means you can adapt them to:

Make the best use of your classroom space

Incorporate academic or social content

Accommodate students' energy levels

Eliminate or add a chant, song, or motion

End with an enthusiastic cheer or a few calming breaths

With just a small initial investment of time to choose and integrate brain breaks into your classroom routines, you'll see how these quick, easy activities help increase student alertness and productivity. The more you use brain breaks purposefully, the more opportunities you'll have to refocus and recharge students-and yourself!

"My students absolutely love The Fidget Family. They love the movement. They love listening and responding. They love seeing each other pop up and down from their seats. But, what they really love most is to challenge me to read it faster, faster, faster! They think they're challenging me when, in fact, they're raising the bar of challenges for themselves. While this brain break is full of laughter and movement, it always provides an excellent opportunity for students to release tension and refocus."

Joe Tilley
Special Education Teacher for 5th and 6th Grades
Metro Nashville Public Schools, TN

Refocus and Recharge! 50 Brain Breaks for Middle Schoolers

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Time for a Brain Break! | Responsive Classroom

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Adolescence is a time of rapid change and growth. The brain undergoes major reorganization and bodies start to mature. Middle school students develop an awareness of and respect for other people's points of view, feelings, and rights as their moral and ethical reasoning abilities increase.

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Compliment Buffet.  You can practice your teacher language by giving compliments.

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Compliment Buffet.  You can practice your teacher language by giving compliments.

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Using a post it note...put it behind your back, and try to make a five point star. Timing is 2m22s to complete. If you are concerned about waste...you can have them write a response in the middle to a closing question or exit ticket.

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I was going to have them fill out a forms of some kind prior to attending or during a break.  I will then read them out loud.  If it doesn't apply to them, I will ask them to turn off their video.  I thought this could be something we could do each day.
1.  Something you feel most people have in common.
2.  Something you feel some of the people have in common.
3.  Something unique to you.

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Using a card sorting activity as a formative assessment on the Compromise of 1850 and the Missouri Compromise. @RandolphSchools

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Using a card sorting activity as a formative assessment on the Compromise of 1850 and the Missouri Compromise. @RandolphSchools https://t.co/5JGYyIWThz

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Using a card sorting activity as a formative assessment on the Compromise of 1850 and the Missouri Compromise. @RandolphSchools pic.twitter.com/5JGYyIWThz
— Rio (@rioclemente) September 17, 2019

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Using a card sorting activity as a formative assessment on the Compromise of 1850 and the Missouri Compromise. @RandolphSchools https://t.co/5JGYyIWThz

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Using a card sorting activity as a formative assessment on the Compromise of 1850 and the Missouri Compromise. @RandolphSchools https://t.co/5JGYyIWThz

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Using a card sorting activity as a formative assessment on the Compromise of 1850 and the Missouri Compromise. @RandolphSchools

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Place your hand straight up (180 degrees)  Put your hand horizontally (90 degrees)  Place your hand straight down (0 degrees)  Give them a series of math programs that fall within 0-180 as a final answer and have them move their hands.   If they don't want to use their hands, tell them they can use a pen or pencil.

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Kids using the walk and talk method to have a discussion on open ended questions. Today...the building was our classroom. #randolphschools

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Kids using the walk and talk method to have a discussion on open ended questions. Today...the building was our classroom. #randolphschools https://t.co/5jnvfYZ7l5

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Kids using the walk and talk method to have a discussion on open ended questions. Today...the building was our classroom. #randolphschools pic.twitter.com/5jnvfYZ7l5
— Rio (@rioclemente) September 20, 2017

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Kids using the walk and talk method to have a discussion on open ended questions. Today...the building was our classroom. #randolphschools https://t.co/5jnvfYZ7l5

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Kids using the walk and talk method to have a discussion on open ended questions. Today...the building was our classroom. #randolphschools https://t.co/5jnvfYZ7l5

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Kids using the walk and talk method to have a discussion on open ended questions. Today...the building was our classroom. #randolphschools

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In person...play rock paper scissors.  Who ever loses becomes the entourage of the person that won.  The winner raises their hand so the other students know they need to compete.  When they find someone, their entourage shouts their name to cheer them on.  This keeps going until you have 2 people left.  Whoever wins is the Entourage champ.  If you play 2 rounds, make the last two go head to head so it's  not the same two people in the finals.

Virtual:  Put the kids in break out rooms of 3 or 4.  Whoever is the final winner comes back to the main session and keeps their camera on.  Anyone who lost has to turn their camera off.  However, when you have two people go head to head, their entourage will cheer them on in the chat box.

When you get to the final two, have everyone turn their cameras on.  They can cheer, but their mics have to be off.

It is so much fun.

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Walk - Stop Name (Same Name)-Clap Jump Dance.

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This could be a brain break or an acknowledgment question.

Option 1:  Put them in groups of 4-6 and have them share some of their favorite things based on the topics that you provide them.  Note:  If you have a padlet page available, you can have them post their responses on it.

Option 2:  Group builder activity.  Normally I have a series of graffiti questions up for people to respond to so that I can get to know them.  You can make a padlet page that has these questions on it and have them fill them out throughout the four days.  I wouldn't use them all, but pick the ones that you think will be the most beneficial to ask.

Examples:

Favorite snack food

Favorite book

Favorite movie

Favorite TV show

Favorite childhood memory

Favorite season

One word that best describes you

Number one thing on your bucket list

Favorite vacation spot

Age that you knew you wanted to be a teacher.

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Put the people in group of 4 and give them a letter that all words need to start with.  (S, T, R, N, M, W, T, G, H, I, J, L, K, C, D, O, etc.)

Option 1:  You can them have them list as many words as they can based on one topic or on a few.  When they are done, have them read them out loud and see how many unique ones that they can get.  Give them 1-2 minutes to list.

Option 2:  Give them a bunch to list and have them only come up with one per category

Option 3:  Go with the ENCORE style and have them list as many songs as they can connected to summer.

Sample Topics:

Person's Name

Pro Sport Team

Breakfast Food

Lunch Food

Dinner Food

TV Show

U.S. Cities

Famous Female

Animals

Junk Food

Companies

Book Title

Movie Title

Musical Group/Performer

Song Title

Leisure Activities

Things that are round

Things that are large/tall

Things that are short/small

Things that make you smile

Street Names

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Give your participants a minimum of 3 would you rather options.  Place them in a breakout room with 2-4 people and let them discuss them.

Options:

Would you rather be a superhero or a wizard?

Would you rather eat your favorite meal for every meal for the rest of your life or never be able to eat your favorite meal again?

Would you rather be unable to use search engines or unable to use social media?

Would you rather be alone for the rest of your life or always be surrounded by annoying people?

Would you rather take a shower everyday but it would be in cold water or would you rather shower once a week but it can be in hot water?

Would you rather live on the beach or a cabin in the woods?

Would you rather be able to teleport anywhere or be able to read minds?

Would you rather never be able to eat warm food again or be able to eat cold food again?

Would you rather change the past or see the future?

Would you rather live in a place where it is always hot or always cold?

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The goal is to snap using your left thumb and wink with your right eye.  Then try snapping with your right and winking with your left eye. The goal is to snap and wink at the same time.

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Put your participants in groups of two. Have them focus on the other partner. Have them count up to three. 1 2 3 1 2 3 (Alternating people people). Once you have mastered that rhythm..Change the one to a clap. Clap 2 3 clap 2 3. Then change to 2 to a snap. Clap snap 3 clap snap 3. Then change the 3 to a stomp. Clap snap stomp clap snap stomp.

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It’s always the right time to be encouraging. I love this brain break. @responsiveclass @RandolphSchools

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It’s always the right time to be encouraging. I love this brain break. @responsiveclass @RandolphSchools https://t.co/iUZZHW50Ak

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It’s always the right time to be encouraging. I love this brain break. @responsiveclass @RandolphSchools pic.twitter.com/iUZZHW50Ak
— Rio (@rioclemente) November 14, 2019

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It’s always the right time to be encouraging. I love this brain break. @responsiveclass @RandolphSchools https://t.co/iUZZHW50Ak

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It’s always the right time to be encouraging. I love this brain break. @responsiveclass @RandolphSchools https://t.co/iUZZHW50Ak

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It’s always the right time to be encouraging. I love this brain break. @responsiveclass @RandolphSchools

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Arrrrrr you ready for a brain break? 🤣@responsiveclass @RandolphSchools

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Arrrrrr you ready for a brain break? 🤣@responsiveclass @RandolphSchools https://t.co/JmauvgeVRX

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Arrrrrr you ready for a brain break? 🤣@responsiveclass @RandolphSchools pic.twitter.com/JmauvgeVRX
— Rio (@rioclemente) November 14, 2019

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Arrrrrr you ready for a brain break? 🤣@responsiveclass @RandolphSchools https://t.co/JmauvgeVRX

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Arrrrrr you ready for a brain break? 🤣@responsiveclass @RandolphSchools https://t.co/JmauvgeVRX

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Arrrrrr you ready for a brain break? 🤣@responsiveclass @RandolphSchools

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Hot 100s brain break. This never gets old. #ResponsiveClassroom #brainbreaks @RandolphSchools

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Hot 100s brain break. This never gets old. #ResponsiveClassroom #brainbreaks @RandolphSchools https://t.co/rRyBXbm87A

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Hot 100s brain break. This never gets old. #ResponsiveClassroom #brainbreaks @RandolphSchools pic.twitter.com/rRyBXbm87A
— Rio (@rioclemente) May 17, 2019

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Hot 100s brain break. This never gets old. #ResponsiveClassroom #brainbreaks @RandolphSchools https://t.co/rRyBXbm87A

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Hot 100s brain break. This never gets old. #ResponsiveClassroom #brainbreaks @RandolphSchools https://t.co/rRyBXbm87A

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Hot 100s brain break. This never gets old. #ResponsiveClassroom #brainbreaks @RandolphSchools

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While enjoying our book talks with @swaimer1 ... we decided to have a little fun. #doublethisdoublethat @responsiveclass @RandolphSchools

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While enjoying our book talks with @swaimer1 ... we decided to have a little fun. #doublethisdoublethat @responsiveclass @RandolphSchools https://t.co/cqU4iUSvnC

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While enjoying our book talks with @swaimer1 ... we decided to have a little fun. #doublethisdoublethat @responsiveclass @RandolphSchools pic.twitter.com/cqU4iUSvnC
— Rio (@rioclemente) May 14, 2019

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While enjoying our book talks with @swaimer1 ... we decided to have a little fun. #doublethisdoublethat @responsiveclass @RandolphSchools https://t.co/cqU4iUSvnC

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While enjoying our book talks with @swaimer1 ... we decided to have a little fun. #doublethisdoublethat @responsiveclass @RandolphSchools https://t.co/cqU4iUSvnC

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While enjoying our book talks with @swaimer1 ... we decided to have a little fun. #doublethisdoublethat @responsiveclass @RandolphSchools

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Have the participants take sheet of blank paper and a pen/pencil/maker.  They are to close their eyes and doodle over their paper for ten seconds.  When they are done, they are to turn it into a picture.

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Frog: Make the sound of a frog.
Dog:  Make the sound of a dog
Chicken:  Make the sound of a chicken.
Eagle: Spread arms out like you are soaring and make zero sound.
Fire Breathing Dragon: Sit down.

The goal is to use rock paper scissors.  You can only compete against like people.  In order for them to know you are the same, you walk around make the animal sounds listed above.

Everyone starts as a frog.  If you win, you are a dog....if you win again you are a chicken...if you win again you are an eagle...if you win again you are a fire breathing dragon.

In the end there should be one frog, one dog, one chicken, and one eagle. Everyone else should a fire breathing dragon.

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Batgirl…Wonder Woman…Supergirl (Like pirate hula bodybuilder). You can also do Spider-Man….Hulk….Iron Man…Thanos (snap) or Thor. 

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Batgirl…Wonder Woman…Supergirl (Like pirate hula bodybuilder). You can also do Spider-Man….Hulk….Iron Man…Thanos (snap) or Thor. 

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You can also use sign language animals.

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BOOM, CLAP, SNATCH #teachertok #brainbreak #classroomgames #fyp ##backtoschool

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@mrs.hamm
BOOM, CLAP, SNATCH #teachertok #brainbreak #classroomgames #fyp #backtoschool
♬ original sound - Mrs.Hamm