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The Treasure Hunt activity is a great way to help your students get to know the setup of their new classroom while also learning how to work together as a team.

Make a list of several important items in the classroom, such as reference books, art supplies, staplers, paper and more. Then, in teams of two or three, have the students locate each item on the list. A simple, but effective, game that will have everyone feeling more at home in no time.

Source: https://www.milkeneducatorawards.org/connections/articles/view/10-team-building-activities-for-the-first-week-of-school

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1) Students turn to a neighbor and share one positive thing that has happened to them recently or something they are looking forward to (rose) and one challenge or something they are not looking forward to (thorn). Then switch roles.

https://www.mindfulschools.org/inspiration/mindful-reflection/

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The first student starts with a simple beat or rhythm. They can clap, tap a pencil, or snap their fingers. Students add to the rhythm one by one until you have a real jam going!

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Team Building & Event Management - Macau

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Drumming Team Builder - Team Building in Macau by smallWORLD Experience

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Three As: Appreciation, Apology, or Aha! 

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Three As: Appreciation, Apology, or Aha! 

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Quick closing activity circle (or from tables) that allows students to share as they feel led with:

- an appreciation for someone in the class
- an apology for something they need to share
- an "aha!" moment from the day

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60-Second Strategy: Appreciation, Apology, Aha!

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A quick, low-key way to build community in your classroom on a daily basis.

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Students share a quick recap in groups about the day's concepts as if they were transferring their knowledge to their little brother or sister.

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Students have respond to one of three questions on a post-it:

1. Who is someone who helped you today? 2. Who is someone who was on fire today? 3. Who is someone who made you feel better today? Then share.

-Non-writers modification: print pictures of your students with their names and have them grab the picture that answers the question

https://www.tiktok.com/t/ZTRUveYbp/?k=1

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Play " Maître d' " to review any content

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Play " Maître d' " to review any content

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Acting as maître d', the teacher calls participants to form "tables” where they "dine" (exchange ideas) with a variety of groups.

Table for 3! Table for 5! (groups keep switching sizes & participants)

https://drive.google.com/file/d/1emDBRKxZ3Oy7k-xtbqtAcqGBvpXKN9rZ/view

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These Kagan Structures all build class community!! :)

Find Someone Who (page 6.32)

Inside-Outside Circle (page 6.38)

Mix-Freeze Group (page 6.44)

Mix-Pair-Share (page 6.46)

Stir the Class (page 6.48 bottom left)

Quiz-Quiz-Trade (page 6.56)

StandUp-HandUp-PairUp (page 6.74)

BONUS: Chapter 10 in the Kagan book is ENTIRELY on team building & includes blackline masters :)

TPT has some FREE printables too: https://www.teacherspayteachers.com/Browse/Search:getting%20to%20know%20you%20questions%20quiz%20quiz%20trade/Price-Range/Free

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Take roll on Aeries using photo view and set it up to mirror your seating chart.

https://support.aeries.com/support/solutions/articles/14000072499-attendance-by-photo-and-seating-chart#:~:text=For%20Attendance%20by%20Photo%20options,to%20open%20saved%20seating%20charts.

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1) Make eye contact
2) Say name 3
) Nonverbal greeting
4) Compliment/positive encouragement
5) Ask them about their day

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Where are my people?

The class gets to learn about each other in a fun and competitive way.

1. Seat everyone in a big circle with one person in the middle. This can be the teacher or a student volunteer.  That person’s goal is to get to an empty chair.

2. IMPORTANT: Establish rules! No running or touching others!

3. The person in the middle then says in a loud voice so all can hear, “Where are my friends and neighbors who… (insert anything here – for example… WEAR GLASSES)”. You can use an alternative statement like “Where are my people who…” or even “Never have I ever…”

4. At that point anyone who wears glasses (or whatever the mentioned THING is) has to get up immediately and move to a different chair that is at least two chairs away. The person in the middle then has to scurry to a vacated chair.

5. When the moving has stopped, someone is going to be left without a chair. It’s now that person’s turn in the middle to repeat the process…  Where are my friends and neighbors who… Are Green Bay Packers fans)”

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Who Am I? (Name game)

Each player gets a sticky note stuck to their back or forehead with the name of a:

Famous person or cartoon character (great team builder)

Novel character

Historical character

Science or math term

Scientist, mathematician, historian, etc.

Each player has to guess the name of the person on their own forehead by asking everyone else simple “yes” or “no” questions. It can be questions such as: Am I a female? Am I a historical figure? Am I currently alive?

If the answer to your question is yes, then you get to ask another one.

If the answer is no, then it’s the next person’s turn to ask questions and try to guess the name on their own forehead.

The first player to guess the identity of their mystery person is the winner! Everyone else can keep playing for second and third place, or you can start a whole new round with completely different mystery people.

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There are so many name tent templates (free and paid) out there, or you can just use a simple piece of paper folded in thirds to make a triangular prism.

Here is a link to all the tpt free ones: https://www.teacherspayteachers.com/Browse/Search:name%20tent/Price-Range/Free

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Learn names, pronunciations, and one thing about each student (Pair/group interview)

Groups of four ask interview questions and take turns introducing members of the group to the class

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Explain: “You have 🤬 minutes, and within that time your job is to introduce yourself, greet everybody in the room, by name, and give a fist or elbow bump". 2 Minutes to greet everyone

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1. Pick a funny meme image from the link above to display.
2. Ask students to share their ratings
3. Discuss as a class/table/etc...

https://www.pinterest.com/trudywoo/mood-scales/

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1. Introduce a quiet signal and go teach routines (talking "stick," etc...)

2. Ask an easy, no-risk getting to know you question (favorite ice cream, pizza topping, etc...)

https://www.responsiveclassroom.org/take-it-slow-with-morning-meeting/

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1) Project an image on a screen or supply picture card(s) on each table. 2) Explain that the task is to complete the sentence stem: "[Given topic] is like this [image] because..."

Participants generate and record as many comparisons between the image displayed and the topic presented as possible in one to two minutes.

Lower grade adaptations: start with easy to connect ideas before moving on to more complex ideas.

https://drive.google.com/file/d/1olFE3U137t1SfJk4MjpcrL2-J2DNjRmv/view?usp=sharing

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Take Off - Touch Down

Take Off - Touch Down is a simple structure to use for review or getting to know students that also incorporates simple, structured movement.

Procedure:

1. Ensure all students are seated.

2. Present a question or statement requiring a dichotomous response (e.g., yes/no, agree/disagree, applies/doesn't apply, true/false).

3. Provide thinking time before cueing students to "take off" (stand up) or "touch down" (remain seated).

4. (Optional) Pair students for brief conversations about why they responded as they did.

5. Repeat for additional questions.

Tips:

Model proper behavior for standing and sitting.

It's okay if students look around before responding.  Consider this feedback as well since it tells you that students aren't yet confident of the best response.

Be conscious of sensitive topics. You never want to single out an individual student for something they can’t control. (ie. stand up if you live with your birth father)

Benefits:

increases oxygen to the brain with simple movement

Increases connection with classmates over shared interests/experiences

causes more students to engage with content than hand raising

uses novelty to motivate

Take Off/Touch Down Questions

You went to the beach this summer.

You like to eat sushi.

You saw (Barbie) this summer.

You didn’t see Barbie and you don’t want to see Barbie.

You traveled to a different state this summer.

You traveled outside of the United States this summer.

You read a book this summer.

You have at least one sibling.

You have a pet at home.

You have waited until the last minute to complete an assignment.

You’ve cried watching a Disney movie.

You like cats more than dogs.

You’ve had gum in your hair.

You hate the way you look in pictures.

You’ve laughed at a joke even though you didn’t get it.

You like the Avengers movies.

You’re scared of the dark.

You’ve sent a text to the wrong person.

ELA is your favorite subject.

You’ve helped a friend in a time of need.

You prefer In-N-Out over Chick-Fil-A.

You’ve performed in a talent show.

You’ve watched Blue's Clues.

You like haunted houses.

You’ve fallen off a bike.

You prefer cherry flavor over grape favor.

You’ve broken a bone.

You sing in the shower.

You’ve played video games all day.

You’ve been on a road trip.

You’ve eaten only candy for dinner.

Mac N Cheese is your favorite food.

You’ve been on stage in front of a crowd.

Chocolate is your favorite flavored ice cream.

You think Superman is better than Batman.

You’ve read a Harry Potter book.

You’ve never had a cavity.

Science is your favorite subject.

You’ve met a celebrity.

You’ve thought a movie was better than the book.

You’ve ridden a skateboard.

You’d rather go to the beach than the pool.

You know how to play a musical instrument.

You’ve Googled something so you know how to spell it.

You prefer to text someone over calling them.

Snapchat is your favorite social media app.

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Participants will take turns saying their own name while making a motion that represents something they enjoy doing.

Example: I'm Mike and I like basketball (makes motion of throwing ball into hoop)

Students try to say all the names of the people who have shared before adding their own name & motion.

https://drive.google.com/file/d/1ZCIFBHSkFggomymHbw266VTjx-iFVN3d/view?usp=sharing

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Project images of four different items and have students talk in groups to decide which one they think doesn't belong.

Although this activity is great for content like math, it is also fabulous for getting kids talking to each other, connecting as a class, and recognizing other people's viewpoints and interests.

The free slideshow linked here on argumentative thinking provides some great slides to share on your screen for team & community building.

Tip: when looking for images, make sure you find ones that don't have a right or wrong answer. All options should be the correct answer as long as students support their opinions.

https://drive.google.com/file/d/1VNMbkw44EJlwRX4Swoj4I2zQ4hnNyKFU/view?usp=sharing

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Ask each student to share two facts about themselves and one lie, without identifying which one is untrue. Other students try to guess which one is the lie. Keep score and give a prize for more fun!

https://www.weareteachers.com/middle-school-icebreakers/

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Print the Agree/Disagree signs (or label them with whiteboards) for all four corners: agree, strongly agree, disagree, strongly disagree.

Ask students preference or thought-provoking questions and have them move to the corner they agree with.

Example prompts:
Chocolate is the best ice cream.
You should do your homework as as soon as you get home.
Spiderman is the best superhero.
I am excited to start the new school year.
I am nervous to start the new school year.
I believe I can learn new things this year.

The questions can be as easy or thought-provoking as you want them to be. Just be sure to have students notice their connections ("look around and see that so many of you were nervous to come back to school today. It is okay to feel those feelings," etc...)

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Circle Cheat Sheet

Why:

Student voice

Sense of belonging

Sense of value

Social engagement, social skills, and attention deficiency

Uses:

Develop SEL skills (Public speaking, active listening, self awareness, self management, empathy)

Building community

Establishing and reinforcing expectations

Repairing/restoring relationships when harm has occurred

Curriculum discussion/instruction

Basics:

Prepare a list of scaffolded questions in advance, but adjust based on response

Set the tone. Get excited. If the topic is more serious, exude compassion and support. Tell/remind students that communication is a superpower and necessary tool in a variety of life’s situations.

Sit or stand in a circle. Ideally there is nothing between (tables, desks, backpacks, etc.) any of the participants and everyone has a clear view of all other participants.

Remove all distractions (paper, electronics, backpacks, etc.)

Use a talking piece to take turns and as a third point to promote/correct behavior

Introduce/review expectations: honor talking piece, respect different opinions and trust, everyone participates, share the space.

Ask a question and then pass the talking piece in either sequential or non-sequential order.

Pro Tips:

Foster participation. Everyone in the room should actively participate*. Having someone watching from the outside changes the whole dynamic. Leave an extra chair for late arrivals or guests.

*If you have students that don’t want to sit in the circle, leave a space and have them sit as close as possible. Most of the time you’ll notice them inching closer as the topic or group dynamic draws them in. Allow students to ‘pass’ but return to them after everyone else has responded. If they are still having trouble, ask if there was another comment they agree with.

Get close. Increase intimacy and trust by tightening up any gaps in the circle.

Scaffold. Start with easy, low risk questions in sequential order. Then move to more open-ended, medium and high risk questions.

End on a positive note. If things got heavy, end with a light question or game. Always show appreciation and remind students of the importance of communication.

Check in and refer. Make sure to touch base with any students that took a particular risk or had big reactions. If necessary, communicate with experts to ensure student support.

Take notes. Keep pen and paper handy to record new questions, responses to revisit, and/or students who passed. If you are using the circle for restorative work or to establish expectations, use chart paper to record input for all to see.

Use a centerpiece. Students tend to look at the person who asked the question when giving their answer. Having an object in the center of the circle can be part of the routine and gives the person with the talking piece somewhere neutral to direct their attention.

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Divide the class in half, and have them sit in two concentric circles facing each other.

Ask an icebreaker question, set a timer for 60 seconds, and let each pair discuss. When the timer dings, the outside ring moves one seat to the left. Give the new pairs a new question, and set the timer again. You can continue this as long as you like.

Tip: To increase engagement, have kids help you generate the list of icebreaker questions before you start.