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Personality Coordinates Icebreaker

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With school starting up, I thought I'd share the most interesting icebreaker I found last year. Copy, cut, and pass out these half-sheets [pdf]. Each person in a group picks a dot and writes her name next to it. Now the group's job is to label the axes.

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Collaborative Icosahedron

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'While back, Rich linked a 3D exercise which is pretty well appropriate for any age. You start with a paper circle and at the end, after a fair amount of collaboration, team-building, and discussion, you've got this sweet icosahedron. Along the way you review a couple hundred geometry concepts and their properties, tattooing down names, facts, and figures, anything that comes to your class' collective mind, anything from "isosceles trapezoid" on to "snowcone" and "taco."

My first period, I got too excited as the icosahedron grew and took too central a role in the connecting/taping process. During the second class, I didn't touch it. Instead, with ten minutes left in class - just enough time to finish if the class was motivated - I scooped some errant stack of papers off my desk and announced, "I've got your homework assignment for Memorial Day Weekend right here. I'm willing to cancel it [reluctant pause] IF you guys can make the icosahedron before the bell rings." [cue frantic team-forming, leadership-role-assuming, fun-having, and homework-canceling].

So thanks, man.

If you're dying like I am here, it's a low-stress and low-impact way to fill a thirty minute bloc without falling prey to the pro forma time wasters: games, movies, and parties. I extracted the relevant bit from a larger pdf.

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'While back, Rich linked a 3D exercise which is pretty well appropriate for any age. You start with a paper circle and at the end, after a fair amount of collaboration, team-building, and discussion, you've got this sweet icosahedron.

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Math-Specific First Week Ideas

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School is fast approaching! What do you plan to do during that first week to begin to establish relationships with students? To get some insight into their math skills? Another alternate idea is for students to work in groups to create a structure ... that represents something that all the students in the group have in common. Groups share out after 5 - 10 minutes of building. (
I'm collecting ideas from past years ...

Read the Room: Ask your students to "read the room" to find 5 things that either interest them or might help them in their work. Then ask students to work in pairs or triads to compare notes, and to categorize the items they noted. In your room are math-y posters, classroom expectations or rules, standards, essential questions, maybe Bloom's Taxonomy, posters on growth mindset, a calendar, stacks of textbooks, classroom supplies, etc. In reading the room, students become familiar with the environment!
Stations: Ask students to work in groups to complete the stations. Stations review basic skills in preparation for the first unit. Here is a sample of stations I have used with Algebra 2 students. Snowballs: Give students 2 half-sheets of paper. On one slip ask them to list 2- 3 things they like about math. ON the other list 2 - 3 things they don't like about math. Students crumple the paper, and toss around the room like a snowball fight. Students pick up random snowballs to read aloud to the class. Teacher makes a list - the goal is to identify commonalities.
Personality Pipes: Provide each student with three pipe cleaners. Give students about five minutes to use the pipe cleaners to create a structure or symbol that represents something about themselves. At the end of the five minutes, set up a sequence of 60-second "speed dates" during which each student tells the other what their symbol is and why they made it. (Sound a bell to indicate when they should switch chairs.)Alternately, students could create structures, then share them in groups, ask each group to select a "winner" - their favorite and give a reason. Borrowed from this site!)
Noticing/Wondering with Functions:
In our Algebra 2 course the year is built around several functions. So in the first week, we spend some time analyzing these equations. I ask students what they notice. I collect ideas. Then I give them time to think about what they wonder. I collect those ideas. I post the ideas around the room in that first unit. At the beginning of the year students are sometimes reluctant to share - and they struggle with reason and wonder. They get better at it during the year with practice.

Pass the Ball. Since we study functions all year, it's fun to start with a data collection and analysis activity. This one incorporates learning student names. In its simplest form the activity data should create a linear function. To create quadratic data, each student says his own name, and the names of those who came before. So I say my name and pass the ball; the next student says his own name and my name before passing the ball. The third student says his name, the student before, and my name before passing the ball ... etc. Before collecting this data it is helpful to discuss a few questions briefly. Why is learning to analyze data significant? What are keys to collecting useful data? After collecting the data, students could use Desmos or the TI 84 calculator to analyze the data.

Number Strings: Math Talks and Number Strings are ways to build numeracy. Using number strings in the first week can give you insight into your students' numeracy strengths. Check out these two resources Number String Website and the pdf download for ideas! Consider making number strings a weekly activity!

udents choose between 2 choices and move to one side of the room. They share why they made that choice. Example ... would you rather have a dog or a cat for a pet? Would you rather play video games or a sport? Make a list of 10 questions! Check out This or That Icebreaker: st this site for ideas.

Hexagon Design Thinking... each student gets one pre-cut hexagon. Ask them to write a favorite activity on it. Then students gather around a table and connect their hexagons. Glue the hexagons down for an instant map of students' favorite activities - and instant classroom decor!

How many hot dogs did they eat? This is a fun 3-act math task. The math is easily within reach of Algebra students but complicated enough to provide opportunity for conversation and thinking. It will be interesting to see how students go about solving the problem ... will they make a table? will they create an equation? will they use some other strategy?

Work of Mathematicians vs Students: How does the work of mathematicians differ from the work of students in math classes? Invite students to read this article about the work of mathematicians! Discuss the article in class and ask students to reflect on it in writing. Or jigsaw the article. Distribute parts of the article to each team. Groups read the passage they've been given and identify key attributes of the work of mathematicians and/or the typical classroom. Students write phrases on cards, and place their information on the Venn Diagram chart at the front of the room.

Number Explorations: Explore consecutive numbers with these problems, given a, b, c, d as consecutive numbers:

Use Three 3's in a Row from Total Participation Techniques to organize this activity. That means, type those 9 questions in a 3 x 3 grid - leaving space for students to write down key ideas. Give students 3 to 5 minutes to think about the questions without writing anything. Then invite them to mingle around the room ... to find someone who can explain one of the 9 questions. Students take notes on each other's ideas ... and then move to another classmate. After allotted mingling time, debrief as time allows. (It is not necessary to answer all 9 questions in class) See a previous post on TPT strategies for a description of Three 3's in a Row.

Four 4's: Create math expressions using four 4's and any operations to equal the numbers 1 to 20. Enter expressions on a chart on the board. Challenge students to find sums to 50.

There are sooooo many ideas! Check out these links as well:

What are you planning for the first week of school? Will you post a link to your blog in the comments?

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School is fast approaching! What do you plan to do during that first week to begin to establish relationships with students? To get some insight into their math skills? Another alternate idea is for students to work in groups to create a structure ...

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Get Into Pairs

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Marshmallow Challenge

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Printer-Friendly Version Purpose
An extremely fun and educational way to reinforce key concepts of the practice, Challenge the Process. This is an easy activity that requires minimal space and very few supplies to perform.

Group Siz e

No more than 5 people per team. If the total group size is just 5 or 6 people, divide the group into teams of 3, if at all possible. Team size is more important than total number of participants involved in the activity.
Time Required
45 minutes or less

5 minute introduction; 18 minute activity; 5 minute video. Additional time for discussion. The 18 minute exercise is fixed. Other times can be adjusted as needed.
Materials
Each team needs 1 yard of tape, 1 yard of string, 20 pieces of spaghetti (uncooked, of course), and one marshmallow. I also recommend making available one or two small scissors for all teams in the group to access during the activity.
Process

1. Divide attendees into teams of 3-5 members.

2. Give each team the tape, string, spaghetti, and marshmallow. Provide each team access to scissors (it isn't necessary for each team to have its own).

3. Read the following instructions to all teams at the same time. Each team has 18 minutes to build the tallest, free-standing structure using the materials supplied to each group. The marshmallow must be attached to the top of the structure you build. After 18 minutes, I will measure the height of each structure that remains standing with the marshmallow on top. The winner is the team whose free-standing structure is the tallest.

4. Answer any questions the teams may have and give the groups a 30 second warning. After 30 seconds, start the activity and stand back. Keep watch on the teams to ensure they are following the rules of the game. Remind them that the marshmallow must be on the top of the structure, and that the structure itself must be free-standing when the activity concludes. Let them know how much time has passed until 18 minutes is up.

5. At the end of 18 minutes, measure those structures created within the rules and that are still standing.

6. After declaring the winner (assuming there is a structure that remains standing after the marshmallow has been attached), show the participants the YouTube video clip of The Marshmallow Challenge .

Follow-up questions to ask of the group to facilitate discussion and further learning:

Was there a leader on your team? Who was it and who decided who the leader would be?

If you had no leader, do you think having designated someone a leader would have helped?

If you had a leader, how did he/she do? Of the leadership practices we have learned so far, which did your leader use?

How helpful was everyone on your team in challenging the process of building the tallest structure? Did anyone appear to be an expert?

Did any team members tune out of the activity - out of frustration with other members or for some other reason? What could you have done to keep all members of the group fully engaged?

Did you feel everyone's ideas were well received during the activity?

How did you feel as the time limit was approaching? Did pressure increase? If yes, was that helpful or not?

In retrospect, what could you have done better to enhance your ability to Challenge the Process?

Did you practice outsight? Where might new ideas have come from given your time constraint?

Did you celebrate small wins? If yes, how did you do this?

Encourage the Heart of all participants by giving everyone the marshmallows remaining in the bag. Everyone loves marshmallows!

Jody Rogers, PhD, FACHE, is a Certified Master of The Leadership Challenge® Workshop within the Army Medical Department and a Visiting Professor at Trinity University in San Antonio, TX. He can be reached at [email protected] or [email protected] .

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Leadership Challenge - Discover the Research Behind The Leadership Challenge®

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Printer-Friendly Version Purpose An extremely fun and educational way to reinforce key concepts of the practice, Challenge the Process. This is an easy activity that requires minimal space and very few supplies to perform. Group Siz e No more than 5 people per team.

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Establishing Ground Rules Collaboratively

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Getting Started with Establishing Ground Rules | Center for Teaching Innovation

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Establishing classroom norms sets the tone of a class, provides clear guidelines on how to behave, decreases instances of incivility, and enables students and lecturers to feel safe expressing their ideas or points of views. Below are just a few techniques instructors have used when establishing and…

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Standards-Related Goal Setting

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Word for the Year: Ask students to select a word for the year, write it down, and reflect about why they choose that word.

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Ready to make changes in 2022?

A few years ago we ditched the idea of New Year's Resolutions, and began choosing one word to focus on that year instead. This method is called The Word of the Year. Have you heard of it? I first read about the concept from a blog post back in 2013. Sadly, I can't remember which blog but I remember she wrote the post based on a book she had read, One Word that will change your life.

I don't know about you but I love the idea of choosing a Word of the Year vs. New Year's Resolution because it helps bring focus and clarity to what we want to create in our lives.

Struggling to pick a word? No worries, it's not too late and I'm here to help you along the way! I've come up with a process to help me choose my word each year and today I'm sharing those steps with you. You can also watch the video below:

5 Steps to help you choose your Word of the Year (WOTY)

This isn't about crossing another goal off your list. It's about creating a mantra to help guide your daily actions and become a better version of yourself. It's about giving your soul what it needs. Here are a few easy steps to help guide you in choosing your 2022 word of the year.

Step 1: Reflect

The first thing I want you to do is to reflect on this past year and ask yourself these questions. Jot down whatever pops into your head without self-editing.

What could I use more of in my life?

What could I use less of in my life?

What characteristics would I like to have?

By the end of the day, I feel (fill in the blank).

How do I want to feel?

Once you review your responses you'll have a better sense of the direction you'd like to go, or what you feel may be lacking in your life.

Step 2: Visualize

Visualize what the perfect day would feel like, the emphasis here is "Feel". Think about how you want your morning routine to feel, how you want to feel at work or throughout the day, and how you want to feel right before you go to bed.

I also recommend meditating or sitting in silence for a couple of minutes and asking yourself "What word do I want to focus on in 2022?". This is simple but effective.

I think this exercise works best when you're in a relaxed state. If you're having trouble maybe try it before you go to sleep or first thing in the morning. You could also turn on an aromatherapy diffuser, light a candle, smudge the space first, or put some calming music on in the background. You'd be amazed how being still can help your intuition shine through, and bring your word to the forefront.

Step 3: Create a List

Spend 10 minutes creating a list of the words that come to mind, no self-editing! Need some help? Here are some examples:

Step 4: Review & Refine

Review your list and narrow down your favorites. I'd circle or highlight 3 words.

Chances are you'll see a theme going on between the words you wrote down. Do any of the words jump out at you, make you feel excited, nervous, scared, uncomfortable, or at ease? Sometimes the words that scare us most can mean we're on the right track because change isn't always easy. At the same time, I think finding your word can also bring peace and empowerment.

Think about the words, try them on, and see what feels right. No need to over-analyze this process, trust your gut instead. Gently review your list and let the words pick you.

Step 5: Ask Yourself this VERY important question

Now that you narrowed down your list to three words, there's just one more question to ask:
Are you interested, or are you committed?
I heard this question in a video I watched where John Assaraf talked about one of his mentors, who at the time was asking him questions to determine whether or not he would take a chance and hire him.

So tell me, are you interested in your word, or are you committed?

If you're merely "interested" then chances are you'll make excuses as to why you're not putting forth the effort to actually make changes. But if you're "Committed" to your word, you'll do whatever it takes to implement that word and bring more of it into your life.

If necessary, allow yourself a day or two, even a week to really think about this.

What's your 2022 Word of the Year?

Which word can you say you're 100% committed to? Choose that one!

.... Or choose 3, like I did back in 2021, haha. (Though I've decided to go back to one word for 2022.)

Choose the word you want to improve upon or learn more about. The word will guide you throughout the year and even if you forget about it from time to time, subconsciously you'll discover resources or tools to bring it into your life more than the year before. I also use the word as a mantra or affirmation during part of my daily meditation.

Don't forget to jot down your WOTY in your calendar, planner, or journal. I write my word of the year in my journal (and my phone notes) and include a few sentences underneath it about how I can cultivate it into my life.

You can write it on a post-it note and stick it on your bathroom mirror, computer, or anywhere else you'll see it regularly.

If you're curious, here's my 2022 Word of the year, and the words I've chosen in previous years:
2022: Passion 2021: Breathe, Vitality, Confidence 2020: Wabi-sabi, Slow, Action
2019: Self-love

2018: Peace

2017: Calm

2016: Bold

2015: Balance

2014: Organize
I hope this post helped you choose your word of the year! Let me know what word you chose in the comments below!

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5 Steps to Choosing your Word of the Year!

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Ready to make changes in 2022? A few years ago we ditched the idea of New Year's Resolutions, and began choosing one word to focus on that year instead. This method is called The Word of the Year. Have you heard of it? I first read about the concept from a blog post back in 2013.

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Ask students to write a letter to you in which they expand on and elaborate about their favorite moments from the summer, share their goals for the school year, and explain about their interests.

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Ask students to create a vision board using Google Jamboard or Padlet, in which students will include different visuals and short blurbs about their goals for the year

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If you're not closely acquainted with Google Drive then you might not even be aware that such a thing as "Google Jamboard" exists.

A Google Jamboard is actually an interactive white board. Users can seamlessly create and edit content together.

I also discovered that Google Jam Boards make for amazing (simple and quick) vision boards! On web browsers, not all the functions are supported. This means you're working with a very simple and straightforward interface which can be used to create vision boards.

First, set a goal! Be short and concise; you can only use about 180 characters.

This is my first goal, we're already well on our way! Next,

2. Be specific. Ask yourself: "Which keywords (or sentences) would mean I reached this goal?"

These are my keywords.

Living in those cities/ countries would mean reaching my goal! But, it seems a bit bland to be a vision board.

The end result!

Bonus: Jam Boards are a part of Google Drive. That means you can share your jam boards, too! Either if you want someone else to just view it or edit it.
3. Add pictures! Here you can add images to your big ideas. You can add images from your google drive, but the catch is to try to only use images that you can find through google search!

Did you know about Google Jam Boards? Leave some of your goals in the comment section below and create your quick and simple vision board today!

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Creating a Vision Board with Google Drive?

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You might not even be aware that “Google Jamboard” exists. Here’s how to make it into a Vision Board

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Student Questionnaire. Course-specific sample. Can make a copy and modify for your course.

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Who I Am visual questionnaire

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Getting to Know You social media slides

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Personality Test

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Find Someone Who

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How to Use

1. Preparation

Prepare 10 to 20 “Find Someone Who” statements using vocabulary or concepts that relate to your current unit of study. For example, if you are teaching a unit on medieval culture, “Find someone who can list three types of jobs a serf might have;” “Find someone who has seen a movie set in medieval times;” “Find someone who has can sketch the feudal pyramid.” Create a variety of statements so that it will be easy to ﬁnd a person with some characteristics but not so easy to find others.  You can use a bingo-card format or checklist.

2. Directions

Announce that the class is going to do a brief interview activity in which students will ask each other questions.  The goal is to ask everyone in class until students ﬁnd someone who does that activity, has that characteristic, or can answer the question. Pass out the bingo sheet or checklist to each student.  Review the sheet and answer any questions.  Instruct students to ﬁnd someone who can answer one of their questions or say “yes” to one of the descriptions.  They should write that person’s name on their checklist sheet and go on to the next question with another person.  Important: A student can write a person’s name only once.

3. Complete the Chart

Ask everyone to stand up and begin the activity for a set amount of time.  You may want to provide a prize to the first student to complete the chart or, if you decide to use the activity to play Bingo, the first person to get five in a row.

When to Use

Use Find Someone Who:

At the beginning of a lesson to review or introduce material

As a review game for a unit or chapter

To practice asking and answering questions in an ESL or foreign language setting

For practice using vocabulary in a unit of study

Variations

Icebreaker

You can use Find Someone Who as a way for students to learn names and something personal about their fellow classmates. Fill in the checklist or bingo card with statements about sports, pastimes, music groups, TV shows, foods, movies, pets, siblings, places in the community where students like to hang out, etc.

Jigsaw

After completing Find Someone Who, each student will be in charge of orally explaining, creating a visual representation, and/or writing about one of the topics/questions that they said they know about. They can present it to the class, smaller groups, or just to a partner. Important: the teacher should make sure that each student has a DIFFERENT topic/question.

Partner Up!

Use this variation of Find Someone Who to form student partners and review content you've just taught. Create cards with information that students have to match up -- for example, words and definitions. Give one card to each student. To find a partner for a new activity, students have to find a match for their card.

Print This Tool

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This activity involves learners by asking them to try to find someone in the class who matches a description or knows certain information. It can be used to practice new vocabulary, to activate background knowledge, or to review concepts. You can also use it as a "getting to know you" activity to build community in the classroom.

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Creating Classroom Norms with Students

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Inside: Students need to learn how to take charge of their learning. This involves developing independence and metacognition...along with some focused classroom norms that give students a voice.
I taught freshmen for eleven years before transitioning to middle school. At the high school level, I also worked with sophomores and seniors, but I was always drawn to freshmen. After being in a middle school for several years, I've noticed some similarities among 6th - 9th graders.

At these ages, students tend to need some targeted executive functioning support. Creating classroom norms is an ideal place to start. Once we have them, we can refer back to them throughout the year. And, if we include students in developing ways they can take charge of their learning, they'll own whatever we collectively create.
Consider these two approaches:
1. Our classroom norms, which everyone will be expected to follow, are...

...OR...

2. I would love to begin developing our classroom community together by creating a safe and productive learning space we will all enjoy. Would you be willing to help develop some classroom norms to make that possible?

Norms are different from classroom rules in that students participate in drafting them. They're generally positive, inclusive, and productive. Including students when writing classroom norms is more time consuming than simply doing it ourselves. But, in the long run, it will save us time by reducing classroom management issues and adding dividends to our relationships with students.

HOW TO CREATE CLASSROOM NORMS

Why?

Make sure students know the significance of what you are asking them to do. They are helping to establish the tone for how the class will run for the entire year! You care about them. You want their ideas. Their voices matter. Including them in the creation process means they will remember these norms...and act upon them more regularly.

What?

In face-to-face situations with students, I create classroom norms using big paper and stations. In groups, students rotate from station to station and, after reading the heading on each big paper, contribute ideas to that huge sticky note.

Virtually, you could do this same thing through Google Slides, Padlet, or a discussion post on your LMS. Label each slide with a different heading you would have used on the big paper, and then have students take some time to contribute to each slide.

In any setting, classroom meetings are the perfect place to create classroom norms with students. It helps to build community. Feel free to show them my example and use it to create classroom norms for your own unique circumstances.

To choose headings for your big paper or virtual slides, I suggest digging into your classroom rules.
Example: Come prepared. Be respectful. Take charge of your learning.
Using these labels to create classroom norms is a way to expand the rules into specifics. If a classroom rule is too broad and students don't really understand the behaviors and attitudes inherent in that rule, how can they buy into it? What does it look, sound, and feel like to come prepared? to be respectful? to take charge of your learning?

What if?

At first, I was leery. What if students don't develop the norms I want them to establish? What if it takes too long? We have to abandon these "what ifs." Relationships and classroom community are built through discussion, through getting to know one another, and by valuing each person in the physical or virtual room. Relationship-building conversations can take time, but they will allow us to cover more ground in a positive environment in the long run.

And, if the norms students create don't include your ideas, it's okay. You can mix your ideas with theirs. I love what all of you came up with. I'm going to reflect on all of these tonight and see if there is anything else we might be missing. We can revisit these tomorrow and discuss the updated version. Then, create your succinct list that includes the major ideas students brought up combined with your most important norms, and share the new chart with students the next day.

EXAMPLE CLASSROOM NORMS

It can be helpful to brainstorm classroom norm options with other teachers. I'll share some examples I've used before when teaching students to take charge of their learning. Feel free to adapt some of them for your own classroom.

1. Bring a charged device (iPad, Chrome book, etc.).

2. Bring an independent reading book every day.

3. Be in your seat, ready to learn, when the bell rings.

4. Double-check your work and the assignment directions.

5. Bring a positive attitude.

6. Listen while others are speaking, and respect others' concentration during independent work time.

7. Use your planner to stay organized.

8. Stay focused during lessons and work time.

9. Do your work yourself, and do your best.

10. Have grit. Don't give up!

11. Participate constructively.

12. Be a leader.

13. Be honest.

14. Use your time wisely.

15. Ask questions.

16. Talk with the teacher.

17. Use your resources (book, videos, etc.).

18. Be kind and encourage your peers.

19. Take notes and study them.

20. Have a growth mindset. Enjoy. your learning. Be thankful!

REVISIT THE NORMS OFTEN

As you are teaching, make sure to display the norms in a prominent location. Face to face, this may mean an anchor chart on a focal point wall. Virtually, you may want to create a GIF that scrolls through all of the norms individually. TallTweets is a great website that transitions Google Slides to GIFs for free. Or, display the classroom norms behind you during Google Meet or Zoom sessions.

Any time students (or you!) stray from the agreed upon classroom norms, refer back to them, and re-establish the goal. Talk about the impact of straying from those norms. How does it impact the class? How does it affect individual students?

With classroom norms, students know what is expected. Traditionally and remotely, clarity of expectations can impact teacher credibility. Asking students to help define the learning environment in a way that supports their own self-advocacy skills is powerful. And? It's never too late to start.

READ NEXT:

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How to Create Classroom Norms with Students - Reading and Writing Haven

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Creating classroom norms is a powerful way to teach students to take charge of their learning. How? What? Examples? Start here.

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Prompting Questions for Establishing Norms

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Questions for Prompting Norm Setting

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Goal Setting Form. Ask students to create a vision board using Google Jamboard or Padlet, in which students will include different visuals and short blurbs about their goals for the year

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Google Forms - create and analyze surveys, for free.

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I create a scavenger hunt with my norms and hide them around the room (printed and laminated so they don't get ruined between classes). Students can work independently or in pairs and they fill out their sheet with the norms. After everyone is finished we go over the slides and I hang up my norms on the wall for students to reference at any time. This also allows students to ask questions about the norms and gives me time to explain my rational for certain things like phone policy.

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We circle up and I start with a ball. I have a set of questions on the board for students to pick from such as a favorite book, color, and animal. Everyone will say their name, and they will choose one question from the board to answer about themselves when they have the ball. I start and say, "My name is Ms. Holdaway and my favorite book is A Court of Thorns and Roses by Sarah J Mass". Then I would toss the ball to a student. Then it is their turn. There are a few rules though. If a student throws a ball too hard or makes the next student miss, they have to answer another question. We go around until all students have answered questions about themselves and we've gotten to know each other more.