Objective: Allows students to get to know each other and to get up and move around a bit.

Instructions: Have students form a single file line (one person in front of the other, not side to side). This line will be considered on the bus. Ask the students about their preferences and have one preference get off the bus to one side and another preference get off the bus to the other side. After the students have looked to see who got off on each side have everyone get back on the bus to continue the game.

Some simple examples: 

Red Sox, Yankees 

Summer, Winter 

Take a Shower/Take a Bath 

Do You Put Your Left Foot In Your Pants First or Right Foot? Hands Folded- Is Your Left or Right Thumb On Top?  Coffee or Tea- With or Without Sugar?

Be creative! Think of things that may apply to your students.

9 Dots:

Instructions:

Place 9 poly spots in a straight line on the floor. 8 students will participate.

4 students will occupy a spot on each side of the middle spot for a total of 8 students.

Each side of the middle dot designates a team. Each team is to move from one side of the middle dot to the other side without stepping off the dots.

Floating Hula Hoop:

Instructions:

• Have the group of about 7 students make a circle with their fingers out at should height. Rest a hula hoop on their fingers.

• Let them know that they must all maintain contact with the hula hoop.

• Tell them to lower the hula hoop to the ground without holding it. If they drop it, they must start again.

Debrief:

Discuss key aspects of the exercise (and leadership), i.e. commitment, collective effort, communication, common goal.

Materials:

• Poster board

• Colored Markers

• Stickers (Optional)

Instructions:

Think back to when you were young and first began to understand leaders existed. What experiences, people, and activities influenced your leadership identity development the most. Describe in your timeline year references, grade references, people, experiences, activities, positions held, and length of time in roles held. Start your timeline at the age when you first understood leaders existed: maybe parents or teachers.

Be creative. Insert pictures. Describe highs and lows of your journey. Discuss your mentors and/or how your mentored others.

Materials:

Poly spots, 12 bean bags, blind fold (bandanas), cones, one or two long ropes to make a playing area (square).

Instructions:

• Players form small teams.

• One person is blindfolded and becomes the "walker".

• The others serve as the "guides" who give verbal directions.

How to set it up:

• Create the minefield by scattering objects (beanbags, cones, etc.) across a defined area (like a 15x15 foot square).

• Leave space between the mines so there's a safe path to walk through.

How to play:

• The guide gives only verbal instructions ("take 3 small steps forward. Turn right and take two small steps forward.")

• The walker tries to cross the minefield without touching or stepping on any objects.

• Touching a mine sends the team back to the start.

• Add extra distractions of other guides for an advanced play.

Reflection:

• What made communication effective or ineffective?

• How did the walker feel relying on the Guide?

• What leadership qualities did you notice or develop?

• Determine community issues to address.

• Brainstorm solutions that are realistic and manageable.

Example:

• World record sleeping bag challenge.

• Attempt to break the world record of lining up sleeping bags end to end.

• At the completion of the sleeping bag drive, donate the sleeping bags to homeless shelters in the local area.

Have your leadership students represent the leadership program as leadership ambassadors at campus and community events. They can share information with younger students, community leaders, campus alumni, etc.

(e.g., TED-Style talk)

• Have the students deliver a 10-15 minute speech or presentation about their leadership identity development journey and lessons learned.

• Promotes ownership of leadership identity.

• Encourage students to lead a leadership training session for newer students (e.g., communication, ethical leadership, collaboration, etc.)

• Demonstrates applied leadership and mentoring abilities.