INSIDE DOUGLAS COLLEGE / FEBRUARY 5, 1991

a a a ETAL IS PN I ES SI TS EFL RRNA

After you collect the second set, thumb through the
cards, answering those you can on the spot. You
might take the last few minutes of class to answer
others.

During the next few class sessions, try to answer all

the questions. Your candor will help students feel
comfortable with you and the course.
Great Questions

This ice breaker works well with small or large

groups, and the time it takes is easily controlled by the
instructor.

Begin by deciding (before class) on three questions
you'd like students to ask each other and then
discuss as a class. They may be gencric or disci-
pline-specific, but should be open-ended and have
the potential of a wide variety of answers. Examples
of questions are: If you could change one thing in
today’s world, what would it be? What do you like
best about (your college)? What do you want to be
doing in five years? What frustrates you most
about...? Which president has had the greatest
impact on our country? Why do people have math
anxiety?

Once you’ ve selected three questions, put them on
the board or project them ona screen. There will be
two rounds of questions.

In the first round, ask the students to move around
the room, find someone they don’t know, ask him/
her the questions, and jot down the responses.

In the second round, ask students to move to
another person. Each student’s responses to the
questions should be different from those given
during the first round, forcing students to stretch
their thinking.

After a few minutes, halt the “interview exchange”

and have students return to their seats. Asa class,
discuss the responses to the questions.
Organized Sit-Downs

This activity can serve as an introduction to a topic

or general theme of the course.

Once students are seated, ask them to re-seat them-
selves according to whatever “theme” you’ve
chosen. For example, a U.S. History class might be
asked to seat themselves in the rough shape of the
United States based on where they were born.
Indicate general areas of the room, such as “down
front is Mexico and South America, to the right
California and Pacific areas.” But, since one of the
objectives is to get students to make contact with
each other, it is wise to let them sort out the details.
Once everyone has found a seat, you might follow
up with some appropriate questions: How many of

you are native New Yorkers? Michiganders? Or, in

the case of the math class, you might talk about

average height, frequency, or range.

Whatever the theme of the organized sit-downs,
encourage students to introduce themselves to each
other. Place yourself in the appropriate seat.

Find a Person Who...

This simple activity is easily tailored to different
classes and updated each semester.

e Prior to the first class meeting, write 10-15 state-
ments on a sheet of paper with a blank space after
each. Make a copy for each student.

* Title the paper “Find a Person Who....” Sentences
vary from personal information to discipline/course
information, such as: Find a person who is left-
handed, is on this campus for the first time, likes to
snow ski, is a native of California, jogs/walks 15
miles or more each week, is working towards an
A.A. degree.

* Distribute the papers and encourage students to mill
around the room asking questions of each other. A

person who fits the statement signs his/her name on

the appropriate blank. A person can sign only once

on each sheet of paper.

e When it appears that many have completed the
exercise, call time; have students return to their
seats, and as a class discuss the responses to the
questions: “Who is left handed?” “Do we have any
native Californians here?”

If you complete this exercise just prior to a break,
you'll find increased conversation between students
which carries over during this free time.

By breaking the silence that accompanies every first
class, you are encouraging community. And when
students risk—just a little by sharing something about
themselves—you are building a basis for open discus-
sions later in the course. Consider using ice-breaker
activities periodically, not just on the first day, to help
students form new connections and build more diverse
communities.

Sharalee C. Jorgensen, Dean, Community Education
For further information, contact the author at Mira-

Costa College, One Barnard Drive, Oceanside, CA
92056.

 

Suanne D. Roueche, Editor

 

November 9, 1990, Vol. XII, No. 27

©The University of Texas at Austin, 1990
Further duplication is permitted by MEMBER
institutions for their own personnel.

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