CLASSROOM ICEBREAKERS

What to look for in an Icebreaker Exercise

It begins a real conversation: silly games like scavenger hunts don’t do much to start adult conversation.

It requires an appropriate level of self-disclosure: we start relationships by sharing information, but we don’t start with our deepest darkest secrets.

It should require a collaborative activity: you want to encourage the creation of a team atmosphere.

It encourages content related discussions: any conversation should relate to the topic or course and information gained should re-emerge later during the course.

It is inclusive and validating: all cultures should be able to equally participate and the exercise should put everyone on an equal footing

What to avoid in an Icebreaker Exercise

Anything that causes embarrassment to individuals: “my most embarrassing moment” speeches might be entertaining for the instructor, but they don’t do anything to foster a conversation.

Also watch out for icebreakers that involve

uncomfortable or forced communication

fun and games that detract from course content

time consuming activities

competition, or assignments that establish differences or create status for some students

cultural bias

activities in which success requires prior knowledge or experience

Some Icebreaker Exercises that have worked well

§ Students state their names and give the reasons for taking the class (or explain how they learned about this course if the reasons can be sensitive). Student goals are then validated on a flipchart and incorporated into the course syllabus.

§ Describe  the group/class/topic as a thing or animal and discuss the implications of the various analogies. This can also a safe way to address difficult topics or conflict issues.

§ State hopes and/or fears surrounding the course. Small groups might decide on portions of a larger question and then report to the whole class in order to facilitate getting acquainted.

§ Tell about something that happened to you before the age of seven that illustrates something relevant to the content of the course. For example, an art teacher might ask for things that illustrates humor or creativity; the science education professor asks for illustrations of how little children know about physics, the writing student might focus on experiences that sound like the plot of a good story, and so on.

§ Find a partner who is different from you in gender, ethnicity or country of birth and find twenty things you have in common.

§ Find two things the whole class has in common.