Case Studies - Ice Breakers (Sweden)
1. Context At Viskastrand we started with our introduction days when we discovered that our new students felt unsafe and insecure when they came to their new school. We felt that we needed to do something. The introduction when starting a new school is very important to the student, so they feel welcome to school, get to know their new classmates and feel safe with them and thereby can concentrate on and succeed in their studies. This is even a help to the teachers in their pedagogic work - the teachers get to know the students and can see social interaction faster as well as they can see strength and weaknesses at every single student in an early stage. What we do is to have two introduction days when they start at our school. One day when the students get to know their classmates through cooperation exercises and valuation exercises, so that they will feel safe in their class. The other day is filled of important information about school and their coming studies. Through an introduction period, with schedule breaking activities, the students feel that they know their classmates well and now they can concentrate on their studies in different subjects. 2. Institutional implementation At Viskastrand the class teachers have a lot of exercises to choose from - exercises that activate the students. Some of the exercises are done inside the classroom and some outside. To get an idea of what the exercises are - watch the film: http://youtu.be/4sYJYDeOYpI The induction model
Here are some examples of exercises from the Induction model. A. Presentations exercise – Names Goals and objectives of the exercise: To try - to see others This exercise helps the group to remember the others names. The student tells about him/herself and the meaning/connotation of their name. This exercise is linked to how important identity is the significance of names and conduct. A name can say who you are, so manage it with care. By associating what is said about the name, one can memorize and learn each other's names easier. Method: All participants sit on chairs or stand in a circle and get one of the following exercises from the instructor. Each participant gets a few minutes to think and then anyone can begin with his/her presentation. Name + gift Tell about a gift, a gift that is remembered Name + road sign Present themselves using a symbol: a road sign describing which one they would want to be. Name + vehicle Present themselves using a symbol: which brand of car that you would like to own and why Name + my sport Tell about a sport you practice or would like to exercise Things to consider: Giving the presentation time B. Icebreakers – Musical chairs Goals and objectives of the exercise: Let the participants loosen up, and become relaxed - breaking intimacy zones Method: Set up a fewer number of chairs than actual participants in the group. Place them in two rows with their backs against each other. The leader plays music and the group should start to walk in a circle around the chairs, to the sound of the music. The leader stands with his back to the group and suddenly stops the music. When this happens the whole group must get up on the chairs and no part can touch the floor, they can help each other. The leader turns around, kneels down and checks the floor, counting any body parts that are touching the floor under and around the chairs. He then estimates the group, picking off any chair, turns on the music and the group steps down on the floor again. The leader takes away one chair and continues the exercise. One can advantageously allow the group to decide for themselves how many chairs to be removed, how the chairs to be placed, when it is time to stop. Should anyone not want to participate so offer him/her the role of standing beneath the group to ensure that no one falls and gets hurt. It is important for the entire group to have a task. Things to consider: Before you use this exercise - check seats sustainability How is the code practice? When is it permissible body contact, in what ages? C. Collaborative exercises – Rope Knots Goals and objectives of the exercise: This exercises is to form the group, create we felling by achieving something together. In the rope knots game, each person must do his part to untie the knots in the group or help each other reach the goal of untying them all, according to Team Building. Settings/Materials needed: Rope Method: Take one long rope, and tie a knot for every person in the group. Space the knots evenly apart. Tell every person to hold onto the rope on one side of a knot, leaving them one free hand to untie knots. Everyone must then untie all of the knots in the rope without anyone letting go or moving their hands on the rope. Once the knots are all united, the exercise is complete. D. Valuation exercises – Four corners Goals and objectives of the exercise: To prove, see others practicing in wanting to - communicate - take a stand, become aware. The general purpose of this exercise is to have chapter member find similarities and differences amongst each other. This can provide an opportunity to discuss key issues concerning the chapter. Energy Level: High – It involves movement, which makes it appropriate to use after a period of little movement. Settings/Materials Needed: This activity requires a lot of moving around. The setting should allow members to walk freely around a room. A room with four corners is preferable. If the facilitator wants, they can put signs, pictures, notes, etc. in each corner to represent the categories. Otherwise, this activity can take place with no materials. The categories should be determined prior to the activity. Method: Instruct the participants that as you read the different categories and point to the corners, they must go stand in one of the corners. Inform them that they cannot take a lot of time to think about it and just select the first thing that pops in their mind. The facilitator should repeat the categories and their corresponding corners while participants are moving around. When utilizing a more substantive category of items, the facilitator can pause and have members briefly discuss why they chose that corner to stand in. Sometimes members will stand in the middle of the room, indicating that they are “torn” between options. Examples: The categories used in this exercise can ranged from simple to more complex, such as: 1. Red, orange, green, blue 2. Ice cream, pizza, Taco Bell, sandwiches 3. Basketball, baseball, golf, tennis 4. Europe, Africa, Australia, South America 5. Morning, noon, evening, late night 6. Young Children, adolescents, adults, seniors 7. Hispanic, White, Asian, Mixed 8. Alcohol, tobacco, other drugs, violence 9. Leader, advocate, worker, negotiator 10. Change, awareness, education, activities 3. Outcomes After starting working in this way we know that the aim has been reached. |
Resources:
- Films - State-of-the-Art Case Studies - Articles & Dissemination - Meeting Presentations - Bibliography / Siteography |