Community+Building+Activities

The following activities can be used in the classroom to assist students build a sense of trust and care for each other and construct a culture that values the strengths of all.

Class Building Activities
__**Mystery Student**__The teacher gives each student a piece of paper and asks them to write 3 things about themselves they don’t think anyone knows but will not mind if others know. The students give the lists to the teacher without letting anyone see what they wrote. Once a day the teacher selects one item from a list to read to the class without telling the students who the item is about. The students then try to decide the author of the interesting fact. If it is not guessed after three tries, the teacher reveals the author.The author has the option of sharing additional information, or the class may pose questions to the author. //Reflective questions posed to students// : What was the most unique or unusual fact you learned? Funniest? Saddest?How does sharing information about yourself help build a stronger community in your classroom?What have you learned about other members in your classroom that will help you build stronger friendships?Knowing what you know about your classmates now, how could you change the way you interact with each other during the school day? __**Candy Questions**__Assemble bags of candy for each student, placing 3-5 pieces in each. Create a list of “getting to know you” questions, associated with a specific color of candy. For example, “red” questions might include: How many siblings do you have? What is your favorite food?” Other color questions might include: What is your favorite story? If you could spend a day with one person, who would that be? What do you do really well? What would your “perfect” day look like? Post questions where students can see the questions if needed. Place students in groups of 3-5. Distribute a bag of candy to each student (hint – make sure each color is represented within the group’s baggies). Randomly select a candy color and show the color to the students. Read the question associated with the selected color to the class. Students who have the matching color take turns answering the question in their respective groups. When all students with the selected color have answered the question the round is over and students may eat the selected candy color. Continue until all colors have been chosen. //Reflective questions for students// :What type of questions helped you learn more about your classmates?What is another question you would like to include? How has this activity changed the way you think about your classmates?What could you do to learn even more about your classmates? __**Circle of Friends**__Have students sit in a circle facing each other. The teacher asks a question, such as “What is your favorite movie?” or “What is your favorite animal?” Select one student to begin. The student states his/her name and answers the question. The student to the right repeats what the previous student said then states his/her name and answers the question as well. The third student repeats what the first and second student said and adds his/her information. Play continues around in a circle, with each student repeating everything that was said prior to their turn. The goal is to see how far around the circle the students can go before someone forgets some of the information. Depending on the age of the students, the teacher may allow “helpers” as needed. //Reflective questions for students//: What did you learn about your community members that you did not know before?Did you notice anyone assuming a leadership role during this activity? Why might this be important when building community? How do you view your role in helping build community within your classroom?What strengths did you recognize in your community members? __**Taboo**__Place students in groups of 3-5. Have one person assume the role of time keeper as well as a listener. Ask one student in each group to volunteer to be the first speaker. The speaker will talk to their group about a specific topic (see prompts listed below) for one full minute without using a pre-determined “taboo” word. Examples of taboo words might include “Um,” or “like.” A turn is complete when the speaker successfully talks for one minute without using the taboo word(s) or when the speaker uses the taboo word. When a turn is complete, another student assumes the role of speaker. Possible topics might include prompts such as: If you could buy any car, what would it be and why?If you could go out to dinner with anyone, who would it be and why?If you could talk to the President about something that is happening in the world that concerns you the most, what would you say?If you were going to design your own house, what would it look like?Suppose you were asked to plan your dream vacation. Where would you go and what would you do? This activity could also be revised to include taboo words which are subject specific. //Reflective questions for students// :What do you want your community to look like?What answers surprised you the most?How does getting to know the members of your community help with team work, cooperation and communication between community members?How do you feel about your accomplishments during this activity? __**Pop the Question**__ This activity requires one or two packages of balloons and strips of paper small enough to fit into the balloon opening. Prepare for the activity by writing a “getting to know you” question on each strip of paper. Insert one strip of paper into each balloon. Inflate the balloons and tie the ends. Ask students to stand in a circle and tell them the goal is to keep all the balloons up in the air. Begin by providing the group with one balloon to keep in the air. Add balloons, one at a time. When a balloon hits the ground, play is stopped, the balloon is popped and the question is read aloud. Students turn to someone standing next to them and take turns answering the question. Play continues until another balloon hits the ground repeating the process. Variations: //Reflective questions for students// :What strategy worked best for keeping the balloons in the air the longest?What qualities did you notice in your classmates that led to successfully keeping balloons in the air?What should be your next step for continuing to get to know your peers?What factors encourage students to want to get to know each other better? //Reflective questions for students// :What surprised you about this experience?What challenges did you encounter with this activity? Why?What did you learn about your peers that you did not know before doing this activity?What might be some benefits of including class building activities such as this, throughout your school year?
 * Divide students into smaller groups of 4-7 with a separate set of balloons.
 * Have students create the questions that are placed into the balloons, asking them what they would like to know about their classmates.
 * Vary the body part the students may use to keep the balloons in the air (head, elbow, knees, etc).

Team Building Activities
__**Team Identification**__ Place students in project teams of 3-4 students. Each team will brainstorm and create a team name and mascot that represents their group. Teams will create a sign with team information on it and hang it in their work area throughout the duration of the project. The teacher will address the group by their team name to reaffirm team identity during the project. //Reflective questions posed to students// : How did you decide on your mascot and team name? How did having a team name/mascot affect how you felt as a team?Did anyone disagree with your final selection? What did you do to resolve the disagreement? Would this work any other times when conflict may arise? When? __**Tower of Hanoi**__ Group students in pairs or have students select a partner and provide each pair the tower of Hanoi puzzle. Give pairs 5-7 minutes to try to solve the puzzle. When time is over, have each pair join another pair, creating a team of four. Allow groups time to discuss their puzzle-solving strategies and continue working on solutions if needed. If time permits, add more disks to the puzzle and allow pairs or groups of four the opportunity to solve it. (Hint-For younger students use 3 disks to start the activity.)Online version: @http://www.mazeworks.com/hanoi/ Printable version: @http://lawrencehallofscience.org/java/tower/towerprintout.html //Reflective questions for students// :How did you and your partner decide what strategy to use to solve the puzzle?How did working in a group of four support your learning?What differences did you notice between working with a partner vs. working in a group of four?What might be some ways to resolve any conflicts that arise when working with a larger group? __**It’s A Toss Up**__ Have students form groups of 3-5. Ask for a volunteer to be the first “catcher” for their team. The catcher must stand behind an identified line on the floor at all times. The remaining team members (the “tossers”) are arranged in a line 3-5 feet opposite the catcher. Provide each tosser 3 marshmallows. When the teacher says “go” the first tosser on each team tosses marshmallows one at a time to their catcher. The catcher attempts to catch the marshmallow with their mouth and eat it. No hands are allowed. After a tosser has thrown all 3 of the marshmallows they take the place of the and the catcher moves to the end of the tosser line receiving 3 marshmallows to toss. The next tosser in line throws the marshmallows to the new catcher. Repeat this process until time is called or a specified number of marshmallows per team have been thrown. Teams keep track of how many marshmallows are caught and eaten. //Reflective questions for students//: What strategy did you use to perfect your toss?What skills did you use to communicate to your team members?How did it feel to be the Catcher? The Tosser? Which was more difficult? Why?What might your team do differently next time to be more successful? __**Tower Building Challenge**__ Divide students into group of 3-5. Give each group the same amount of masking tape, spaghetti noodles or newspaper to build a tower. Give students about 15 minutes to build the tallest, free standing tower they can design. //Reflective questions for students// :What skills did you use to help make the group successful?What are some things you had to stay mindful of to make yourself successful at this task?Knowing what you learned from this activity, how would you change the way you include team members the next time you work in a group? What did you learn about the other members of your team? __**Team Juggling**__ Divide students into teams of 7-10 and ask them to stand in a circle, facing the center of the circle. The teacher has a bag of juggling objects, such as old, rolled up socks, wads of paper, blown up balloons, etc. Explain the game rules to students: 1) all objects must be kept moving at all times among team members; 2) you may not pass an object to a person next to you and 3) if you drop an object, pick it up and start passing it again.The teacher begins the game by giving each team one object to “juggle.” After a minute, give each team an additional object. Continue giving teams additional objects until teams are dropping more objects than they are “juggling.” Stop the game and give teams 3 minutes to strategize a way to keep the objects moving without dropping. The goal is to see which team can juggle the most objects for the longest period of time. //Reflective questions for students// :In what ways could this activity help you become successful the next time you work in a team?In what ways could this activity enhance growing together as a team?Compare how you felt at the beginning of the activity and the end? How did it change? What stayed the same? Why do you think there was a change?What did you learn about yourself in this activity? __**Common Characteristics**__ Place students into teams of four. Provide each team a four-circle Venn diagram they will use to represent their team’s common and distinctive characteristics. Ask students to complete the diagram as completely as possible placing common team characteristics in the appropriate intersecting portions of the diagram and unique team member characteristics in the non-intersection areas of the diagram. //Reflective questions for students// :How might the unique qualities of each team member be used to strengthen the team as a whole?How might your team’s commonalities prepare you to work together?What possible conflicts might arise due to individual differences? What are some ways to overcome these conflicts?How might this activity change the way you communicate with others in your team?