Montgomery College
Student Life, Rockville
Tools for Group Meetings
Ice Breakers
Group Discussions
Reflection Activities
Tips for a Student Guide
Ice Breakers
Activities that initiate and sometimes explore group interaction
Goals:
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Learn names
Help group members relax/wake-up
Help group members feel less nervous
Help groups consider roles (who emerges as a “leader,” who is likely to take
a back seat, how can everyone contribute)
Help groups identify & discuss conflicts or patterns of interaction
How to Plan an Ice Breaker: Consider the ice breaker’s goals, the needs of your
group, and the location:
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Are people meeting each other for the 1st time? Do they need to learn or
practice names?
What time of day will it be? Do people need to relax or wake up?
What will you be doing directly after the ice breaker? What kind of tone do
you want participants to take into the next activity? Serious? Thoughtful?
Excited?
How many people will be in each group? How much time do you have?
What kind of space do you have? Will it be indoors? Outdoors? How well
will people be able to hear each other? Move around?
Selecting an ice breaker: You can certainly create your own ice breaker,
considering your goals and your group. You can also use one of the thousands of
already-created ice breakers and tweak it for your purposes.
Some good online resources for ice breakers:
http://www.residentassistant.com/games/
http://adulted.about.com/od/icebreakers/tp/toptenicebreakers.htm
http://adulted.about.com/od/teachers/tp/warmupsforlessonplans.htm
Ice Breaker: The Wind Blows
Like musical chairs…but without music.
Use For
Introductions or as an energizer.
Ideal Size
Depends on the size of the space/age of the group. At least 5 people.
Time Needed
20 minutes.
Materials Needed
Chairs or pieces of paper for people to stand on.
Instructions
Have everyone stand or sit in a circle. One person will start in the
middle. They should not have a spot to stand on or an empty chair to
return to. The person in the middle will say, “The wind blows for…”
and name an experience, personality trait, fact, etc… All people who
match the phrase have to leave their chairs and find an open spot
across the circle…quickly! The person in the middle also tries to find an
open chair…which leaves a new person in middle to say, for whom
“The wind blows…” again.
Example
“I’m Elizabeth, and the wind blows for anyone who has ever gotten a
speeding ticket.” Everyone in the circle who’s gotten a speeding ticket
has to stand up…and rush to an empty seat. Elizabeth will hurry to a
spot that’s just been vacated…and a new person will be in the middle:
“I’m Carlos, and the wind blows for anyone who speaks another
language.” And so on….
Debriefing
None is necessary.
Tips and Variations
If a person is in the middle more than 3 times (at all, not just in a row),
have them pick someone else to take their spot.
For the first statement, it can be fun to do something everyone’s going
to have to stand for, like, “The wind blows for anyone who is a student
at Montgomery College.” This way, you can demonstrate how the
game works with all members of the group.
Ice Breaker: Superpowers
Would You Be Spiderman? Or Elastic Girl?
By Deb Peterson, About.com
Use For
Introductions or an energizer in the classroom or at a meeting.
Ideal Size
up to 15 people
Time Needed
20 minutes.
Materials Needed
None.
Instructions
Give the group a minute to think about which super power they would
want if they could choose just one. Invisibility? Elastic arms?
Spiderman webs? Ask participants to introduce themselves and share
which super power they would choose and what they would use it for.
Example
Hi, I’m Nik, and if I had a super power it would be the ability to fly,
because I like to travel and have friends and family who live all over
the world that I don’t get to see very often. Plus, flying would be an
eco-friendly way to get to work and travel.
Debriefing
None is necessary.
Tips and Variations
Have each person repeat the name and super power of the person
that went before them, to help people remember names.
Ice Breaker: Two Truths & A Lie
The Good, the Bad, and the “No-Way” You Really Did That?
By Deb Peterson, About.com
Use For
Introductions or an energizer in the classroom or at a meeting.
Ideal Size
up to 10 people
Time Needed
20 minutes.
Materials Needed
None.
Instructions
Give the group a minute to think about 3 things they can share with
about themselves: 2 that are true, and 1 that is a lie. You used to be a
doctor? You are a triplet? Your greatest fear is peanut butter? Ask
participants to introduce themselves and share their two truths and a
lie—and have the group guess which they think is the lie.
Example
Hi, I’m Vijay, and my Two Truths and a Lie are that I can speak
Portuguese Creole and Tamil, my favorite food is cheese, and I have 10
toes. (The Truth? Joe’s parents are Portuguese-Sri Lankans. He does
indeed have 10 toes—but he’s lactose intolerant, so he doesn’t eat
cheese).
Debriefing
Whose truths did you find most surprising? Whose lie was the hardest
to guess? Why? Talk about how appearances can be deceiving and
stereotypes often wrong. This can be a good discussion with groups
that have known each other for a little or long while.
Tips and Variations
Have each person interview someone else in the group and report
two truths about their partner—and one lie.
Ice Breaker: Personal Values
What Matters Most
Use For
Transitioning into discussions; helping groups bond
Ideal Size
Can vary
Time Needed
20 minutes.
Materials Needed
None necessarily (see tips and variations)
Instructions
Put members into groups of 2-3 people. Have them take turns
answering one of the following questions (or make your own):
“If I suddenly discovered I had 24 hours to live I would spend them…”
“f I had to give up either shoes, my cell phone, or access to the
internet, I would choose…”
“If I had to lose one ability over another, it would be…
speech or hearing? sense of touch or ability to walk? sight or taste?
Example
I’m Jessie (always share names), and if I had to lose either my speech
or hearing, I would lose my speech. Then, at least I could still listen to
others, to music, see movies, and I could communicate by writing or
learning sign language. But I would miss singing.
Debriefing
This can be a useful exercise for discussing poverty, environmentalism
and sustainability, family relationships, or disability awareness. For
example, for poverty, you can discuss the objects members say they
would never give up and the people who have to choose one
necessity over the other. How does that effect the members’ lives?
Theirs? What do they have access to that others do not?
Tips and Variations
Ask attendees to bring the object they would most want to rescue
from their apartment/house if it was on fire. Once all participants have
arrived, ask each person to show the object to the group and explain
why it is so important to them.
Ice Breaker: Fear in a Hat
Use For
Helping groups bond; fostering support
Ideal Size
15 or smaller
Time Needed
30 minutes.
Materials Needed
A hat
Instructions
Group members write personal fears anonymously on pieces of paper
that are collected in a hat. Then each person randomly selects and
reads someone else's fear to the group and explains how the person
might feel.
Example
I’m Alex, and this fear states, “I’m afraid of disappointing my family.”
Debriefing
This can be a useful exercise for discussing not only fears, but also
what keeps us from sharing our fears openly, like cultural norms and
what makes some fears “normal” and others “abnormal.”
Tips and Variations
To expand this game for smaller groups, or to play with different tones,
do “Loves in a hat” “Embarrassments in a hat” “Talents in a hat”
“Dreams in a hat” or “Secrets in a hat.”
Group Discussions
Tips for Setting an Inclusive Tone:
Have people sit in a circle facing one another. If this isn’t possible, at least
walk around the room and throughout the seats as you lead the discussion.
Make sure everyone in the group has introduced themselves TO EACH
OTHER (not just to the discussion leaders).
Encourage responses to others’ comments with questions like, “What does
everyone else think?” or “Is there anyone else who agrees?” “Anyone else
who disagrees?” “Why?”
Go around the circle (or down the rows) and ask everyone to give a
comment. This technique is very inclusive, but it can take a long time or get
a little boring if the groups are too big.
Have people “popcorn” responses. Whenever someone finishes speaking,
have him/her call out another person’s name: “…and that’s why I think it’s
a great idea. Kara, what do you think?” This works for shy groups, and
groups just getting to know each (and it’s a great way to practice names!).
Bring quieter people into a lively discussion by asking them for their
opinions directly or by saying, “Let’s hear from some folks who haven’t
said anything yet.”
LET THERE BE SILENCE. This can’t be emphasized enough. Silence allows
people to gather their thoughts and to overcome shyness. If a facilitator
always talks through uncomfortable silences, people who don’t speak up
quickly may never speak at all.
Group Discussions
More Tips for Setting an Inclusive Tone:
Have a prop for people to pass when they’re done speaking.
This can be a “talking stick” a koosh ball, an action figure,
whatever. The point is that it WILL be in someone’s hands to
initiate the discussion, and it will always pass to a new person,
bringing everyone into the conversation.
Use eye contact purposefully. Don’t be afraid to look a person in the eye, (in a
friendly way. You don’t want to scare people) and smile. This helps to reassure a
person, and can be a silent “nudge” to get them talking.
Take turns speaking/responding if there’s more than one facilitator. This keeps
the discussion from being focused on one “leader.” If possible, sit on opposites
sides of the circle, breaking up the leader/participant structure even more.
Try to ask open-ended questions, not “yes/no” questions. You can always turn a
“yes/no” answer into an open-ended question by asking “Why?” Even more
helpful? “Why do you think this? Did you have a similar experience?”
Use body language. Smile. Nod. Let your confusion, interest, questions, etc…
show. If you actually participate in the conversation and really listen to people’s
comments, just like you would if you were out to dinner with your friends, you’ll
find the conversation is much more natural and productive.
Tips for Larger Groups (more than 10):
Break people into pairs or groups of 3 for small discussions or debates. If you
have more than one facilitator, you can break people into groups of 5-8. You can
also ask people to 'interview' others, then present their partners' comments to
the rest of the group. You can also work in a sequence of pairs (for example, first
the person seated to their left, and then the person seated to their right).
Have small groups "report back" to the larger group, either orally, on a large
sheet of paper, or both. This way, you bring the discussion back to the whole
group. The small group is usually ideal for 'hands-on' exercises, rather than
simple discussions or sharing of ideas.
Group Discussions
Use For
Helping groups discuss a common reading/movie
Ideal Size
15 or smaller
Time Needed
30-60 minutes.
Materials Needed
Prepared list of questions, your copy of the text with notes, extra copies for
Instructions
The key to succeeding in group discussions is to PREPARE. You must prepare the questions
ahead of time, if you really want to lead a dynamic conversation.
Example Text w/Questions:
Ideally, questions will be written in a way that explores the text in relation to the topic
being explored. For example, let’s say you’ve just read the essay, “Justice and the Limits of
Charity” by David Hilfiker because your group wanted to explore whether volunteering
makes a lasting difference. You might pull a major quote or summarize a main idea from
the text to discuss, or ask people to share what they thought Hilfiker’s main argument
was—and whether or not they agreed with him and why.
Ex:
Hilfiker writes, “Working for justice is messier and far less rewarding than charity. There
are no quick fixes, and the most common reason for quitting is discouragement. But we
have little choice. Within an unjust society, there are limitations to our charity; we need
to join others in the struggle for justice as well.”
Why does Hilfiker believe justice is less rewarding than charity? Do you agree? Have you
ever experienced or heard about a less-than rewarding attempt to work for justice?
Do you think that charity, as Hilfiker classifies most volunteering or community service, is
a “quick fix”? Why or why not? Give examples.
Who are some people in your community struggling for justice? How could you join
them?
Debriefing
Summarizing people’s points and main ideas at the end of a discussion is a good way to
affirm everyone’s comments and bring conversation to a close.
Tips and Variations
If one or two people are dominating the conversation, wait for them to take a breath, and
respond by summarizing their point so far. Then, quickly ask someone else to comment on
their point or offer a different idea: “Marie, what can you add to Fatimah’s point that
volunteering can make a huge difference to individual people?”
If no one is talking, don’t panic! Remember, SILENCE is not your enemy. Sometimes,
people need a moment to think. If people are really reluctant to talk, have them take 5
minutes to write answers to your first question. Then, ask if anyone has an answer to
share. This can be repeated until people start exchanging ideas with one another.
Group Discussions
Use For
Helping groups bond; fostering support
Ideal Size
15 or smaller
Time Needed
30 minutes.
Materials Needed
A hat
Instructions
Group members write personal fears anonymously on pieces of paper
that are collected in a hat. Then each person randomly selects and
reads someone else's fear to the group and explains how the person
might feel.
Example
I’m Sarah (reading an anonymous fear): “My greatest fear is that I
won’t get into med. school. I’ve wanted to be a doctor since I was 12,
but I’m not sure my grades will be good enough.”
Debriefing
This can be a useful exercise for discussing not only fears, but also
what keeps us from sharing our fears openly, like cultural norms,
family expectations, or trust issues, as well as what makes some fears
“normal” and others “abnormal.”
Tips and Variations
To expand this game for smaller groups, or to play with different tones,
do “Loves in a hat” “Embarrassments in a hat” “Talents in a hat”
“Dreams in a hat” or “Secrets in a hat.”
Group Discussions
What to do when things go wrong:
Scenario One: No one’s done the reading.
While this can be frustrating, there are still ways to have a good discussion:
First, ask people why they didn’t read the article. Encourage them to be honest.
Maybe the title turned them off or the topic wasn’t interesting. This can be a
good way to explore issues in a group—and brainstorm solutions to do
something that works for everyone.
Second, have people split into groups and, if the article is short (2-3 pages), take
turns reading the article paragraph by paragraph. Then, resume your discussion.
If the text is too long, pick an important or thought-provoking passage for them
or you to read aloud, and focus discussion on that passage.
Scenario Two: Someone says something offensive or ignorant, and things are
getting awkward/heated.
Ex: Janee comments, “Hilfiker’s problem is that he volunteered in an AIDS house.
People with AIDS are going to die anyway, and it’s their fault, so you’re obviously
not going to make a difference.”
A good facilitator can handle a destructive comment in a number of ways. If you
have a good relationship with the person, perhaps you can just address directly
why you think that comment is destructive. But if you don’t, you can try a few
techniques:
“Ali, you seem to disagree with Janee’s comment. What do you disagree with
and why?”
“Let’s try to give Hilfiker the benefit of the doubt. Karen, why do you think he
worked for Brian’s House, knowing that most of the patients there will, as Janee
has pointed out, not live very long? How do you think patients at Brian’s House
felt about the volunteers like Hilfiker?”
If a comment is really out of line, it could be a good idea to speak to the person
afterwards in private. Plainly state why you think the comment was
inappropriate or harmful, ask them to think about it for a day, and reconsider
their thoughts or phrasing next time.
Reflection Activities
Goals:
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Help Participants Process an Experience
Allow Participants to Share in a Safe and Productive Manner
Help Participants to Learn and Grow from an Experience
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There are many ways to reflect before, during, and after an
experience:
 Journaling
 Group Discussions
 Artistic Expression
 Conversations with Family, Friends, and Mentors
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Your task as a group leader is to prepare and guide participants
through reflection activities—and to provide them the opportunities
to do so individually and with others on their own.
Tips for being a Student Guide
BE YOURSELF. This is the most important aspect of being a guide for a
group of other people: authenticity. It’s fine to choose to reveal different
aspects of yourself to different people at different times, but let them be a
true face.
SMILE when someone’s behavior is throwing you off. Let them know you
hast interests in mind, and that you will be trying to help them…not control
or abuse them.
SPEAK so you can be heard, but don’t always use shouting to be heard over
others. Speaking quieter and with intention can also get people to listen.
REALLY LISTEN when another person shares, and try to respond in a real
way that shows you appreciate what they just shared.
INCLUDE THEM in your tasks. Approach a project as a team, where
everyone has something to contribute.
REMEMBER you are the leader not because you know more, not because
you are more skilled, but because you have been trusted with more
responsibility. You are a leader so that others can learn from you and with
you…and if you are not a good leader, they will not do either. Being a
leader is a responsibility to do what is best for your group and its
members—not a right to control or order others around. This privilege of
being a leader is not given to everyone—so cherish it, use it well, and enjoy
the results.