Introduction in Icebreakers for teachers,pedagogues

Why we are using icebreakers?

• create a positive group atmosphere
• help people to relax
• break down social barriers
• energize & motivate
• help people to think outside the box
• help people to get to know one another


The first day of a course is essential to the success of the course. It is important to start the course on a positive note by making sure all of the participants feel comfortable and get to know each other as soon as possible. The activities the trainer or facilitator uses at the beginning of a course to help the participants get to know each other are known as icebreakers or introductions. Here are a number of icebreakers and introductions you can use.

Unique Characteristics - Even if the participants already know each other, the clinical trainer must get to know them. Instead of asking participants to say their names, the trainer can divide the group into pairs and give participants a few minutes to interview each other. Then, each participant should introduce their partners by name and to share at least two unique characteristics about them.

Ball Toss - Participants and the clinical trainer form a circle and toss a soft ball around the circle. Participants state their names as they catch the ball. After a few minutes, when they catch the ball, they call out the name of the person who tossed it to them. This activity can also be used throughout the course by substituting a quick information exchange for people’s names. For example, the clinical trainer may ask, “What are the indications for IUD use?” The ball is tossed around the circle and participants call out a different indication as they catch the ball.

Three Questions - Participants write down three questions and find someone in the room they do not know well. Each participant then asks questions of the other. The participants then introduce their partners to the group by sharing both the questions and the answers.

Fact or Fiction - Each person writes down four facts about themselves, one of which is not true. Each person takes turns reading their list aloud and the rest of the group writes down the one they think is not true. When all are done reading the lists aloud, the first person reads their list again and identifies the fact, which is not true. The group should compare their written responses with the correct answers.

Find the Missing Piece - The facilitator prepares pieces of paper, enough for everybody in the group. The papers include words that are split into two, for example:
COCOA BUTTER
MILE STONE
ICE CREAM
Each person picks one piece of paper and then begins to look for the person who has the matching word. When the participant has found her/his match, s/he should to know the other person. Then, they will be asked to introduce one another to the rest of the group.
An alternative is to use words that are opposites. For example:
BLACK WHITE
UP DOWN
LEFT RIGHT
HOT COLD
What's the Question?
Step 1: The facilitator writes some facts on the board. Example:
Purple
16 months
Kenya
Step 2: Participants try to think of the question that matches each fact.

Purple - What's your favourite colour? What colour is your car? What colour is your favourite clothing?
16 months - How long have you lived in this city? How old is your child? How long have you been married?
Kenya - Where were you born? Where have you worked? Where are you going on vacation?
Step 3: When participants have discovered all of the questions, place them in small groups (3 - 4). Repeat steps 1 and 2. Have participants introduce each other to the large group.

Nonsense Name Game- Introduce yourself to the group with a sentence based upon the first letter of your name. Examples:
"I'm kooky Katherine. I like kissing kittens."
(Pattern: I'm ADJECTIVE NAME. I like ACTION-ing NOUN)
"I’m darling Dorothy. I like dancing daily."
Participants introduce themselves to the group with their sentences.
"I'm generous George. I like giving gifts."

The Magic Wand - Ask the participants what they would do if they just found a magic wand that allows them to change three work-related activities. They can change anything they want. How would they change themselves, their job, their supervisor, those they work with, an important project, etc.? Have the participants discuss why it is important to make the change. Another variation is to have them discuss what they would change if they become the supervisor for a month. This activity helps them to learn about others' desires and frustrations.

Marooned - Divide the participants into teams. Ask the participants to pretend they are marooned on an island. Have the teams choose five (the trainer can use a different number, such as seven, depending upon the size of each team) items they would have brought with them if they knew there was a chance that they might be stranded. Note that they are only allowed five items per team, not per person. Ask each team to write their items on a flipchart and discuss and defend their choices with the whole group. This activity helps them to learn about other's values and problem solving styles and promotes teamwork.

The Interview - Break the group into two person teams (have them pick a partner that they know the least about). Have them interview each other for about 20 minutes (You can also prepare questions ahead of time or provide general guidelines for the interview). They need to learn about what each other likes about their job, past jobs, family life, hobbies, favourite sport, etc. After the interviews, have each person introduce their partner to the group. This exercise helps them learn about each other.