These activities promote the development of prosocial skills.
Teaching Social SkillsActivities
Knots Initiative
To form the knot, stand in a circle, shoulder-to-shoulder, and place your hands in the center. Now everybody grab a couple of hands. If you ever want to get out of this, make sure that no one holds both hands with the same person or holds the hand of a person right next to them. It might take a bit of switching around to get the knot tied right.
Now comes the true test. You'll probably notice that there are two basic approaches to untangling the knot. The Activists dive right into the problem -- under, over, and through their teammates -- hoping they'll hit upon the solution. Instead, they might as well hit upon one of the analysts, firmly rooted, hands locked in a dignified tableau, carefully surveying the situation before instructing each player precisely where to move and in what order.
Since you're all in the same tangle together, you'll have to come to some agreement as to which approach to follow. (Note: pivoting on your handholds without actually breaking your grip will add a lot of grace and eliminate the need for a chiropractor.) When at last the knot is unraveled (hurrah!), you will find yourselves in one large circle or, occasionally, two interconnected ones (amazing!).
Break up into groups of about 8-10 people, and stand in an informal circle (no holding hands or dress-right-dress is necessary). A leader says his first name and tosses a tennis ball (or whatever) to his/her right or left. Continuing in one direction, each person says their first name and continues tossing the ball in sequence until the leader again has the ball. The leader calls out someone's name in the circle (you do have to remember at least one person's name!) and lofts the ball to her/him, and that person calls another individual's name, etc. Notice that I used the word LOFT, not ZING.
After the ball has been flying about for a few minutes, or more usefully, after you begin to get a feel for all the names in the group, start up another ball, increasing the frequency of names being called and the action. Add a third and fourth ball toward the end of the game just for fun, because at this point, the law of diminishing returns creeps in; names and balls are flying about so rapidly that it's hard to pinpoint who's who, as balls careen off your head and body.
If there are other groups playing the same game, stop occasionally and ask a third of a group (3 groups) to transfer to another group and begin the action again. After a while, announce to the three groups that anyone can change groups whenever they want to, ensuring that everyone gets to hear each person's name.
As a finale, have all the individuals mingle about, with the number of balls in play equal to 1/3 the number of people. Hectic certainly, but it provides a humorous ending to a functional game.
You will need a blindfold for each participant.1.Cut the blindfolds long enough so that tying them around the head doesn't become an initiative problem.2.Offer clean blindfolds for hygienic and humanitarian reasons.3.Use cloth that does not admit light or that can be doubled.4.Have more on hand than you anticipate needing.Ask the entire group (8, no more than 15) to tie on a blindfold. If you have not previously mentioned the trust aspects of participating in a blindfolded activity, those comments would be appropriate at this juncture. To wit, the instructor will not make fun of or make anyone appear to be foolish because of being blindfolded. Such shenanigans are usually not funny and even so, the loss of confidence is hardly worth the bit of low humor.You need a story line to relate that gives this upcoming sightless bash some reason for being. Use the following slice of fantasy as an outline to develop your own patter."Your travelers' group has adventurously elected to tour an exotic and politically forbidden area of the Asian continent. The charter flights, aboard Xanth Airlines, was difficult to obtain (visa problems) and prohibitively expensive. However, because of personal wealth and governmental leniency, the plane and your group has arrived in the country of Ultimo Sotto Voce to the strains of their national anthem; a 12-note dirge in 4/4 time repeated in endless succession. The reason for this metronome-like anthem is that all the people in USV are deaf (very small and insular country -- inbreeding and all that), and wouldn't appreciate a longer or more varied melody: they like the beat. Considering their removed location on the continent (with resultant limited exposure to other people), it would come as no surprise that their meager language (actually, almost a complete lack of verbal communication: 2 vowels, 5 consonants) is incomprehensible to your group.
Sadly, about a decade ago, the populace became endemically afflicted with leprosy as the result of the unlikely situation of a Polynesian immigrant's having brought the disease via an aborted airline hijack and resultant emergency parachute attempt (refer to page 1 story in Leahali Gazette, November 14, 1969 -- 'Leaping Leper Leaves Legacy')" etc.
The Problem:
After having lightheartedly presented the background information, tell your blindfolded travelers that two Sotto Voce citizens will lead them blindfolded through a sacred area to where the tour bus will pick them up.
Tap two members of the group on the head (SV tour guides) and tell them to come with you so that you can point out the route through the sacred ground. Explain to the remainder of the group that you will return within five minutes and that they should take this time to arrange themselves in some way for sightless traveling.
Take your two chosen leaders (blindfolds now off) and point out a preselected route that you want them to lead the group through. Spend some time, prior to the group's initial meeting, to establish a challenging and enjoyable route. Include: bashing through some bushes, having to crawl under and over something, walking next to water (which you can splash threateningly), passing over and down a 6-8 ft. drop-off, etc.
Explain to the leader (and eventually the group) that they are not allowed to say anything (language, inflections) that the group will understand, but can make whatever sounds they like; whistles, clucking, clapping, etc. Guides are not allowed to touch any members of the group (leprosy -- remember?). So, obviously, a means of communication must be established in a minimum amount of time. Give the leaders a couple of minutes to discuss communication strategies while you walk back and explain the situation to the now highly organized (?) travelers.
Assure the group that you and one other proctor will be silently attending this walk to provide spotting in case of any potentially risky moves. As you see the leaders eventually approach, say, "The next semi-human sounds you hear will come from your Sotto Voce Leaders."
As you walk along with (what becomes) a very verbal group of travelers, watch for potential danger and put yourself in a good spotting position, if necessary. Point out the route to the leaders if they seem lost. Watch and listen for situations that will be valuable to relate during the post-trip discussion.
Try to end up the walk in an area that allows the group to be physically close together. After you announce that they have arrived at the "bus terminal" (blindfolds can be removed), and the initial exclamations of "Where are we?" etc., have been made, ask the leaders to walk the group back through the route to satisfy their curiosity and allow spontaneous sharing of reactions and sensations. Finish up with a sit-down debrief session.
Label the nine boxes from left to right according to the following diagram.You can only move forward not backwards. You can only move to the next square or two squares if going around someone from the opposite side.The people standing in the boxes should remember their R or L designations. If your players mix up their L's and R's, you and they will become very frustrated.Here's the sequence that allows a solution. Remember that the players can only move around someone that they are facing and can never move backward.LI, RI, R2, LI, L2, L3 RI, R2, R3, R4, LI, L2, L3, L4, RI, R2, R3, R4, L2, L3, L4, R3, R4, L4. This sequence indicates 24 distinct moves, no more, no less, and 24 it should be, as recorded by the scribes that record such tedious things.
This activity adds verbal communication, which provides the Initial one-on-one contracting for spotting (low ropes) and belaying (high ropes and rock climbing). The calls are initiated by the faller and completed by the catcher. A typical sequence might look like this:Faller:"Are you ready to catch?"Catcher:"Ready to catch."Faller:"I'm ready to fall."Catcher:"Fall away."The faller should be reminded to secure his arms across his chest to ensure not throwing out arms and elbows. The falling person should also keep knees and body straight, falling directly backwards.
Ask your group to circle-up -- include yourself in the circle. I've attempted this initiative game with a group of 32 people, but that's about the largest I'd recommend, and smaller is better.Announce that you are going to throw a ball (nerf, fleece, etc.) to a person across the circle, and that person will then throw the ball to another person on the other side of the circle. This throw and catch action continues until everyone in the circle has thrown and caught the ball.Emphasize that each person has to remember who they threw the ball to and who they received it from. To facilitate this throwing/receiving process, ask each person who has not yet received the ball to hold both hands up in a receiving position. Once this person-to-person sequence is established, ask them to pass the ball through the established sequence for time. Ask someone who is wearing a digital watch to be the official timer.After an initial time is established (usually about 1.2 sec. per person average on the first attempt), ask them to see if they can reduce that time by working together more closely as a team. The next couple of sequenced attempts usually show more cooperation, teamwork, etc., and completion time correspondingly drops appreciably. If the first time through is established at 28 seconds, and they eventually drop that time to 20 seconds, indicate that you think (considering their high level of group prowess) that 15 seconds is not out of the question. Amidst groans of "NO WAY," and confident shouts of "GO FOR IT," allow time for some spontaneous brainstorming. If too many ideas are forthcoming, suggest that they try one idea at a time.The times will continue to drop, in fact, well below what they would have thought was initially possible. Don't be too strict with the "rules," allowing just about any idea that the group feels good about using.Sample ideas: "Let's rearrange the circle so that the person standing next to you is the one you throw the ball to." "How about arranging the palms of our hands as a ramp so that the ball rolls from start to finish?" These high-energy attempts will eventually reduce their time to less than five seconds -- a substantial and impressive drop from the original 28 seconds. They will be impressed and pleased with themselves -- smile and agree that they are a very special group. Strange things happen at Warp Speed.
Face and join hands with a partner. Raise one pair of arms (right for one and left for the other) and turn under, continuing a full turn until back to original position. Take care not to bump heads. Reverse.Variation:Try the stunt at a lower level, using a crouched position.
Students feel awkward because they may never have used this skill before or had someone use it with them.
Students use the skill only because you are monitoring them or rewarding them for using the skill.
Students are only infrequently acknowledged for using the skill. Students have successfully processed the skill and thus have internalized an understanding of the need for the skill in given situations.
Students use the skill naturally and effortlessly. This stage can be reached only by staff modeling the skill and paying ongoing attention to empowering student through a number of decision-making opportunities. Students have ample time to process their feelings and take responsibility for the positive learning environment of the class or school.
1.Ask the students what skills they think they will need in order to cooperate successfully.
2.Help the students get a clear understanding of what the skill is, conceptually and behaviorally.
3. Set up practice situations.
4.Ensure that each student receives feedback on how well he is performing the skill.
5. Encourage students to persevere in practicing the skill.
6.Set up situations in which the skills can be used successfully.
7.Require the skills to be used often enough to become integrated into the students' behavioral repertoires.
8.Set classroom norms to support the use of the skills.
1. helpful
2. kind
3. courteous
4. shares ideas
5. responds to ideas
6. encourages others
7. shows appreciation
8. disagrees positively
9. stays calm and relaxed
10. makes eye contact
11. listens actively
12. shows caring
13. compliments
14. refers to others by name
15. paraphrases to check for understanding
16. understands personal space
17. understands shared space
18. achieves consensus (compromises)
19. knows how to ask questions
20. tolerates personal differences
21. other
Fluegelman, A. (1976). The New Names Book. New York: Doubleday.
Fluegelman, A. (1981). More new names! New York: Doubleday.
Kirchner, G. (1991). Children's Names from Around the World. Dubuque: Wm. C. Brown Publishers.
Morris, G.S. and Stiehl (1989). Changing Kids' Names. Champaign: Human Kinetics Books.
Orlick, T. (1982). The Second Cooperative Sports and Names Book. New York: Pantheon Books.
Orlick, T. (1978). The Cooperative Sports and Names Book. New York: Pantheon Books.
Rohnke, K.(1989). Cowstail, and Cobras II. Hamilton, MA: Project Adventure.
Rohnke, K.(1989). Silver Bullets. Hamilton, MA: Project Adventure (P.O. Box 100, Hamilton, MA 01936)
Rohnke, K. (1989). Bottomless Bag:This One. Dubuque: Kendall/Hunt Publishing Company.
Rohnke, K.(1991). Bottomless Bag:That One. Dubuque: Kendall/Hunt Publishing Company.
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