Binder 1
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Ways to Improve Social Support in Groups
Home Back to Growth=Challenge +Support Trust Activities
Ways to Improve Social Support in Groups
James Neill Last updated: 28 Jul 2004
1.
Code of behavior (Group contract): Establish a code of behavior, such as the “Full Value Contract”, the Outward Bound motto, the organization’s code, or a code developed by the group early in the program.
2.
Model supportive behavior: Students will follow your behavior, so make sure your instructional team is seen by students as sharing a high level of social support.
3.
Encourage supportive physical contact: “Trails need to be wider so people can walk while holding hands.” (written on a National Forest Service comment card). Silly as this suggestion may sound, it is a reminder to look for opportunities to encourage genuine supportive physical contact between group members. Trust activities can be very helpful.
4.
Only discuss group issues in group discussions: In an early debrief, explain that it is only appropriate to talk about group issues, not about problems with individuals in the group setting. If there are any problems between individuals then these should be sorted out before or after group discussions, on their own or with the instructors. In other words, group discussions are for talking about the group. Positive comments about individuals are of course very acceptable!
5.
Early intervention: When a pattern of negative social behavior starts to develop, act to change that pattern earlier rather than later.
6.
Positive comments: When instructing or facilitating discussions, complement individual participants on their contribution. Try to use their name each time, e.g., “That’s a really well thought through idea, John, well done….”. Encourage others to provide positive feedback where appropriate. This may seem corny and fake, but if it is consciously used when there is real justification for compliment, particularly with low selfesteem groups, then it can help to raise the general level of self and other respect.
7.
Anonymous positive feedback: Have everyone stick a blank sheet of paper on their back. Students are then asked to then mill around and write honest, positive feedback on people’s backs. Student can then read and discuss the feedback they received.
8.
Lineup: Ask the students to line themselves up in order from the student who is contributing the most to the group through to the person who is contributing least to the group. This can be a controversial and socially challenging task! Once the students agree on the lineup, then say that each student will get a chance to choose one another student who they believe should move further up towards the student who contributed most. Debrief.
file:///E|/ice%20breakers/SocialSupportWaysToPromote.html (1 of 2)6/11/2008 4:26:50 PM
Ways to Improve Social Support in Groups
9.
10.
Individual counseling: Take someone who is not socially supporting the group aside and chat with them about ways in which they can be more positively involved through the program. Removal of participant: If a participants’ behavior continues to significantly disrupt the development of the group and other individuals, then remove the student from normal group activities (e.g. ask them to sit out of an activity, through to removal for rest of the program).
file:///E|/ice%20breakers/SocialSupportWaysToPromote.html (2 of 2)6/11/2008 4:26:50 PM
Trust Lean: Description of a Trust-building Activity
Back to Games Index Trust Activities
Description of a Trust-building Activity
Trust Lean ●
●
●
●
●
●
Create a careful, concentrating, respectful tone. Watch out for bravado; focus on trust and care. Sequence appropriately e.g., after icebreakers, name games and initial get to know you activities, but often before or as part of team building activities. If possible, use Trust Lean as part of a progression of trust-related activities, e. g., from Willow in the Wind to Trust Lean to Running Free to Slice N Dice Ask participants to find a partner of similar height and weight; same-sex pairs are not essential, but often occur One person is the Faller and one the Catcher.
Faller must have adopt the falling posture: ❍
standing upright
❍
feet together
❍
❍
James Neill
Trust Lean
hands across chest, resting on shoulders tight butt cheeks and keep body stiff (to avoid buckling)
Catcher is taught "spotting" ❍
one leg in front of the other,
❍
arms extended,
❍
"give" with the weight, taking it
file:///E|/ice%20breakers/TrustLean.html (1 of 2)6/11/2008 4:26:50 PM
Last updated: 13 Nov 2004
Equipment: large area preferably with soft ground e. g, grass.
Time: ~20-30 mins Brief description:
In pairs of similar size, one becomes a Faller and one the Catcher. Teach methods for spotting, falling and catching. Start small and build to bigger falls, then swap. Debrief - what made you feel more or less trusting?
Trust Lean: Description of a Trust-building Activity
mostly through the legs. ●
●
●
●
●
Start with small falls, then build. Establish clear communication calls (like climbing calls), e.g., ❍ Faller: "I am ready to fall. Are you ready to catch me?" ❍ Catcher: "I am ready to catch you. Fall away." ❍ Faller: "Falling." ❍ Catcher: "OK"
After about 5-10 minutes, swap Catchers and Fallers. Can progress to Trust Falls & Dives from chairs, tables, etc. with whole group catching. Debrief ❍
Ask partners to share with each other: ■
■
❍
What made you feel trusting? (e.g., clear communication, positive encouragement, etc.) What made you feel less trusting (e.g., laughing/ joking, lack of communication, etc.)
Invite people to contribute to a group discussion about what things their partner did to make them feel more or less trusting.
file:///E|/ice%20breakers/TrustLean.html (2 of 2)6/11/2008 4:26:50 PM
Willow in the Wind: Description of a Trust-building Activity
Back to Games Index Trust Activities
Description of a Trust-building Activity
Willow in the Wind ●
●
●
●
●
James Neill
Willow in the Wind
Provides a gentle, but important and challenging activity to begin building genuine trust amongst people. Requires good facilitation and fairly mature group. Group members should already have spent time together, know each other's names, etc. Establish a genuine tone; whilst fun is allowed, the primary objective is looking after and caring for one another. This requires a calm, supportive atmosphere. If particpants are unable to genuinely sustain this kind of atmosphere, then look for a less serious activity. There is the potential for physical and psychological injury.
The group needs to be taught correct spotting technique: ❍ one foot in front of another ❍ arms outstretched, elbows locked, fingers loose ❍ ready and alert In groups of about 8, one person volunteers to be the "willow" in the middle. Facilitator demonstrates the "willow": ❍ feet together
file:///E|/ice%20breakers/WillowInTheWind.html (1 of 2)6/11/2008 4:26:54 PM
Last updated: 13 Nov 2004
Equipment: large area preferably with soft ground for falling, e.g, grass.
Time: ~5 mins per person in group Brief description: In groups of about 8, a person in the middle closes his/her eyes, does a "trust lean" and is "passed around" the group. Requires good facilitation and fairly mature group.
Willow in the Wind: Description of a Trust-building Activity ❍ ❍ ❍ ❍ ❍
●
●
●
●
●
closes his/her eyes arms crossed and hands on shoulders keep butt cheeks tight and body straight establishes contract with group (see below) does a "trust lean" and allows him/herself to be "passed around" the group.
The final step before leaning is to create a contract between the "willow" and the group. It can go like this: ❍ Willow: "I am ready to fall. Are you ready to catch me?" ❍ Group: "We are ready to catch you. Fall away." ❍ Willow: "Falling." ❍ Group: "OK" Important: Ensure the group is tight, should-toshoulder, arms outstretched. In this position, hands should almost touch the person standing in the middle. This ensures that the initial fall will be very gentle. Gradually the group can ease back to allow a more expansive lean. Distribute large and small people evenly, to avoid weak points in the circle. The "willow" should allow him/herself to be passed around by the group as long as she/he likes (usually a couple of minutes). When he/ she has had enough, simply open eyes, stand up, and thank the group.
The quality of the atmosphere and caring will generally determine the proportion of people prepared to volunteer. Above 80% is usually a sign of a reasonably healthy group. As a debrief or an intervention if a group isn't creating a trusting atmosphere, I've asked people to individually rate out of 10 how supported they felt by the group -- and show this to the group by holding the number of fingers up. This allows the facilitator to draw out more objectively which people felt supported and what else the group might do to support more people.
file:///E|/ice%20breakers/WillowInTheWind.html (2 of 2)6/11/2008 4:26:54 PM
Willow in the Wind: Description of a Trust-building Activity
Back to Games Index Trust Activities
Description of a Trust-building Activity
Willow in the Wind ●
●
●
●
●
James Neill
Willow in the Wind
Provides a gentle, but important and challenging activity to begin building genuine trust amongst people. Requires good facilitation and fairly mature group. Group members should already have spent time together, know each other's names, etc. Establish a genuine tone; whilst fun is allowed, the primary objective is looking after and caring for one another. This requires a calm, supportive atmosphere. If particpants are unable to genuinely sustain this kind of atmosphere, then look for a less serious activity. There is the potential for physical and psychological injury.
The group needs to be taught correct spotting technique: ❍ one foot in front of another ❍ arms outstretched, elbows locked, fingers loose ❍ ready and alert In groups of about 8, one person volunteers to be the "willow" in the middle. Facilitator demonstrates the "willow": ❍ feet together
file:///E|/ice%20breakers/WillowInTheWind_1.html (1 of 2)6/11/2008 4:26:55 PM
Last updated: 13 Nov 2004
Equipment: large area preferably with soft ground for falling, e.g, grass.
Time: ~5 mins per person in group Brief description: In groups of about 8, a person in the middle closes his/her eyes, does a "trust lean" and is "passed around" the group. Requires good facilitation and fairly mature group.
Willow in the Wind: Description of a Trust-building Activity ❍ ❍ ❍ ❍ ❍
●
●
●
●
●
closes his/her eyes arms crossed and hands on shoulders keep butt cheeks tight and body straight establishes contract with group (see below) does a "trust lean" and allows him/herself to be "passed around" the group.
The final step before leaning is to create a contract between the "willow" and the group. It can go like this: ❍ Willow: "I am ready to fall. Are you ready to catch me?" ❍ Group: "We are ready to catch you. Fall away." ❍ Willow: "Falling." ❍ Group: "OK" Important: Ensure the group is tight, should-toshoulder, arms outstretched. In this position, hands should almost touch the person standing in the middle. This ensures that the initial fall will be very gentle. Gradually the group can ease back to allow a more expansive lean. Distribute large and small people evenly, to avoid weak points in the circle. The "willow" should allow him/herself to be passed around by the group as long as she/he likes (usually a couple of minutes). When he/ she has had enough, simply open eyes, stand up, and thank the group.
The quality of the atmosphere and caring will generally determine the proportion of people prepared to volunteer. Above 80% is usually a sign of a reasonably healthy group. As a debrief or an intervention if a group isn't creating a trusting atmosphere, I've asked people to individually rate out of 10 how supported they felt by the group -- and show this to the group by holding the number of fingers up. This allows the facilitator to draw out more objectively which people felt supported and what else the group might do to support more people.
file:///E|/ice%20breakers/WillowInTheWind_1.html (2 of 2)6/11/2008 4:26:55 PM
First Steps Training & Development, Inc. -- Building Better Workplaces!
Blind Crossing What: A series of trust activities suitable for all groups. Group Size: 2 + Time: 30 Minutes Props: One blindfold per person.
Enhance Your Facilitation Skills! Attend Our Facilitator Training May 2428, 2006
Site: a level open space, clear of any obstacles. Instructions: 1. Ask participants to find a partner for the activity. 2. Ask participants to face their partners so that there are two straight lines, each person facing his/her partner. The lines (and therefore the partners) should be approximately three yards away from each other at the start. 3. On cue, the line you designate will walk towards the other line with blindfolds on. For them to do this safely, they will use the "bumpers up" position. ● "Bumpers up" means that the person has both arms extended straight forward from the shoulders with elbows slightly bent and the palms turned forward (like you were motioning "stop" with both hands at once). Demonstrate for them the "bumpers up" position and check for understanding. 4. The "stationary" line will meet the walking line with its "bumpers up," that is, if all goes well, each sighted partner will meet their blind counterpart palm-to-palm.
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First Steps Training & Development, Inc. -- Building Better Workplaces! ●
●
Note that I put "stationary" in quotes above and I noted that the sighted partner meets the blindfolded walker. The person with sight must take the responsibility for shifting to either side in order to meet his/her partner. Blindfolded walkers don't necessarily walk in a straight line, hence the responsibility on the sighted partner. This point is CRUCIAL for the safety of this exercise. Make sure your group understands this clearly. Once the first line of walkers completes their blind crossing, they remove their blindfolds and go back to their starting point. Once they are resituated, the lines will switch roles and repeat the exercise. At the end of this step, everyone has made the crossing once.
●
Instruct both lines to move backwards until they are 5 yards apart. Repeat steps 1-5.
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Instruct both lines to move backwards until they are 10 yards apart. Repeat steps 1-5.
Facilitator Notes: 1. Whenever you have blindfolded participants, you as facilitator must be extra conscious of safety. Before doing this exercise, review with the group your use of the "s- word," i.e., STOP. Should the group ever hear you say this, they are to freeze in their tracks - you have seen a potential safety issue (e.g., a participant about to walk into another participant) that you will need to correct and you will tell the group when to begin again. 1929 Spillway Road - Suite F - Brandon, MS 39047 Phone: (601) 992-9337 - Fax (601) 992-9339 Toll Free: (800) 211-0871 E-mail Click Here © 2006, First Steps Training & Development, Inc., All Rights Reserved. Site design by Speedsoft.com.
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file:///E|/ice%20breakers/blind_walk.htm
ALIKE AND DIFFERENT Teacher of lesson: Megan Matthys Lesson Topic/Subject: Blindness/Social Studies Grade Level: Kindergarten Estimated Time: 30 minutes
BLIND WALK OBJECTIVES: ● ● ● ● ●
Students will experience what it would be like to be without the sense of sight. Students will be good partners and will safely guide each other on blind walks. Students will identify three things on their blind walk by using their other senses besides sight. Students will discuss what they learned from their blind walk with the whole class. Students will think about what kinds of questions they would like to ask our blind visitor, who will be coming to talk to the students the following day.
MATERIALS: ● ● ●
eight blind folds whistle chart paper and marker
PROCEDURES: Introduction /Anticipatory Set 1. Have students come meet on the carpet and assign everyone a partner. 2. Tell the students that they have learned a lot about why their senses are important to them, now you want them to experience what it might be like to be without one of their senses. Explain that everyone is going to have a chance to see what it feels like to be blind. 3. Inform the students that they will be going on a blind walk. Tell them that you are going to pass out blind folds, one to each set of partners, after you are through giving the directions 4. Now, tell the students that one partner will be the guide while the other partner wears the blindfold. It is very important that the guides keep their partners safe. They must tell them when steps are coming and they absolutely cannot allow them to bump into anything. 5. Explain to the guides that their job is to lead their blind partners outside to the playground, where they will choose three things for their partners to try to identify using their other senses besides their sight. Ask the students to quickly review what these other senses will be. 6. Tell the students that you will blow a whistle after 10 minutes and then the partners should switch file:///E|/ice%20breakers/blind_walk.htm (1 of 3)6/11/2008 4:26:58 PM
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jobs so that everyone has the chance to be blind. 7. Explain that when the students are blindfolded, you want them to pay close attention to what is going on around them. What kinds of sounds do they hear when they are outside. What do different areas of the playground feel like under their feet. 8. Ask the partners to decide who will want to be blind first. Distribute the blind folds to the appropriate partner. Sequence of Instruction 1. Tell the students to help each other put on their blindfolds. Then ask the guides to lead their partners carefully to the line. Before leading the students outside, explain that if they can still see under their blindfold, they should close their eyes, because you really want them to have a chance to see how it feels to be blind. 2. Allow the students to lead their partners around on the playground for about 10 minutes. Suggest to them that they take their partners to all different areas, on the grass, on the blacktop, and on the play equipment. 3. Remind the students that the guides need to find three things for their blind partner to identify. 4. After 10 minutes, blow the whistle and ask everyone to switch their blindfolds. 5. Allow the students to roam around for 10 more minutes, and then blow the whistle again, signaling all of the guides to lead their partners into line. Tell the students to leave their blindfolds on until they get back to the classroom. Closure 1. Group the students at the carpet once again and collect the blindfolds. Begin a discussion about their blind walk. How did it feel to not be able to see? What kinds of sounds did they notice outside. Could they tell what part of the playground they were on by the way the ground felt under their feet? Were they able to correctly identify the objects their guides gave them? What senses did they use to identify the objects? 2. After exhausting all of the student comments about their blind walk, explain to them that they are going to have a visitor come and talk to them tomorrow that is actually blind and uses a seeing eye dog to help her get around. Tell the students that you are excited that they are going to learn more about what it is like to be blind by listening to her and by asking her some good questions. 3. Prepare the students for the visit by asking them if they can think of some questions they would like to ask the blind woman ahead of time. You can write down the questions as they think of them on a piece of chart paper. 4. After the students are done volunteering different questions they would like to know more about, read over the list you have made out loud to the students, and then ask them to try to read it along with you once again. EVIDENCE OF STUDENTS ACHIEVING OBJECTIVES:
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1. Students will gain insight on what it would be like to be without their sense of sight by keeping their blindfolds on and cooperatively going on a blind walk with a guide for 10 minutes. 2. Students will demonstrate that they can be good guides by safely guiding their blind partners around the playground. 3. Students will demonstrate that they can use their other senses other than sight by identifying three unknown objects without using their eyes, and then discussing what they discovered with the class. 4. Students will express what they learned on their blind walk by discussing what it felt like to not be able to see and by discussing what other senses they used. 5. Students will become prepared for their visitor by thinking of several questions that they think they would like to know more about in order to help them learn what it must be like to be blind, and how a blind person gets around. ADAPTATIONS/RETEACHING IDEAS: 1. A lot of prompting might be necessary when thinking of questions for the blind visitor. Prompt the students to ask questions that might help them learn how blind people get around on their own and do daily chores. Also arouse their interests to ask the visitor about her favorite hobbies so they can discover if blind people enjoy doing some of the same things they do. EXTENSIONS: 1. This activity might be a good one to refer back to and write a short class story about. 2. Explain to students that many blind people donÕt need a person to guide them because they use a cane which they move back and forth in front of them. Allow the students to take turns throughout the day trying to get around the room with their eyes closed using a cane. REFLECTIONS: 1. 2. 3. 4.
Did this turn out to be a safe lesson? Were the students good guides? Was the lesson run efficiently? How did the students respond to the lesson? Were the students adequately prepared for the visitor?
Return to the Alike and Different Unit page Return to the Exemplary Lesson Plan page
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Hug A Tree: Description of an Environmental Education Activity
Back to Games Index Environmental Education Activities Trust Building Activities
Hug A Tree
James Neill
Description of an Environmental Education Activity
Last updated: 27 Aug 2004
Hug A Tree ● ●
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●
●
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●
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Start on a track in a pleasant forested area. This activity works well as a break during a hike. The purpose is to get people engaged in non-visual, intimate encounter with trees, as well as the terrain. The activity also works well as a trust-building activity. The groups needs reasonable maturity, such that the blindfolded people are cared for (golden rule: a blindfolded person must always be holding someone else's hand - or a tree) watch out for careless guiding especially from macho males. For mature groups, a briefing may be enough; for less mature groups, do a demonstration. In pairs, one is blindfolded. The blindfolded person is to be the tree-hugger. The tree-hugger is lead through the trees and then placed next to a special tree. The treehugger touches the tree and tries to memorize its size, shape, location, texture, etc. The tree-hugger person is lead back to the starting point, takes his/her blindfold off and tries to locate his/her tree. Swap. Usually participants like to have a couple of turns at being blindfolded and trying to find a tree.
file:///E|/ice%20breakers/HugATree.html6/11/2008 4:26:58 PM
Equipment: Forested area. Blindfolds.
Time: Total ~ 10-30 minutes. Plus to location. Discussion (optional) ~ 10 min. Brief description: In a forested area, pairs take turns being blindfolded, lead to a tree (for touch and feel) and then lead away. After removing the blindfold, the tree hugger tries to locate his/her tree. Related links: ●
●
How to hug a tree (Holistic healing activity) Hug a tree exercise (from "Dancing with the Wheel")
Running Free: Description of a Trust-building Activity
Back to Games Index Trust Activities
Description of a Trust-building Activity
Running Free ●
James Neill
Running Free
Find a large, flat area with soft ground, e.g., grass
Last updated: 28 Jul 2004
Equipment: large area preferably with soft ground for falling, e.g, grass.
Make sure people are warmed up, stretched and ready for running
Time: ~20 mins per person in group
●
Invite participants to find a partner
●
Hand out one blindfold per pair
Brief description: In pairs, one person is blindfolded. Holding hands, the blindfolded person is lead gradually from a slow walk up to fast running. Swap.
●
●
●
●
One person puts the blind fold on and holds hands with participant Ask the seeing person to take their partner on a: ❍ slow walk (~a couple of minutes) ❍ a normal-paced walk (~1 minute) ❍ a fast walk (~30 secs) ❍ a jog (~30 secs) ❍ a run (~15 secs) ❍ a fast run (~15 secs) Allow participants time to relax, swap over, and then take them through the same sequence
file:///E|/ice%20breakers/RunningFree.html6/11/2008 4:27:00 PM
Home Back to Growth=Challenge +Support Trust Activities
Ways to Improve Social Support in Groups
James Neill Last updated: 28 Jul 2004
1.
Code of behavior (Group contract): Establish a code of behavior, such as the “Full Value Contract”, the Outward Bound motto, the organization’s code, or a code developed by the group early in the program.
2.
Model supportive behavior: Students will follow your behavior, so make sure your instructional team is seen by students as sharing a high level of social support.
3.
Encourage supportive physical contact: “Trails need to be wider so people can walk while holding hands.” (written on a National Forest Service comment card). Silly as this suggestion may sound, it is a reminder to look for opportunities to encourage genuine supportive physical contact between group members. Trust activities can be very helpful.
4.
Only discuss group issues in group discussions: In an early debrief, explain that it is only appropriate to talk about group issues, not about problems with individuals in the group setting. If there are any problems between individuals then these should be sorted out before or after group discussions, on their own or with the instructors. In other words, group discussions are for talking about the group. Positive comments about individuals are of course very acceptable!
5.
Early intervention: When a pattern of negative social behavior starts to develop, act to change that pattern earlier rather than later.
6.
Positive comments: When instructing or facilitating discussions, complement individual participants on their contribution. Try to use their name each time, e.g., “That’s a really well thought through idea, John, well done….”. Encourage others to provide positive feedback where appropriate. This may seem corny and fake, but if it is consciously used when there is real justification for compliment, particularly with low selfesteem groups, then it can help to raise the general level of self and other respect.
7.
Anonymous positive feedback: Have everyone stick a blank sheet of paper on their back. Students are then asked to then mill around and write honest, positive feedback on people’s backs. Student can then read and discuss the feedback they received.
8.
Lineup: Ask the students to line themselves up in order from the student who is contributing the most to the group through to the person who is contributing least to the group. This can be a controversial and socially challenging task! Once the students agree on the lineup, then say that each student will get a chance to choose one another student who they believe should move further up towards the student who contributed most. Debrief.
file:///E|/ice%20breakers/SocialSupportWaysToPromote.html (1 of 2)6/11/2008 4:26:50 PM
Ways to Improve Social Support in Groups
9.
10.
Individual counseling: Take someone who is not socially supporting the group aside and chat with them about ways in which they can be more positively involved through the program. Removal of participant: If a participants’ behavior continues to significantly disrupt the development of the group and other individuals, then remove the student from normal group activities (e.g. ask them to sit out of an activity, through to removal for rest of the program).
file:///E|/ice%20breakers/SocialSupportWaysToPromote.html (2 of 2)6/11/2008 4:26:50 PM
Trust Lean: Description of a Trust-building Activity
Back to Games Index Trust Activities
Description of a Trust-building Activity
Trust Lean ●
●
●
●
●
●
Create a careful, concentrating, respectful tone. Watch out for bravado; focus on trust and care. Sequence appropriately e.g., after icebreakers, name games and initial get to know you activities, but often before or as part of team building activities. If possible, use Trust Lean as part of a progression of trust-related activities, e. g., from Willow in the Wind to Trust Lean to Running Free to Slice N Dice Ask participants to find a partner of similar height and weight; same-sex pairs are not essential, but often occur One person is the Faller and one the Catcher.
Faller must have adopt the falling posture: ❍
standing upright
❍
feet together
❍
❍
James Neill
Trust Lean
hands across chest, resting on shoulders tight butt cheeks and keep body stiff (to avoid buckling)
Catcher is taught "spotting" ❍
one leg in front of the other,
❍
arms extended,
❍
"give" with the weight, taking it
file:///E|/ice%20breakers/TrustLean.html (1 of 2)6/11/2008 4:26:50 PM
Last updated: 13 Nov 2004
Equipment: large area preferably with soft ground e. g, grass.
Time: ~20-30 mins Brief description:
In pairs of similar size, one becomes a Faller and one the Catcher. Teach methods for spotting, falling and catching. Start small and build to bigger falls, then swap. Debrief - what made you feel more or less trusting?
Trust Lean: Description of a Trust-building Activity
mostly through the legs. ●
●
●
●
●
Start with small falls, then build. Establish clear communication calls (like climbing calls), e.g., ❍ Faller: "I am ready to fall. Are you ready to catch me?" ❍ Catcher: "I am ready to catch you. Fall away." ❍ Faller: "Falling." ❍ Catcher: "OK"
After about 5-10 minutes, swap Catchers and Fallers. Can progress to Trust Falls & Dives from chairs, tables, etc. with whole group catching. Debrief ❍
Ask partners to share with each other: ■
■
❍
What made you feel trusting? (e.g., clear communication, positive encouragement, etc.) What made you feel less trusting (e.g., laughing/ joking, lack of communication, etc.)
Invite people to contribute to a group discussion about what things their partner did to make them feel more or less trusting.
file:///E|/ice%20breakers/TrustLean.html (2 of 2)6/11/2008 4:26:50 PM
Willow in the Wind: Description of a Trust-building Activity
Back to Games Index Trust Activities
Description of a Trust-building Activity
Willow in the Wind ●
●
●
●
●
James Neill
Willow in the Wind
Provides a gentle, but important and challenging activity to begin building genuine trust amongst people. Requires good facilitation and fairly mature group. Group members should already have spent time together, know each other's names, etc. Establish a genuine tone; whilst fun is allowed, the primary objective is looking after and caring for one another. This requires a calm, supportive atmosphere. If particpants are unable to genuinely sustain this kind of atmosphere, then look for a less serious activity. There is the potential for physical and psychological injury.
The group needs to be taught correct spotting technique: ❍ one foot in front of another ❍ arms outstretched, elbows locked, fingers loose ❍ ready and alert In groups of about 8, one person volunteers to be the "willow" in the middle. Facilitator demonstrates the "willow": ❍ feet together
file:///E|/ice%20breakers/WillowInTheWind.html (1 of 2)6/11/2008 4:26:54 PM
Last updated: 13 Nov 2004
Equipment: large area preferably with soft ground for falling, e.g, grass.
Time: ~5 mins per person in group Brief description: In groups of about 8, a person in the middle closes his/her eyes, does a "trust lean" and is "passed around" the group. Requires good facilitation and fairly mature group.
Willow in the Wind: Description of a Trust-building Activity ❍ ❍ ❍ ❍ ❍
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closes his/her eyes arms crossed and hands on shoulders keep butt cheeks tight and body straight establishes contract with group (see below) does a "trust lean" and allows him/herself to be "passed around" the group.
The final step before leaning is to create a contract between the "willow" and the group. It can go like this: ❍ Willow: "I am ready to fall. Are you ready to catch me?" ❍ Group: "We are ready to catch you. Fall away." ❍ Willow: "Falling." ❍ Group: "OK" Important: Ensure the group is tight, should-toshoulder, arms outstretched. In this position, hands should almost touch the person standing in the middle. This ensures that the initial fall will be very gentle. Gradually the group can ease back to allow a more expansive lean. Distribute large and small people evenly, to avoid weak points in the circle. The "willow" should allow him/herself to be passed around by the group as long as she/he likes (usually a couple of minutes). When he/ she has had enough, simply open eyes, stand up, and thank the group.
The quality of the atmosphere and caring will generally determine the proportion of people prepared to volunteer. Above 80% is usually a sign of a reasonably healthy group. As a debrief or an intervention if a group isn't creating a trusting atmosphere, I've asked people to individually rate out of 10 how supported they felt by the group -- and show this to the group by holding the number of fingers up. This allows the facilitator to draw out more objectively which people felt supported and what else the group might do to support more people.
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Willow in the Wind: Description of a Trust-building Activity
Back to Games Index Trust Activities
Description of a Trust-building Activity
Willow in the Wind ●
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James Neill
Willow in the Wind
Provides a gentle, but important and challenging activity to begin building genuine trust amongst people. Requires good facilitation and fairly mature group. Group members should already have spent time together, know each other's names, etc. Establish a genuine tone; whilst fun is allowed, the primary objective is looking after and caring for one another. This requires a calm, supportive atmosphere. If particpants are unable to genuinely sustain this kind of atmosphere, then look for a less serious activity. There is the potential for physical and psychological injury.
The group needs to be taught correct spotting technique: ❍ one foot in front of another ❍ arms outstretched, elbows locked, fingers loose ❍ ready and alert In groups of about 8, one person volunteers to be the "willow" in the middle. Facilitator demonstrates the "willow": ❍ feet together
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Last updated: 13 Nov 2004
Equipment: large area preferably with soft ground for falling, e.g, grass.
Time: ~5 mins per person in group Brief description: In groups of about 8, a person in the middle closes his/her eyes, does a "trust lean" and is "passed around" the group. Requires good facilitation and fairly mature group.
Willow in the Wind: Description of a Trust-building Activity ❍ ❍ ❍ ❍ ❍
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closes his/her eyes arms crossed and hands on shoulders keep butt cheeks tight and body straight establishes contract with group (see below) does a "trust lean" and allows him/herself to be "passed around" the group.
The final step before leaning is to create a contract between the "willow" and the group. It can go like this: ❍ Willow: "I am ready to fall. Are you ready to catch me?" ❍ Group: "We are ready to catch you. Fall away." ❍ Willow: "Falling." ❍ Group: "OK" Important: Ensure the group is tight, should-toshoulder, arms outstretched. In this position, hands should almost touch the person standing in the middle. This ensures that the initial fall will be very gentle. Gradually the group can ease back to allow a more expansive lean. Distribute large and small people evenly, to avoid weak points in the circle. The "willow" should allow him/herself to be passed around by the group as long as she/he likes (usually a couple of minutes). When he/ she has had enough, simply open eyes, stand up, and thank the group.
The quality of the atmosphere and caring will generally determine the proportion of people prepared to volunteer. Above 80% is usually a sign of a reasonably healthy group. As a debrief or an intervention if a group isn't creating a trusting atmosphere, I've asked people to individually rate out of 10 how supported they felt by the group -- and show this to the group by holding the number of fingers up. This allows the facilitator to draw out more objectively which people felt supported and what else the group might do to support more people.
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First Steps Training & Development, Inc. -- Building Better Workplaces!
Blind Crossing What: A series of trust activities suitable for all groups. Group Size: 2 + Time: 30 Minutes Props: One blindfold per person.
Enhance Your Facilitation Skills! Attend Our Facilitator Training May 2428, 2006
Site: a level open space, clear of any obstacles. Instructions: 1. Ask participants to find a partner for the activity. 2. Ask participants to face their partners so that there are two straight lines, each person facing his/her partner. The lines (and therefore the partners) should be approximately three yards away from each other at the start. 3. On cue, the line you designate will walk towards the other line with blindfolds on. For them to do this safely, they will use the "bumpers up" position. ● "Bumpers up" means that the person has both arms extended straight forward from the shoulders with elbows slightly bent and the palms turned forward (like you were motioning "stop" with both hands at once). Demonstrate for them the "bumpers up" position and check for understanding. 4. The "stationary" line will meet the walking line with its "bumpers up," that is, if all goes well, each sighted partner will meet their blind counterpart palm-to-palm.
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First Steps Training & Development, Inc. -- Building Better Workplaces! ●
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Note that I put "stationary" in quotes above and I noted that the sighted partner meets the blindfolded walker. The person with sight must take the responsibility for shifting to either side in order to meet his/her partner. Blindfolded walkers don't necessarily walk in a straight line, hence the responsibility on the sighted partner. This point is CRUCIAL for the safety of this exercise. Make sure your group understands this clearly. Once the first line of walkers completes their blind crossing, they remove their blindfolds and go back to their starting point. Once they are resituated, the lines will switch roles and repeat the exercise. At the end of this step, everyone has made the crossing once.
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Instruct both lines to move backwards until they are 5 yards apart. Repeat steps 1-5.
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Instruct both lines to move backwards until they are 10 yards apart. Repeat steps 1-5.
Facilitator Notes: 1. Whenever you have blindfolded participants, you as facilitator must be extra conscious of safety. Before doing this exercise, review with the group your use of the "s- word," i.e., STOP. Should the group ever hear you say this, they are to freeze in their tracks - you have seen a potential safety issue (e.g., a participant about to walk into another participant) that you will need to correct and you will tell the group when to begin again. 1929 Spillway Road - Suite F - Brandon, MS 39047 Phone: (601) 992-9337 - Fax (601) 992-9339 Toll Free: (800) 211-0871 E-mail Click Here © 2006, First Steps Training & Development, Inc., All Rights Reserved. Site design by Speedsoft.com.
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file:///E|/ice%20breakers/blind_walk.htm
ALIKE AND DIFFERENT Teacher of lesson: Megan Matthys Lesson Topic/Subject: Blindness/Social Studies Grade Level: Kindergarten Estimated Time: 30 minutes
BLIND WALK OBJECTIVES: ● ● ● ● ●
Students will experience what it would be like to be without the sense of sight. Students will be good partners and will safely guide each other on blind walks. Students will identify three things on their blind walk by using their other senses besides sight. Students will discuss what they learned from their blind walk with the whole class. Students will think about what kinds of questions they would like to ask our blind visitor, who will be coming to talk to the students the following day.
MATERIALS: ● ● ●
eight blind folds whistle chart paper and marker
PROCEDURES: Introduction /Anticipatory Set 1. Have students come meet on the carpet and assign everyone a partner. 2. Tell the students that they have learned a lot about why their senses are important to them, now you want them to experience what it might be like to be without one of their senses. Explain that everyone is going to have a chance to see what it feels like to be blind. 3. Inform the students that they will be going on a blind walk. Tell them that you are going to pass out blind folds, one to each set of partners, after you are through giving the directions 4. Now, tell the students that one partner will be the guide while the other partner wears the blindfold. It is very important that the guides keep their partners safe. They must tell them when steps are coming and they absolutely cannot allow them to bump into anything. 5. Explain to the guides that their job is to lead their blind partners outside to the playground, where they will choose three things for their partners to try to identify using their other senses besides their sight. Ask the students to quickly review what these other senses will be. 6. Tell the students that you will blow a whistle after 10 minutes and then the partners should switch file:///E|/ice%20breakers/blind_walk.htm (1 of 3)6/11/2008 4:26:58 PM
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jobs so that everyone has the chance to be blind. 7. Explain that when the students are blindfolded, you want them to pay close attention to what is going on around them. What kinds of sounds do they hear when they are outside. What do different areas of the playground feel like under their feet. 8. Ask the partners to decide who will want to be blind first. Distribute the blind folds to the appropriate partner. Sequence of Instruction 1. Tell the students to help each other put on their blindfolds. Then ask the guides to lead their partners carefully to the line. Before leading the students outside, explain that if they can still see under their blindfold, they should close their eyes, because you really want them to have a chance to see how it feels to be blind. 2. Allow the students to lead their partners around on the playground for about 10 minutes. Suggest to them that they take their partners to all different areas, on the grass, on the blacktop, and on the play equipment. 3. Remind the students that the guides need to find three things for their blind partner to identify. 4. After 10 minutes, blow the whistle and ask everyone to switch their blindfolds. 5. Allow the students to roam around for 10 more minutes, and then blow the whistle again, signaling all of the guides to lead their partners into line. Tell the students to leave their blindfolds on until they get back to the classroom. Closure 1. Group the students at the carpet once again and collect the blindfolds. Begin a discussion about their blind walk. How did it feel to not be able to see? What kinds of sounds did they notice outside. Could they tell what part of the playground they were on by the way the ground felt under their feet? Were they able to correctly identify the objects their guides gave them? What senses did they use to identify the objects? 2. After exhausting all of the student comments about their blind walk, explain to them that they are going to have a visitor come and talk to them tomorrow that is actually blind and uses a seeing eye dog to help her get around. Tell the students that you are excited that they are going to learn more about what it is like to be blind by listening to her and by asking her some good questions. 3. Prepare the students for the visit by asking them if they can think of some questions they would like to ask the blind woman ahead of time. You can write down the questions as they think of them on a piece of chart paper. 4. After the students are done volunteering different questions they would like to know more about, read over the list you have made out loud to the students, and then ask them to try to read it along with you once again. EVIDENCE OF STUDENTS ACHIEVING OBJECTIVES:
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1. Students will gain insight on what it would be like to be without their sense of sight by keeping their blindfolds on and cooperatively going on a blind walk with a guide for 10 minutes. 2. Students will demonstrate that they can be good guides by safely guiding their blind partners around the playground. 3. Students will demonstrate that they can use their other senses other than sight by identifying three unknown objects without using their eyes, and then discussing what they discovered with the class. 4. Students will express what they learned on their blind walk by discussing what it felt like to not be able to see and by discussing what other senses they used. 5. Students will become prepared for their visitor by thinking of several questions that they think they would like to know more about in order to help them learn what it must be like to be blind, and how a blind person gets around. ADAPTATIONS/RETEACHING IDEAS: 1. A lot of prompting might be necessary when thinking of questions for the blind visitor. Prompt the students to ask questions that might help them learn how blind people get around on their own and do daily chores. Also arouse their interests to ask the visitor about her favorite hobbies so they can discover if blind people enjoy doing some of the same things they do. EXTENSIONS: 1. This activity might be a good one to refer back to and write a short class story about. 2. Explain to students that many blind people donÕt need a person to guide them because they use a cane which they move back and forth in front of them. Allow the students to take turns throughout the day trying to get around the room with their eyes closed using a cane. REFLECTIONS: 1. 2. 3. 4.
Did this turn out to be a safe lesson? Were the students good guides? Was the lesson run efficiently? How did the students respond to the lesson? Were the students adequately prepared for the visitor?
Return to the Alike and Different Unit page Return to the Exemplary Lesson Plan page
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Hug A Tree: Description of an Environmental Education Activity
Back to Games Index Environmental Education Activities Trust Building Activities
Hug A Tree
James Neill
Description of an Environmental Education Activity
Last updated: 27 Aug 2004
Hug A Tree ● ●
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Start on a track in a pleasant forested area. This activity works well as a break during a hike. The purpose is to get people engaged in non-visual, intimate encounter with trees, as well as the terrain. The activity also works well as a trust-building activity. The groups needs reasonable maturity, such that the blindfolded people are cared for (golden rule: a blindfolded person must always be holding someone else's hand - or a tree) watch out for careless guiding especially from macho males. For mature groups, a briefing may be enough; for less mature groups, do a demonstration. In pairs, one is blindfolded. The blindfolded person is to be the tree-hugger. The tree-hugger is lead through the trees and then placed next to a special tree. The treehugger touches the tree and tries to memorize its size, shape, location, texture, etc. The tree-hugger person is lead back to the starting point, takes his/her blindfold off and tries to locate his/her tree. Swap. Usually participants like to have a couple of turns at being blindfolded and trying to find a tree.
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Equipment: Forested area. Blindfolds.
Time: Total ~ 10-30 minutes. Plus to location. Discussion (optional) ~ 10 min. Brief description: In a forested area, pairs take turns being blindfolded, lead to a tree (for touch and feel) and then lead away. After removing the blindfold, the tree hugger tries to locate his/her tree. Related links: ●
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How to hug a tree (Holistic healing activity) Hug a tree exercise (from "Dancing with the Wheel")
Running Free: Description of a Trust-building Activity
Back to Games Index Trust Activities
Description of a Trust-building Activity
Running Free ●
James Neill
Running Free
Find a large, flat area with soft ground, e.g., grass
Last updated: 28 Jul 2004
Equipment: large area preferably with soft ground for falling, e.g, grass.
Make sure people are warmed up, stretched and ready for running
Time: ~20 mins per person in group
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Invite participants to find a partner
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Hand out one blindfold per pair
Brief description: In pairs, one person is blindfolded. Holding hands, the blindfolded person is lead gradually from a slow walk up to fast running. Swap.
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One person puts the blind fold on and holds hands with participant Ask the seeing person to take their partner on a: ❍ slow walk (~a couple of minutes) ❍ a normal-paced walk (~1 minute) ❍ a fast walk (~30 secs) ❍ a jog (~30 secs) ❍ a run (~15 secs) ❍ a fast run (~15 secs) Allow participants time to relax, swap over, and then take them through the same sequence
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