The Trouble with Most Icebreakers

I planned to create a nice big post with dozens of icebreaker ideas you could choose from. I
would scour the Internet for the very best activities and games and store links to them here for
your reference. The problem is that so many of the ones Ive found are problematic for one of
these reasons:

They require students to take massive social risks with people they barely know. So
many of the icebreakers I found asked students to publicly share some kind of personal
information. For the icebreaker to actually work, students would need to share something
interesting and different about themselves, something that makes them stand out. But to
most kidsespecially once they get into the middle and high school rangebeing
different is the worst thing you can be. So what many students ultimately do is share
something safe and boring, something like I like soccer, just so the game moves on to
the next person. The result? No one really gets to know anyone.

They dont actually facilitate familiarity. Too many icebreakers consist of

questions like this: If you could be an animal, what animal would you be? Unless you
have a ridiculously deep and creative kid who is going to say something like, I would be
a mongoose, because a mongoose can kill venomous snakes, and I have a way of
standing up to bullies even though Im small, youre mostly going to get a lot of cat-catdog-dog-fish, et cetera. Unless of course you force creativity on them by insisting that no
animals can be repeated, thereby making the poor kids try to come up with some stinking
animal that somehow represents the least embarrassing aspect of their personality and
isnt a repeat of anyone elses animal. Im annoyed just writing about it, and I repeat: No
one really gets to know anyone.

They are cheesy. The icebreaker I have been subjected to most often is the Name
Game, where you have to add a word to your name that starts with the same letter as
your name AND tells something about you. Guh. Because my name starts with a J, I have
always hated this game, because jazzy doesnt have anything to do with me. Neither
does jelly or jalopy or joyful. Once youve chosen your word, people have to go around
the circle repeating the newly enhanced names of the classmates who came before them
in line. This means having to listen to Jammin Jenn over and over, my eyes rolling, my
grimace deepening. One year I just rebelled and picked a different letter; I think I called
myself something like Indoor Jenn, due to my aversion to the outdoors. That felt better.

So I have scrapped my plan to curate good icebreakers from the Internet. Instead, Im going to
share my three favorites with you.

Three Icebreakers that Dont Suck

In my own classrooms, with middle school, high school, and college students, I have played all
three of these games with great success. What I like about all of them is that they get students
talking, but require very little social risk. Each activity supplies students with real topics to talk
about, topics that actually help students get to know each other, without forcing anyone to reveal
anything too personal.
Each of these will likely sound familiar to you, although the names may not be exactly what
youve known them as. I should add that I take no credit for inventing these games. I have no
idea where I picked them up, but they are not original to me.

Blobs and Lines

How to Play
In this icebreaker, students are prompted to either line up in some particular order (by birthday,
for example) or gather in blobs based on something they have in common (similar shoes, for
example). Whats great about this game is that it helps students quickly discover things they
have in common. Its also ridiculously easy: Students dont have to come up with anything
clever, and they can respond to every question without thinking too hard about it. This game
keeps students moving and talking, and it builds a sense of belonging and community in your
classroom.
Here are some sample prompts you can use for this game:

Line up in alphabetical order by your first names.

Line up in alphabetical order by your last names.

Gather with people who have the same eye color as you.

Gather with people who get to school in the same way as you (car, bus, walk).

Line up in order of your birthdays, from January 1 through December 31.

Line up in order of how many languages you speak.

Gather into 3 blobs: Those who have LOTS of chores at home, those who have A
FEW chores at home, and those who have NO chores at home.

Gather with people who have the same favorite season as you.

Concentric Circles
How to Play
This icebreaker has students arrange themselves in an inside circle and an outside circle, the

inside facing out, forming pairs. Pairs discuss their answers to a getting-to-know-you question,
then rotate for the next question, forming a new partnership. This game gives students the chance
to have lots of one-on-one conversations with many of their classmates and helps them quickly
feel more at home in your class.
The possibilities for questions in this kind of configuration are endless; be sure to use more openended questions that can get students talking, rather than those that simply ask for a yes or no
answer. Here are some sample questions:

Do you play any sports? If so, which ones?

Do you consider yourself shy or outgoing? Why?

What was the last movie you saw? Did you like it?

Describe your perfect dinner.

What would you do with a million dollars?

What is one thing youre good at?

This or That
How to Play
This icebreaker has students informally debate on light topics such as Which animal makes a
better petdog or cat? Students have to choose a position, then physically move to the side of
the room that most closely represents their opinionone side means dogs, the other side means
catsand then talk about why they chose that spot. This game has always been a HUGE hit with
any group Ive ever taught: It builds student confidence with talking in front of their peers, it
helps students quickly find kindred spirits, and its also just a lot of fun.
Sample questions for This or That:

Would you rather live in the country or the city?

Should all students be required to learn a second language?

Which is worse: bad breath or body odor?

Would you rather be indoors or outdoors?

Which is better: Playing sports or watching sports?

Would you rather travel every single day or never leave home?

30 Ideas for Teaching Children with

Attention-Deficit/Hyperactivity Disorder
By Leah Davies, M.Ed.

The following list may assist teachers who work with ADHD students. For an overview of this
disorder see, "Attention-Deficit/Hyperactivity Disorder in Children."
1. Understand the struggle a student with ADHD has and provide an ordered, safe, predictable
classroom environment.
2. Establish a courteous, working relationship with the students parents. Learn about their
childs strengths, weaknesses, interests and achievements outside of school. Ask what teaching
methods have been most effective with their child. Communicate often and send encouraging
notes home.
3. Make time to speak to the student individually. Be respectful and express interest in his or her
success in school by asking how he or she learns best.
4. Decide together on a sign or a code that you can use to remind the child to be on task. For
example, make eye contact and touch your ear or pick up a particular object. Or, you could hold
up one or two fingers.
5. Make classroom rules clear and concise. Discuss them orally and post them for easy reference.
Explain the consequences for misbehavior in understandable terms and enforce them
consistently. Avoid power struggles.
6. Use a point system, tokens, stars, or other methods to reinforce appropriate behaviors (see
Rewards in the Classroom).
7. Notice and provide feedback on any improvement in the areas of behavior and academics (see
Effective Praise). Avoid criticizing the child in front of others.
8. Give directions in simple, concrete terms. Simplify instructions, tasks and assignments. Have
the child complete one step before introducing the second step.
9. Divide lessons into relatively short segments and use a variety of teaching aids such as films,
tapes, computer programs and small group work to reinforce the child's learning.
10. Provide the ADHD student opportunities to display his or her skills, talents and/or leadership
ability.

11. Prepare for transitions by providing a warning when a change is to occur. A musical clue may
be helpful. Try playing classical music or a recording of nature sounds during work time.
12. Have all of the students stand and stretch, run in place, or do an exercise or movement
activity when deemed necessary.
13. Color code paper for each subject. If available use off white, tan or light blue colored paper
for written assignments.
14. Create schedules, outlines, lists, and/or a homework assignment book to help the student
keep organized as well as to increase home/school communication. Tape a copy of the class
schedule to the child's desk.
15. Modify required homework to accommodate students who are severely impacted with
ADHD. Avoid busy, redundant assignment.
16. Direct young ADHD children to trace their handprints on the front and back of a folder to
carry with them wherever they go. Have them place their hands on top of the traced ones to help
them remember to keep their hands to themselves.
17. Pause before asking questions or ask the inattentive child a question to gain his or her focus.
Use the students name or interests in neutral ways during discussions.
18. Walk around the room and pat the child gently on the shoulder or tap the place in the childs
book that is being read to help him or her stay on task.
19. Seat the ADHD child in close proximity to you and in the area that has the least amount of
distractions and stimulation, i.e.doors, windows and active students. Or, sit the child by the
pencil sharpener and let him or her get up and sharpen a pencil as often as needed.
20. Watch for signs of increasing stress in a hyperactive child. You may want to reduce the
workload or provide an opportunity for the child to release some energy. For example, have the
student deliver an important letter in a sealed envelope to another teacher or school secretary
who understands the childs need to move.
21. Provide opportunities for physical activity. Choose the hyperactive child to hand out papers
or do other classroom jobs that can help release pent up energy and contribute to his or her
feeling of self-worth.
22. Encourage the child to use self-monitoring techniques to help focus. For example, allow the
him or her to rub velcro or another object attached to the underside of his desk or provide a soft

ball for a student to squeeze. (Seek approval of any unusual technique from the principal and
parent before use.)
23. Allow a student who seems to be sensitive to fluorescent light to wear a visor or baseball cap
in class. Turn off the group of lights nearest the windows or dim the classroom lights.
24. Be flexible and allow a child with the ADHD disorder to stand up or squat in his chair if it
helps the student complete assignments. Or, let him or her sit on the floor by you or on a large
ball if that helps the child do the work. An air filled pillow or a quiet stationary exercise bike
with a desk attached could also be used.
25. Furnish two desks facing each other or side-by-side for one ADHD student. The child can
move freely back and forth or lounge between the desks as long as he or she stays on task and in
the designated area.
26. Provide a cubicle or quiet area for the ADHD student to use when overwhelmed by
classroom activity.
27. If necessary, furnish a specific area marked off by tape that is only his or her space that no
one else can enter. In it the student can stand up, sit on the floor, or move around to complete
assignments. However, the child must be quiet and remain in the area unless given permission to
leave.
28. Encourage sensitivity as the child interacts with peers. If he or she lacks social awareness, it
might be helpful to say something like, Mary looked unhappy when you spoke to her. What is a
kinder way to ask for something? If the student interrupts peers often, remind the child to listen
first before talking.
29. Have older students or volunteer parents serve as tutors for these students.
30. Establish a collaborative relationship with the special education teacher, school psychologist,
school counselor, administrator and/or other specialist in the school to ascertain the best
placement for the child with ADHD.

I am sure you are tired of yelling,shouting and criticizing. Did they work?I don't think
so.They may cause even more problems.There are effective ways to handle with
hyperactive students.Let's have a look at them:
1.Build positive behaviour towards them.This is the first and the most important
step.These type of children need to feel they are cared because they need love and
passion.Why? Because they are always the one being left behind, criticized, humiliated
by their friends , teachers or even parents. So, don't miss any opportunities to praise
them.
2.Ask parents to encourage the positive behaviour at home , too. Parents' attitude is
also very important in that stage.
3. Ask them to remove the unnecessary things from desk and try to attract their
attention by using big and colourful viuals.Give them tasks like Can you turn on the
light? Can you clean the boards?
4. To get their attention write a topic-related sentence which includes their names.
5. Suggest parents to enroll their kids to a social activity like dancing and sport . Art is
yet another good choice as it helps the kids focus on and build self-control.
6. Give rewards like playing with playdough or doing something else they like if they sit
quietly and listen to the lesson carefully.
7. Teach relaxation methods to your students like taking deep breath when they get
angry.
8. Make a list of good behaviours ,discuss them with the hyperactive students and take
a promise to obey the rules. Put tick for the rules that they have obeyed and praise
them , never put cross for the rules they haven't obeyed, just leave it blank and show
that you trust them to manage to accomplish the rules.
9. Ask them to write a diary to understand their concerns, worries and interests better.
10. Give short and simple instructions , repeat them at least twice.Then ask them to
repeat the instructions .

Don't have a job yet? Check our teaching job board for the latest openings around the world!
1. Board Race

There isn't an EFL teacher I know who doesn't use this game in the classroom. Board Race is a
fun game that is used for revising vocabulary, whether it be words from the lesson you've just
taught or words from a lesson you taught last week. It can also be used at the start of the class to
get students active. It is a great way of testing what your students already know about the subject
you're about to teach.

Why use it? Revising vocabulary; grammar

Who it's best for: Appropriate for all levels and ages

How to play:

First, watch this helpful video of real teachers using this game in the classroom by BridgeTEFL:
This is best played with 6 students or more - the more, the better. I've used it in classes ranging
from 7-25 years of age and it's worked well in all age groups. Here's a step by step explanation:

Split the class into two teams and give each team a colored marker.

If you have a very large class, it may be better to split the students into
teams of 3 or 4.

Draw a line down the middle of the board and write a topic at the top.

The students must then write as many words as you require related to the
topic in the form of a relay race.

Each team wins one point for each correct word. Any words that are
unreadable or misspelled are not counted.

2. Call My Bluff / Two Truths and A Lie

Call My Bluff is a fun game which is perfect at the start of term as a 'getting to know you' kind of
game. It is also a brilliant ice breaker between students if you teach classes who do not know one
another -- and especially essential if you are teaching a small class size.
The game is excellent for practicing speaking skills, though make sure you save a time for after
the game to comment on any mistakes students may have made during the game. (I generally
like to reserve this for after the game, so you don't disrupt their fluency by correcting them as
they speak).
With older groups you can have some real fun and you might be surprised what you'll learn about
some of your students when playing this particular EFL game.

Why use it? Ice-breaker; Speaking skills

Who it's best for: Appropriate for all levels and ages but best with older
groups

How to play:

Write 3 statements about yourself on the board, two of which should be lies
and one which should be true.

Allow your students to ask you questions about each statement and then
guess which one is the truth. You might want to practice your poker face
before starting this game!

If they guess correctly then they win.

Extension: Give students time to write their own two truths and one lie.

Pair them up and have them play again, this time with their list, with their
new partner. If you want to really extend the game and give students even
more time to practice their speaking/listening skills, rotate partners every five
minutes.

Bring the whole class back together and have students announce one new
thing they learned about another student as a recap.

3. Simon Says

This is an excellent game for young learners. Whether you're waking them up on a Monday
morning or sending them home on a Friday afternoon, this one is bound to get them excited and
wanting more. The only danger I have found with this game is that students never want to stop
playing it.

Why use it? Listening comprehension; Vocabulary; Warming up/winding

down class

Who it's best for: Young learners

How to Play:

Stand in front of the class (you are Simon for the duration of this game).

Do an action and say Simon Says [action]. The students must copy what you
do.

Repeat this process choosing different actions - you can be as silly as you like
and the sillier you are the more the children will love you for it.

Then do an action but this time say only the action and omit 'Simon Says'.
Whoever does the action this time is out and must sit down.

The winner is the last student standing.

To make it harder, speed up the actions. Reward children for good behavior
by allowing them to play the part of Simon.

Take your students outside for interactive games

4. Word Jumble Race

This is a great game to encourage team work and bring a sense of competition to the classroom.
No matter how old we are, we all love a good competition and this game works wonders with all
age groups. It is perfect for practicing tenses, word order, reading & writing skills and grammar.

Why use it? Grammar; Word Order; Spelling; Writing Skills

Who it's best for: Adaptable to all levels/ages

How to play:

This game requires some planning before the lesson.

Write out a number of sentences, using different colors for each sentence. I
suggest having 3-5 sentences for each team.

Cut up the sentences so you have a handful of words.

Put each sentence into hats, cups or any objects you can find, keeping each
separate.

Split your class into teams of 2, 3, or 4. You can have as many teams as you
want but remember to have enough sentences to go around.

Teams must now put their sentences in the correct order.

The winning team is the first team to have all sentences correctly ordered.

5. Hangman

This classic game is a favorite for all students but it can get boring quite quickly. This game is
best used for 5 minutes at the start to warm the class up or 5 minutes at the end if you've got
some time left over. It works no matter how many students are in the class.

Why use it? Warming up / winding down class

Who it's best for: Young learners

How to play:

In case you've never played, here's a quick rundown.

Think of a word and write the number of letters on the board using dashes to
show many letters there are.

Ask students to suggest a letter. If it appears in the word, write it in all of the
correct spaces. If the letter does not appear in the word, write it off to the
side and begin drawing the image of a hanging man.

Continue until the students guess the word correctly (they win) or you
complete the diagram (you win).

6. Pictionary

This is another game that works well with any age group; children love it because they can get
creative in the classroom, teenagers love it because it doesn't feel like they're learning, and adults
love it because it's a break from the monotony of learning a new language - even though they'll
be learning as they play.
Pictionary can help students practice their vocabulary and it tests to see if they're remembering
the words you've been teaching.

Why use it? Vocabulary

Who it's best for: All ages; best with young learners

How to play:

Before the class starts, prepare a bunch of words and put them in a bag.

Split the class into teams of 2 and draw a line down the middle of the board.

Give one team member from each team a pen and ask them to choose a
word from the bag.

Tell the students to draw the word as a picture on the board and encourage
their team to guess the word.

The first team to shout the correct answer gets a point.

The student who has completed drawing should then nominate someone else
to draw for their team.

Repeat this until all the words are gone - make sure you have enough words
that each student gets to draw at least once!

7. The Mime

Miming is an excellent way for students to practice their tenses and their verbs. It's also great for
teachers with minimal resources or planning time, or teachers who want to break up a longer
lesson with something more interactive. It's adaptable to almost any language point that you
might be focusing on.
This game works with any age group, although you will find that adults tire of this far quicker
than children. To keep them engaged, relate what they will be miming to your groups' personal
interests as best as possible.

Why use it? Vocabulary; Speaking

Who it's best for: All ages; best with young learners

How to play:

Before the class, write out some actions - like washing the dishes - and put
them in a bag.

Split the class into two teams.

Bring one student from each team to the front of the class and one of them
choose an action from the bag.

Have both students mime the action to their team.

The first team to shout the correct answer wins a point.

Repeat this until all students have mimed at least one action.

Don't be afraid to be a little goofy

8. Hot Seat

This is one of my students' favorite games and is always at the top of the list when I ask them
what they want to play. I have never used this while teaching ESL to adults, but I imagine it
would work well.
Hot Seat allows students to build their vocabulary and encourages competition in the classroom.
They are also able to practice their speaking and listening skills and it can be used for any level
of learner.

Why use it? Vocabulary; Speaking and Listening

Who it's best for: All ages and levels

How to play:

Split the class into 2 teams, or more if you have a large class.

Elect one person from each team to sit in the Hot Seat, facing the classroom
with the board behind them.

Write a word on the board. One of the team members of the student in the
hot seat must help the student guess the word by describing it. They have a
limited amount of time and cannot say, spell or draw the word.

Continue until each team member has described a word to the student in the
Hot Seat.

9. Where Shall I Go?

This game is used to test prepositions of movement and should be played after this subject has
been taught in the classroom. This game is so much fun but it can be a little bit dangerous since
you'll be having one student in each pair be blindfolded while the other directs them. So make
sure to keep your eyes open!
It is also excellent for the adult EFL classroom, or if you're teaching teenagers.

Why use it? Prepositions; Speaking and Listening

Who it's best for: All ages and levels

How to play:

Before the students arrive, turn your classroom into a maze by rearranging it.
It's great if you can do this outside, but otherwise push tables and chairs
together and move furniture to make your maze.

When your students arrive, put them in pairs outside the classroom. Blindfold
one student from each pair.

Allow pairs to enter the classroom one at a time; the blindfolded student
should be led through the maze by their partner. The students must use
directions such as step over, go under, go up, and go down to lead their
partner to the end of the maze.

10. What's My Problem?

This is a brilliant EFL game to practice giving advice. It should be played after the 'giving
advice' vocabulary lesson has taken place. It is a great way for students to see what they have
remembered and what needs reviewing. This game works well with any age group, just adapt it
to fit the age you're working with.

Why use it? Speaking and Listening; Giving Advice

Who it's best for: All ages and levels

How to play:

Write ailments or problems related to your most recent lesson on post-it

notes and stick one post-it note on each student's back.

The students must mingle and ask for advice from other students to solve
their problem.

Students should be able to guess their problem based on the advice they get
from their peers.

Use more complicated or obscure problems to make the game more

interesting for older students. For lower levels and younger students,
announce a category or reference a recent lesson, like "Health", to help them
along.

These games will keep your students engaged and happy as they learn! Remember, these are just
ten on the hundreds of different EFL games that you can plat with your students. As you get
more confident in the classroom, you can start putting your own spin on games and eventually
make up your own.
Whatever the age of your students, they're guaranteed to love playing EFL games in the
classroom. An EFL classroom should be fun, active and challenging and these games are sure to
get you heading in the right direction.
What games do you love to play with your ESL students? Let us know in the comments!