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- National Trainers Team Belgium 2006-2007 -
UNDERSTANDING THE BASE - Learning.............................................................................3 More about Communication ......................................................................................................7 Body Language ..................................................................................................................7 You can't not communicate.................................................................................................8 Listening skills ...................................................................................................................8 Feedback.............................................................................................................................9 The Role of a Trainer................................................................................................................11 Different Ways to Bring the Message.......................................................................................16 Selecting Instructional Techniques............................................................................................21 More on methods…..............................................................................................................21 Some more tips…..................................................................................................................22 Moderation................................................................................................................................23 How to Design a Session..........................................................................................................27 Use of Tools..............................................................................................................................29 Visualisation..............................................................................................................................31 How to handle difficult delegates.............................................................................................38 Tips & Tricks.............................................................................................................................43 Training & Team Building Bibliography..................................................................................44 Icebreakers................................................................................................................................47
- National Trainers Team Belgium 2006-2007 -
UNDERSTANDING THE BASE - Learning
The foundation on which the GLP has been developed When you join AIESEC you want to know what you will get out of it. What is in it for me? Learning tracking system through Insight XP and Communities are ways to visualise this. These ideas allows us to track the learning and development of our members so that they by the end of their AIESEC career will have a CV stating what knowledge and experience they have acquired. This is also something that will allow AIESEC to visualise the achievements of the members in their Local Committee. This visualisation will be particularly useful for the organisations we work with, a clear demonstration that we DO develop individuals. To do this, we need to ask ourselves: 1. How do we define learning? Only when we understand this, can we visualise and measure it. 2. How can we stimulate and track learning in our activities? And find a natural incentive for our members to focus on activities, and thereby increase our results. 3. How can this be done at a national level? How does a “system” like that work? 4. Q1) How we define learning? According to CELEMI…
- National Trainers Team Belgium 2006-2007 -
Without it. Only when we have tried to actually do something can we say that we have learned it... Which we. .. And understanding CONCLUSIONS which we then.. we have come to the conclusion that activity is a crucial part of learning. no real learning will take place.LEARNING CYCLE Makes us receptive to... EVALUATE If this is how we define learning.National Trainers Team Belgium 2006-2007 - . You can understand every intricate detail of how to sell a traineeship. And test for confirmation.. Based on this definition of what learning is. APPLY And. ⊕ ⊗ ℵ ℑ ℘ ℜ ATTENTION INFORMATION Together with prior knowledge until we arrive PROCESS at... then we must base all learning on activity. but only when you have done it you can really say that you have learned how it's done! The Global Learning Process is based on that very principle – increase the expertise of our members. A focus on activity is necessary if we are going to increase both the quantity and the quality of our exchanges.. through learning processes built into their roles and responsibilities.
g: You try to learn it by taking part in his actions. E. The brain is searching for new patterns and associations. in order to perform a job effectively.g: Then you think: “Am I a good dancer?”. Was the learning worth the time and energy spent? E. Learning and Action: Individual and Organizational. it is only natural to start looking at the activities. when trying to define what learning processes we work with. four steps to the left… You act according to your understanding. The learning is reinforced. AHA! A new gestalt is formed. E.With that in mind. Based on these responsibilities (as mapped in the Core Work Process) we need to look at what kind of competence the member needs. It is not cost effective to train our members for the sake of training them… So what training do they need? To identify that we need to look at the exchange process and identify what a certain member's role and responsibilities are.g: You ask him about the steps of the roll call and he teaches you the Processing: dance.National Trainers Team Belgium 2006-2007 - . Create a job description. You need to be motivated in one way or another if you are going to bother at all. E. San . New data and information (that fit the motivation) are added.g: At the opening plenary. somebody makes a very nice roll call that Information: makes you interested. (Connection to past experiences) E. Let's look at a very simple example… Attention/motivation: Interest and curiosity: prepare you mentally and make you receptive. E. Chris: Reasoning.g: AHA! Four steps to the right. while recalling Conclusion: Application: similar dances you've learnt. “Did I do it right?” Literature 1 Argyris.g: At the party you are able to dance it and even teach others the Evaluation: steps.
Georg: Management: Grundlagen der Unternehmensführung. Jennifer. Stuttgart 1996.: An Introduction to Theories of Learning. Ivan P.: Die bedingten Reflexe. 10 Mandl. S. J. Juni 1993.: The Psychology of Learning. 18 Torrence. Paul: Human Resource Development. 1982. Schreyögg. Stuttgart 1979. Gaby: Auf die Umgebung kommt es an. Joy-Matthews. 2 Bandura. David A. New York 1913. (1982). David R. 7 Herzberg. 5 Goleman. J. Edward L. München 1994. a.: Management: Eine verhaltenswissenschaftliche Perspektive. .: Experiential Learning: Experiences As the Source of Learning And Development.: Motivating Trainees To Learn. 17ff. 12 Pawlow. 1964. Reinmann-Rothmeier. Heinz. In: Training & Development Journal. Frederick: One More Time: How Do You Motivate Employees? In: Harvard Business Review. Baldwin R. 8-10. S. 16 Steinmann. Berlin u. 55-58. 1968. Peter M. Banfield.: Human Resource Development.: Die fünfte Disziplin. N. 53-62. Horst. Guy R. a. Englewood Cliffs. März 1993. a. 13 Senge. 17 Thorndike.: Psychologie des Lernens. Victor H. The New Trainer’s Guide. Daniel: Emotional Intelligence 6 Hergenhahn. N. II. Burrhus F. In: Training & Development Journal. New York u. Wiesbaden 1991. Albert: Sozial-kognitive Lerntheorie. 1984. Barbara: The Psychology of Learning: Speaking Their Language. Englewood Cliffs.National Trainers Team Belgium 2006-2007 - . S. 14 Skinner. Vol.: The Behavior of Organisms. 19 Vroom. New York 1938. London u. Wolfgang H. 4 Donaldson. In: Management & Seminar Jahrbuch 1997. a. 3 Dastoor. London 1993.: Work and Motivation. 15 Staehle. 8 Kolb. Scannell. Les. 11 Megginson.Francisco u. 1978. S. 1986. 9 Lefrancois. David. München 1972. Edward E.
You need to feel comfortable with yourself but at the same time give out an air of authority to the group.National Trainers Team Belgium 2006-2007 - . Positive gestures are fine and probably the most important of these are to look enthusiastic which is often demonstrated through smiling. which are just a part of the way that we are. Also the use of unexaggerated arm movements to make a point or to draw people can also work very effectively. The advice is to do what is most comfortable for you but to ensure that you are constantly aware of the impact that your position and posture is having on the workshop participants. However when we are nervous there is a tendency for such gestures to become exaggerated. As well as ensuring that you use the right body language you need to be able to read the body language of other people. which are posture. For example. standing when you need to be in control and sitting when you are looking to encourage discussion and debate. You need to be seen to 'walk tall'. Posture There is no formal rule as to whether you should stand or sit when facilitating although experience demonstrates that standing will give you the authority that you may need together with the ability to take control as appropriate and it also demonstrates a clear confidence in yourself. In general. You may wish to try a combination of the two. gestures. Sitting down may not demonstrate this authority and level of confidence. which means avoiding averted eyes.More about Communication Body Language Body language is key to the success of your role as a facilitator. your posture will be interpreted as what you think about yourself and the participants. Movement . There are largely four aspects to body language. Gestures We all have our own gestures. The main merit of sitting for debate is that people may engage each other more quickly in conversation rather than trying to maintain eye contact with you as they are prone to if you are standing. hunched shoulders and restless hands. movement and eye contact.
Movement in a facilitator is key and can be used effectively to draw people in to the discussion and, as appropriate, shut out others. However, do not move the whole time as people may get dizzy simply watching you! Eye contact 'When the eyes say one thing and the tongue another, a practiced man relies on the language of the first'. (Emerson, 1860) Eye contact is a key tool for a facilitator. You can use it to draw people in and shut people out. You can also use it to retake control of the situation by ceasing eye contact with anyone and moving to the front. You can't not communicate Research has shown that when someone gives a spoken message, the listener's understanding and judgement of that message come from: 7% 38% WORDS PARALINGUISTICS Words are only labels and listeners put their own interpretation on speakers' words. The way in which something is said (i.e. accent, tone, inflection, etc.) is very important 55% FACIAL EXPRESSIONS to a listener's understanding. What a speaker looks like while delivering a message affects the listener's understanding most Research source - Albert Mehrabian Listening skills One of the key skills that you need to be an effective facilitator is that of active listening. This will enable you to assimilate what is being said and to summarise and move the discussion on. If you need to work on your listening skills consider asking someone from your department who attends meetings with you to give honest feedback - make it a two way process.
- National Trainers Team Belgium 2006-2007 -
Poor Listener Tends to "wool-gather" with slow speakers Subject is dry so tunes out speaker Distracted easily Takes intensive notes, but the more notes taken, the less value; has only one way to take notes Is over stimulated, tends to seek and enter into arguments
Effective Listener Thinks and mentally summarizes, weighs the evidence, listens between the lines to tones of voice and evidence Finds what's in it for me Fights distractions, habits, sees knows past how bad to communication concentrate Has 2-3 ways to take notes and organize important information Doesn't judge until comprehension is complete
Inexperienced in listening to difficult material; Uses "heavier" materials to regularly exercise has usually sought light, recreational materials the mind Lets deaf spots or blind words catch his or her Interpret colour words, and doesn't get hung up attention Shows no energy output Judges delivery -- tunes out Listens for facts on them Holds eye contact and helps speaker along by showing an active body state Judges content, skips over delivery errors Listens for central ideas
Feedback Giving Feedback Focus feedback on behaviour rather than on the person. Refer to what a person does rather than comment on what we imagine he is. Focus feedback on observations rather than inferences/interpretations/conclusions. Describe the impact this observable behaviour has on you.
- National Trainers Team Belgium 2006-2007 -
Focus feedback on description rather than judgement. Focus feedback on the sharing of ideas and information rather than on giving advice. Leave the person free to decide for himself whether he wants to change or not. Focus feedback on the value it may have to the recipient, not on the value or „release„ that it provides the person giving the feedback. Use „I„ statements. If possible ask people for their assessment before providing yours. People usually appreciate the opportunity to assess themselves first, and are often more critical of themselves. Confirm that people have understood and encourage them to respond.
Receiving Feedback I look on feedback as an opportunity to learn and improve. I acknowledge my emotions. I avoid letting my emotions either prevent me from hearing or distort what I am hearing. I avoid being defensive, explaining or justifying. I listen, then ask questions and paraphrase to check my understanding. If not clear, I ask about the impact of my behaviour. The actual impact of my behaviour may be different from my intent. I thank other people for giving me feedback.
- National Trainers Team Belgium 2006-2007 -
The role of a trainer . especially his delegates keeps an overview over the learn. the trainer should not allow himself moods . etc. because the trainer is responsible for the fact that the delegates learn something.friendliness. it signals a positive attitude towards the topic and the participants .The Role of a Trainer 1. But why do trainers have to be such "wonder persons? We as trainers have to contribute our part so that the delegates enjoy the seminar.self discipline: give a good example. this can also be done by body language. 1.eulogy: all good results should be underlined.patience: especially weaker delegates need it to be integrated into the group .and group-processes keeps the run. What is a good trainer? A good trainer should possess a whole list of good attributes that qualify him for his mission.fairness: all are treated equally . thus only some more points: flexibility well organised humorous integrates everyone excellent special knowledge does not keep people at a distance motivates has social competence enthusiastic in his task open minded directs himself to everybody. Some fundamental attitudes are: . This list can be carried on eternally.National Trainers Team Belgium 2006-2007 - .
the realistic evaluation of situations. Only through continuous self-control the trainer can stay up to date. what gives me satisfaction? 2. The group processes under way can only be solved by the delegates themselves. As a trainer you must bear in mind that all reactions and uttering are observed thoroughly and are judged upon. how the connections are.National Trainers Team Belgium 2006-2007 - . Here are four questions that every trainer should ask himself about his personal preferences: 1. This is especially true for his weaknesses. The trainer must not get involved into conflicts between delegates. Every trainer has his strengths and weaknesses he should always be conscious of. Other important points are the structure of his training. whether he has enough time. about the inner attitude. e. he is expected to integrate everybody and to direct himself to everyone. What are the advantages of my behaviour in relation to the delegates? 4. because not everybody can work with everyone. so that new risks and conflicts can arise.Every trainer should always keep in mind that he has the function of a role model for the partcipants. We have a variety of kinds of trainers and that is good. thrilling it is. organised and structured. What may be the disadvantages? . How do I get those experiences of success. how he reacts to questions or interruptions. especially at the weader delegates of his group. how he motivates. That are the points that determine the quality of a trainer. What do I as a trainer see as a success. A positive behaviour of a trainer shows in the knowledge he has about theories and the practicing by certain methods. that are often perfectioned through the experience of success. what behaviour and strategies are important there? 3. the trainer can only give his support. They expect that he sets a clear frame. how interactive. the setting of priorities. The experiences you make there should be centre of a self critical reflection from time to time. As he is the formal leader of the group. because the delegates automatically adjust themselves at him/her. but also for his strengths.g. That means that the trainer has to be well prepared.g. e.
maybe you have to talk to someone who has experienced you or you ask yourself with what kind of trainer you do not get along well or which with kind their you liked own very much! eyes!! Therefore. react or respond in the right way. Blackout/ lost the run: You should always have your notes at hand. You should not have too many illusions about this. feedback of the delegates should be taken very seriously. Of course every trainer wishes to act. stay calm and relax! It is best to make a break. so that the whole group may suffer from it. honesty towards the delegates will help! Errors lose the run! technical Either refrain from using the device or make a break in order to find a solution. Thus. in every training there will be situations you would like to avoid. his behaviour should be reliable and transparent. when. but only experiences in practice let you get more routine. Herewith it is important for the delegates that they can orientate themselves at the trainer. Many things can be studied in theory. etc. 2.. also to see where you are. If nothing else helps.e. as they have seen you The own style also has to correspond with the learning experiences and expectations of the different groups of delegates.Surely those questions are not easy to answer.. There are also interruptions that can be caused by single delegates. Do not let yourself .National Trainers Team Belgium 2006-2007 - . repeat the mispronounced word. But this resistance will only grow stronger if you try to break it with failures in words/wrong pronunciation Keep on talking in a relaxed way. Thus the trainer should be flexible and adjust himself to the situation. It often helps to repeat or to summarize the last point. If it does not work after all.) In our trainings there are not only angels. Conflict situations (What happens. i.
the scale is the weakest part of the chain. with reproach in front of someone else. make a pause and ask if you can participate in the conversation. If the delegates know how to use them. Talk too much If someone holds a monologue. The trainer should try to find out the reasons. For the group this behavior is little satisfying. e. their expectations are not fulfilled. by a check of expectations in order to understand the attitude of the delegate. If a single participant is silent. you should direct your words dirctly to him/her so that he/she will get into contact with the group again. Being bored The delegates are unhappy in any form that they do not want to express. The delegates are talking among themselves: This can be a signal that the delegates are not challenged enough or that someone does not dare to speak out loud his feelings and thoughts. they can formulate their disgut in a constructive way.National Trainers Team Belgium 2006-2007 - . the delegates are not challenged enough. through a spontaneous feedback round. The trainer should in any case treat the topic. 1. In this context the feedback rules that have been established are important.g. but several times. like the basic idea of the discuttion is not clear. and not only once. The person feels save in his position in the center of interest as he can now control what is going on. Silence Can have different causes. can be a sign that someone does not like to be confronted with others. Therefore you should seek eye contact with the participants first. Feedback oder criticism from the trainer? ."force". e. but become inquiet. then you should inhibit after a while and point out that others want to be able to talk as well. They do not develop a "we-feeling". The delegates are afraid of exposing themselves in front of the group.g. The delegates have to be challenged in their seminar. like silence. Too much talking. Mostly they express their anger later. If they do not react to this.
The sender also defines clearly his own resulting feelings.do not forget positive things . Expressive demands a clarification by the sender. forms: feedback feedback generally distinguish Evaluative contains an evaluation of the other person. do not wait hours . He is not only the leader of the seminar.directly afterwards. they do not talk problems within the group but complain outside! The more advanced the delegates are.g. What you should take into consideration: sender of feedback . The person who gives the feedback does not give tips in how far the receiver should change. It is important for the group that the delegates have a well developed feedback system in order to treat each other effectively.National Trainers Team Belgium 2006-2007 - .objective. we Consequently his word into weighs three double. etc.If the delegates of a group want to work with each other effectively. the easier it is to have feedback.be open and honest . e.be ready for it . Only by this feelings and demands can be made explicit without hurting the other.accept it . If there are no reasonable feedback rules. Constructive feedback is the most effective of all feedbacks.do not comment .do not exagerate . you are lazy. but is often attributed In special knowledge. they have to inform themselves about what kind of behaviour is expected from each participant. do not become personal . It only causes a contra reaction in the receiver and .make clear: personal opinion . This is especially true for the trainer.talk in the I-form receiver of feedback .thank the person for it feedback only expresses the personal feelings.make an analysis of yourself . Here the concrete behaviour of the receiver is addressed and criticised. as he feels attacked personally. This usually causes a reaction of defence in the concerned person.
This method uses one person’s point of view. 2. 3. . 3. Maximum information is presented in a limited time. questions can be clarified. Dialog 1. and no group participation. This technique provides for limited participation by group members. Issue can be sharpened. 3. One person systematically presents information. Processes that illustrate techniques and skills can be visually presented. Debates can easily become too emotional and a good moderator should be present to mediate differences. It is strongly influenced by the personality of the speaker. Information is provided in an informal setting. Two sides of an issue are presented by speakers under the direction of a moderator. one channel of communication. 2. Demonstrations 1. and results of particular procedures can be shown.National Trainers Team Belgium 2006-2007 - . A process is performed before an audience. which adds interest and emotional appeal and encourages discussion.Different Ways to Bring the Message Information Receiving The Lecture 1. 2. and interest can reach a high level. The Debate 1. 2. Two people informally discuss a topic before an audience. diverse materials and ideas can be arranged in an orderly system.
3. and involvement. build on ideas. Many needs of group members can be met with this method. and coordinate. 2. . nor are they usually helpful when the group is large.3. interest. To reach an agreement or gain a better understanding. and this method is easily combined with other techniques. Group Discussions 1. or too informal. 1. 2. 3. clarify. several people discuss an issue in front of an audience. A dialog needs careful planning to keep it from becoming disorganized or dominated by the personalities of the participants. experiences and opinions. evaluate. frequently after all members of the panel have made their initial presentations. they require time. The different viewpoints stimulate thinking. Clarification can be provided to answer specific needs. which can come either from a leader to a member of the audience or from a member of the audience to either a leader of another member of the audience. too formal. Panel 1. and capable leadership. 2. because it provides a high degree of interaction. embarrassing. patience. Under the direction of a moderator. dull. A question-and-answer session can easily become threatening. A skilful moderator is needed to keep the panel on the topic and to keep any of the members from monopolizing the discussion.National Trainers Team Belgium 2006-2007 - . a full-panel discussion is held. Group discussions may not provide authoritative information. Discussion Question-and-Answer Sessions Responses are solicited by inquiries. two or more people share knowledge.
thereby promoting involvement and enthusiasm.National Trainers Team Belgium 2006-2007 - . 3. and a large group can be divided into small groups for the activity. The audience becomes involved. A visit to a place of interest is arranged for direct observation and study. it can be done quickly. Groups identify as many ideas related to a problem or topic as possible without evaluating quality or practicality of the ideas. often the presentations are followed by a question-and-answer session directed by a moderator. 2. 3.Buzz Groups 1. 2. The discussion may be shallow. Creative thinking may be inhibited (and the method fail) unless participants adhere strictly to the guidelines and refrain from making evaluative comments. or dominated by one or two people. This technique can produce excellent audience involvement and it encourages creativity. Listening Team 1. To work effectively. 2. this technique needs speakers with equal ability and a skilful moderator. Brainstorming 1. Several people with different points of view make presentations. This method presents several viewpoints on a topic. 3. disorganized. This technique can be time consuming. 3. and the quality depends on the team members. Symposium 1. An opportunity is provided for a maximum discussion in a limited time. Information finding A Field Trip or Tour 1. this method can be helpful when the content is difficult. A team from the audience reacts to a presentation by a resource person in order to raise questions or clarify and summarize the presentation. . helping the resource person to meet the needs of the group. Large groups are divided into smaller groups (frequently containing five to ten members) to discuss a particular topic and report back to the large group. 2.
A case study may be difficult to develop. at least to a degree. Roles are assigned. and it is time consuming for groups to work through the case study and report their discussions. Dramatization Role Playing 1. Group members cooperatively work on a project. This method. usually the roleplay is followed by analysis and evaluation. A description of a situation or an event is supplied. and it can provide insights on teamwork 3. and participants are given instructions about dealing with the situation or finding a solution. 2. Unless carefully handled. often supported by a handout. Group Project 1.2. which can be highly interesting to the participants. Case Study 1. planned. Unless sufficient time is allowed for discussing the process. especially if adequate data are not available. it can provide interest.National Trainers Team Belgium 2006-2007 - . 3. 3. The skit is a short. it involves every member of a group. expands their understanding and broadens their interest. role-playing can become merely entertaining or too artificial. and usually rehearsed performance to convey a message or to pretend or interpret a situation. and participants spontaneously act out a situation. 2. 2. This method provides opportunities to “feel” human relations situations and to experiment with possible solutions or interactions. Skits 1. This method is time consuming and requires a great deal of organization. This technique requires participants to use higher learning processes and helps them to apply principles. the learning may be limited. . 3. This technique can provide first-hand information and practical experience. without adequate discussion prior to and following the visit. the project tends to become an end in itself.
Simulation Games 1. they encourage active learning. and they can be fun and challenging. or it can be interspersed to emphasize certain elements of a training session. it can be used to introduce a topic. Effective skits require advance preparation and adequate processing.National Trainers Team Belgium 2006-2007 - . Games are fashioned from actual situations in order to explore concepts and to practice behaviour. 3. This method is entertaining. These games provide a safe environment for practicing new behaviour. and they may be expensive to develop. . 2. Games may encourage a false sense of confidence in handling a real-life situation.2.
National Trainers Team Belgium 2006-2007 . equipment and materials. How many participants will there be? What are the characteristics of these participants? What expectations do they have in terms of the techniques to be used – and ate they capable of learning through those techniques? Characteristics of the teaching techniques themselves. enhancing thinking skills. values. What time period is available? Cost. equipment and/or materials necessary to use the techniques readily available? More on methods… LECTURE Structured talk. supported by visual aids: OHP foils. it can lead to . and do they feel comfortable in doing so? Content. flipchart & slides Suitable for large audiences where Lively presentation style is needed participation is not required detail in advance Regular change of pace of media Allows content & timing to be planned in Low level of interaction & feedback Difficult to assess what has been communicated ROLE-PLAY The enacting of roles in a ‘safe’ training environment Face-to-face situations Needs a lot of planning to be realistic Allow participants to experience a full If not managed properly. Are the costs. Are the space. Is the focus of the objectives acquiring new knowledge. associated with the techniques chosen realistic? Space. developing psychomotor skills. and/or feelings? Instructors. What can be realistically be done with the techniques? Time.Selecting Instructional Techniques There are eight major factors that should be taken into consideration when choosing instructional techniques: Learning objectives. Is the content abstract or concrete? What is the level of complexity and comprehensiveness of the material? Participants. Are the instructors capable of using the techniques. if any. or changing attitudes.
often based on real life.National Trainers Team Belgium 2006-2007 - . which encourage learning by analyzing the case. situation Coaching demands high level of interpersonal skills Results usually take time to be achieved . An open discussion follows the member’s priority. defining the problem(s) & proposing solution(s) Opportunities of analysis & individual or Difficult in large group group discussion on key points of case May oversimplify the true complexity of a and problem solving ROLE-REVERSAL Enactment of reversed roles by the learners in a simulation so that they can appreciate the other person’s situation and/or feelings Usually face-to-face where it enables The same as role plays people to appreciate the other persons position Some more tips… Nobody has learnt how to swim reading guidelines “How to swim effectively” in his/her bed.range of emotions Enable rapid trainer and/or co-trainer and/or participant feedback/coaching Opportunity to try again COACHING embarassment for participants A process where a ‘coach’ through discussion helps a couchee to learn to solve a problem or complete a task Task-oriented approach Used to develop both individuals DISCUSSION Free exchange of opinions and information that can be open or controlled. A controlled discussion follows the prepared agenda of the leader/trainer. Can help promote group development or Can be very time consuming cohesion Allows for the expressions of ideas and the development or adjustment of opinions CASE STUDY Written examination/description of a situation.
. step PLAN ACTIONS step ON WORK TOPIC SELECT TOPIC The role of the moderator .Moderation „I did not know any more what was going on in my workshop. so I concentrated on moderating.National Trainers Team Belgium 2006-2007 - .„ (Jochen Mez. about his workshop on WeastCo ’96 in Bayreuth) What is moderation. step CLOSING 5...? When we talk about moderation we generally mean the method of moderation. step 2. having the following characteristics: • a special behavior of the leader (moderator) • procedure according to certain rules (methods) • using certain tools (materials) A moderation according to this definition is oriented in a certain scheme. 1. exNCVPX. the moderation cycle.step INTRODUCTIO N 6. COLLECT TOPICS 3.. This is a special kind of organising working in groups. step 4.
what has to be done or has to be avoided. of course. his methodology and his behavior in or towards the group. Questions make it possible to: • integrate all participants evident • coordinate steps of work The most important kinds of questions are: • open question • rhetoric question • closed question • contra-question • alternative question • reciprocting question • make moods transparent • make the knowledge of the participants • achieve consensus in the group Besides the question there are. which can be agregated to the phases of moderation: • matrix of getting-to-know • personal description • expectaion check • brainstorming ⇒ step 1: introduction/orientation ⇒ step 1: introduction/orientation ⇒ step 1: introduction/orientation ⇒ step 2: collect topics or ⇒ step 4: work on topic • questioning with cards • questioning ⇒ step 2: collect topics or accoding to the situation in every other step. The quality of the result is the responsibility of the group itself. Thus the moderator does not appear as a person who makes statements and gives answers. The moderator has the resposability that the group reaches a result. The methods of moderation The central method of moderation is the question. finding the solutions to its questions and problems and solving them itself.The moderator of a group is characterised by a very specific attitude.e. He is assistant and companion of the group. i. through ⇒ step 2: collect topics or according to the situation in every . but asks questions. He helps the group to work responsibly. He dos not say what is right or wrong. more methods.National Trainers Team Belgium 2006-2007 - . Especially three components influence the interdependence between aparition and work of the moderator: His personality.
according to the situation • several-points-questioning ⇒ At the end of step 2: collect topics ⇒ At the beginning of step 3: select topic • topic memory ⇒ At the end of step 2: collect topics ⇒ At the beginning of step 3: select topic • mind-mapping • peonza • plan of actions • mood barometer ⇒ step 4: work on topic ⇒ step 4: work on topic ⇒ step 5: plan actions ⇒ can be used at all times . ⇒ can be used in every step.acclamation • one-point-questioning other step.National Trainers Team Belgium 2006-2007 - .
. how could it be different.: Führungsaufgabe Moderation. Karin u. . Hamburg 1987. • flipchart and paper • tape • needles • pinwall and paper • cards (different formats) • point stickers • markers • scissors Preparation of a moderation The success of a moderation. a. Speyer 1993. but as we all know you can compensate a lot by improvisation..: Moderationsmethode.National Trainers Team Belgium 2006-2007 - . A thorough procedure includes the following points: • prepartion for the target group • planning of the methodology • organizational preparation This summary is based on Seifert/Pattay: Visualisieren-Präsentieren-Moderieren. depends largely on the preparation. 2 Sperling. 1996. Silvia: Visualisieren-Präsentieren-Moderieren. • thoughts about the aims • prepartion of the visualization Literature 1 Seifert. Jan B. 3 Neuland.. Michele: Neuland-Moderation. Eichenzell 1995 4 Klebert. Josef W. Pattay.Tools/material for a moderation The following selection of material is vast.
Key messages 4. Approach: Intro – Body – Ending b. (Museum. Use the tool called Outline of the session 6. SEX – find out a. Structure of session a. Others….How to Design a Session BIG STEPS in the designing process: 1. Use logistic – Visuals a. Flipchart . How? e. Techniques that you can use a. Fish Bowl h. Where? c. Role-Play g.National Trainers Team Belgium 2006-2007 - . Objectives of the session 3. How long? Etc… 2. Who? b. Show f. Working Groups d. Brain Storming c. Personal reflection i. When? d. Simulations e. Presentation b. etc…) 5. Fair.
Overhead Projector .National Trainers Team Belgium 2006-2007 - . Beamer c.b.
taste or smell. Each of us has a preferred channel of remembering data. process feedback Sub-group discussions ◊ Strengths everybody has contribution .National Trainers Team Belgium 2006-2007 - .Use of Tools Of course the aim of each training is that the delegates remember more easily what was said. 7% of what they hear and 41% of what they feel/experience. Verbal Brainstorming ◊ Strengths ◊ watch-outs ◊ applications builds on diversity wealth of ideas evaluations of ideas time consuming collecting new ideas Full group discussions ◊ strengths ◊ watch-outs Builds on diversity interactive might end without conclusion time-control strained relations ◊ Applications Develop ideas. Experiments show that delegates recall 52% of what they saw. So it is extremely important to use the three aspects in your presentation. The human brain stores information. 1. so that they can apply when they are preparing and giving presentations.
Visual Hand-outs ◊ Strengths ◊ Watch-outs ◊ application high volume of correct knowledge hand out before or after the presentation as reference flipchart ◊ Strengths ◊ watch-outs by build up: interactive. prepared: correct and organized location.High learning in subgroup ◊ watch-outs ◊ applications very time consuming almost no control different aspects of same subject 2.National Trainers Team Belgium 2006-2007 - . readable at 6 feet keep it simple limit the number and put numbers on each slide . controlled. 6 words. hiding writing record input literally changing papers is sometimes difficult ◊ applications training and presentation in not too big groups overhead ◊ Strengths catches attention long retention time clarity ◊ watch-outs 6 lines.
mathematics. nobody will notice this whenever possible prepare the flipcharts in advance (especially when you have a bad handwriting) put tab sections (post-it) with heading for easy references or cut corners of the flipcharts you need quick access to leave blank sheets of paper if you want people to listen to something you are going to tell tape important flipcharts around the room where they can be easily seen and used as a reference use abbreviations. specialises in analogical and visual thinking. logics. emotions and experiences. verbal communication and thus the memory for words and languages. PowerPoint ◊ Strengths ◊ watch-outs clarity keep them simple sleepy while dark software compatibility you need dark room ◊ applications presentations for larger audience Some Flip-tips : if you need to build up a very complicated picture you can draw before on the flipchart in pencil. Thus the right part of the brain „thinks in pictures and remembers especially emotions. The right part. on the other hand. .◊ applications training and presentation slides (dia). While the left part is specialised in digital thinking. but don’t forget to explain them never talk when writing on the flipchart do not cover the chart with your body when writing → practice writing important note that you may not forget can be put on the back of the flipchart KISS Keep it simple stupid : maximum 6 lines of text maximum 6 words Visualisation Why visualization?: Herewith I aim at the specialisation of both parts of the brain.National Trainers Team Belgium 2006-2007 - . language.
Because we perceive pictures with our eyes.National Trainers Team Belgium 2006-2007 - . use recommended for groups of maximally 15 persons advantages: • transportable • Possibility to prepare charts • Development can be seen step by step • by putting the paper on the wall the result is kept visible disadvantages> • Trainer shows back while writing • changing the paper is difficult (practise before. This side is mainly responsible for our creativity.e. i. If we want to reach our delegates on an analytical level as well as on an emotional level to enable them to have a holistic learning experience. visual perception stimulates mostly the right part of the brain. like how to cut the paper) • result cannot be given directly to the delegates to take them home • correcting is difficult and often looks ugly • good handwriting is vital how to use: • do speak into the direction of the audience. thus only a few remarks: flipchart: popular in AIESEC events because of its easy handling. never speak and write at the same time • do not cover chart with your body (practice writing and the side of your body) • prepare tape at the chart for hanging up the paper • if necessary you can put notes and hints at the back of the flipchart . we have to stimulate both parts of the brain => visualization How do I use media correctly?: Well known topic.
In this case it is easily possible that you get the same words several times. use well readable handwriting in printed letters only! After collecting the cards. often used for the agenda check. As last step you search headings for the clusters to make the result easier to overlook. But you should ask the group whether it is o. It is important to make clear how the technique is to be used. If something does not fit in.National Trainers Team Belgium 2006-2007 - .Pin board with metaplancards: is sufficient for groups up to 10 persons. you will loose your credibility for the delegates. only clarifying words by the person who has written the respective card. it does not fit in and cannot be talked into it. except for the case that it is a big group. especially in large . all cards are read out loud and clustered at the pin board. The writer also decides where the card should be put. because within AIESEC the technique is often used in an incorrect way. advantages: • very interactive media • integration of all participants is easily possible • relatively anonymous in a brainstorming disadvantages: • when carried out correctly it needs a lot of time how to use: • keep a reserve of cards for participants who want to write a lot • if short in time use harsh timelimit (nevertheless a form of brainstorming) • make clear to every delegate how important the writing is. No criticism (form of brainstorming). With the groups you should not work according the principle: less groups are better. group work and brainstorming.k. In a short time you can collect the ideas of the group and structure them. that the words that appear double or more times are not put up. All cards are put up. After giving the topic it should be clear to everybody that every card is used for one argument only with maximally 3-4 words. When you use illogical reasons why a card should be put just at that place. using the explanation that the pin board will be hard to overlook with so many cards.
clarify with the OC whether you will have one. a lot of blackouts how to use: • the standard position of the projector is „OFF“ • do not use bright colors • when pointing in the slide. you never lose visual contact with the group • possibility of preparing beautiful slides (greetings from PPT) • by overlaying you can illustrate developments • can be copied=> result can be given fast to the group as a handout • if using non-permanent markers you can correct the writing • slides can be re-used disadvantages: • it has to be possible to dim the light in the room • too much information on one page • own size of writing is hard to calculate • a lot of technic. if you really want to use it.groups • reading and clustering should be done by a member of the group OHP: can be used up to the sice of an auditorium. only scarcly at disposition in AIESEC meetings. advantages: • direction of you view is the group. put a pen on top. most of the time you cannot rely on having an OHP. otherwise you can see shivering hands (otherwise use cocktail sticks as pointer) • read from the slide and not from the wall • Overlay-technic • use more than one color • do not put more than 3 pieces of information on one slide (better use a larger font instead) .National Trainers Team Belgium 2006-2007 - .
writing • to make „dry“ topics more „digestible“ • e. it shall be made clear that developments from the left bottom corner to the right top cormer are seen as positive and a development from the left top corner to the right bottom corner as negative (think about business administration). Diagrams are hardly used by AIESECtrainers and symbols are used automatically by most people.g.e. but it should be printed letters. mark lines on the paper with a pencil or use the paper with the printed lines.National Trainers Team Belgium 2006-2007 - . but do not kill the delegates with too many colors. slide or poster. i. etc. because this part seems to be less interesting for a normal AIESEC-training. use headings and sub-points. according to my point of view. • If you tend to „fall“ with your writing when writing from the side of the flipchart. Colors should be varied. although mostly standardised symbols. frames and clouds diagrams: • are very useful when you want to illustrate the relation of two variables • developments can be shown with line-diagrams • illustrating amounts you can use „diagramas de barras“ How do I put the visualization into the correct order? It is important to treat symmetry and order because that is like the usual flow in AIESEC. making it clear with colours or underlining.g.How do I use elements of visualization correctly? Best only make a short presentation of this topic. not more than 4 colors per flipchart.e. • The writing should be structured. writing: • It is a point of discussion whether or not to use only capital letters. How do I prepare myself? • aim: it is not completely clear to most trainers. graphics: • to emphasize e. Moreover. i. what .
he has to be clear about his aims first. most of the time. They often confuse it with the contents. To make an alinement of the whole training towards this aim possible. a story at the beginning (functions as an icebreaker at the same time) a visual tool (a video.g.National Trainers Team Belgium 2006-2007 - . Put the chairs as you want them to be. . You can compare it to a pilot. • content: To get the content it is useful to ask youself questions like what would have helped me at the beginning of my time as a member of the EB. • opening: Some possibilities for an opening might be e. On the basis of this you should collect information in the respective areas.g. Having worked through the material you know what you want to use from that yourself. let them develop their own ideas and do only interfer if the plane seems to be crashing. etc. Make sure that every delegate can see. That means for us: let the delegate work themselves. Build up the flipchart or the pinboard or whatever you might need or have. better check you material. manuals from the NC or other countries. but the flight itself should be better done by the autopilot.g. an expressive slide at the beginning) a surprising statistic an unknown statistic a promise a short introduction of the main argument or the aim of the session. calling the NC. is not the problem. In AIESEC you mostly use a semicircle. I want them to be seen as a unity. e. a slideshow. Even if you know the OC. Opening/ Main part/ closing/ follow-up of a presentation: Although these parts are mentioned individually. • topic: the topic. in the folders of the LC. Do not make it too long. He should prepare the start and landing very well (e. in your folders.g. main part and closing. Here you should focus on opening. • flow: The flow of a presentation will be treated extensively in the context of the planning of a training.is actually the aim of the training. Aims can be e. with notes). open to the trainer. • preparation: get used to the room. excellent knowledge trasfer or motivation of the delegates. so that the delegates can see each other and thus can discuss better with each other. because the trainers usually have a high knowledge in thier speciality and thus know much about their topic.
g. as it also has a motivational effect) a visual tool (see above) follow-up: Part of the responsible follow-up for an AIESEC-trainer should be to treat the feedback with responsibility. . This means you should think in advance whether the flow of your agenda has sense and is understandable for everyone. Still there should be so much flexibility that you can react to the needs of your delegates spontaneously.National Trainers Team Belgium 2006-2007 - .g. it should only be used when it really fits the situation. a summary (within AIESEC often useful for a repeated representation of the topic) treating the main point again an extract or a poem (but be careful. e. you should learn to read between the lines and visualize again in which situations you think of your own performance as good or bad. • closing: Some possibilities for a closing might be. otherwise it is ridiculous) an appeal. • main part: The main part should be characterized by a logical structure. As feedback in AIESEC meetings is often not given as extremely as it should be. for activity (often used within AIESEC. e..The sense of the opening is to relax the situation and build up curiosity. The loss of information is smaller when you introduce your fresh impressions into you concept directly after the meeting and not with a huge time distance.
Wait for something concrete and ask group about it. . Try to figure out if he feels comfortable in the group. Probably doesn't feel comfortable.How to handle difficult delegates Heckler What is he doing? Asks questions: Why? How? Etc. Is aggressive and likes to argue. but not to hard. You can feel aggression in him. If you know that this particular person will act like that during training. just to make trainer some troubles. do it. talk to him before you start a training. Ask him to write on a flipchart. put them on sides like in school. Gets satisfaction from being pain in the neck.not to get answer. if they like his behavior . Tell you agree with him and go on if it's possible. Use him in some role play or case in front of everybody.National Trainers Team Belgium 2006-2007 - . It's a type of a person which likes to over fuck training. Try to find ripostes for his texts . If you feel you can make laugh of him. this will give him something to do and can make him quiet. Play ping-pong with him or the group with his questions. How to deal with him? Never show him that you're sad or mad at him.you have to be bright and fast. . Ask him to wait for you after training for a little conversation.if yes.
Talker / Know All What is he doing? Loves to talk. How to deal with him? Wait when he takes a breath. maybe he can share his knowledge with us?”. Interrupt him and ask group to comment it. Stop him by asking him very hard question. If he is smarter then you on some topic. in a case or role-play. Ask him to write on a flipchart. thank him and go back to the topic. The totally last possible option is to ask him to shut up!!! .g. e. Send him to bring you a cup of coffee or coffee break for the group.National Trainers Team Belgium 2006-2007 - . If it occurs he knows something. ask him to lead the group. Is asexual exhibitionist – likes to be in the center of attention. Is well informed and likes to show this. this will give him something to do and can make him quiet. Show his incompetence and lack of knowledge. Tell to the group: „Ooh! As you can see we have an expert here. it's very hard to stop him. use his knowledge.
Use his statements to make group laugh. How to deal with him? Don't let him put you out of your nerves! Avoid direct confrontation! You have to feel the situation. Will try to make you "kozioł ofiarny". Make him tell to all participants what he wants to change to make situation better. Last possible case: if he is really not interested.lies down. put legs on chairs. Ask him for facts. Have strong eye contact with him. Give him your respect (approbation). or give him your attention before training.ask him for attention and tell his behavior interrupts you in training. pay big attention to him but not too much. Is very annoying.give him an ultimatum: "You will calm down or leave the room!!!".Gripper What is he doing? Has attitude like: „we can't do this. ask questions. Show him that one of the conditions of this session is having constructive and positive attitude. If this person makes bored positions . .National Trainers Team Belgium 2006-2007 - . yawns . ask him to leave the room .only negative thoughts. Use step by step influencing on him (from small manipulation to bigger). it's impossible” . you can add reasons why we met on this training.
Whisperer What is he doing? Doesn't understand what is going on but tries to explain and make it more clear to the others; Has inputs and tell stories and makes jokes of your training; Is bored, nervous, sometimes critical; He's over fucking trainer. There is always one of them but has to talk to someone, so he's looking for a pair. How to deal with him? Use light-house technique – have eye contact with all the participants of the group including himself; Stop talking, wait if he notices it and non-verbally ask for permission to continue the training; Listen to what he says, he may be right sometimes; Ask him to share his opinion and thoughts with the group; Try to involve him into training - play role-play solve case (usually people like him have a lot of energy); When you're talking about something, say the name of this person, as he was just a part of your statement Say: "I'm very sorry for interrupting but we're having training here...”; If they are more, put them on sides (whisperer and his pair).
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Silent One Silent One - person which is Bored What is he doing? Is always bored and not active at all – you can see he doesn't give even 1/16 of what he could. How to deal with him? Smile on him; Ask him difficult concrete questions; Talk to him using his name as to a person which knows a lot - ask him to share his experience with us; let him feel that if he says something it will give benefit to all the group; Use him as a help with exercises, try to engage him; Silent One - person which is Lost What is he doing? Doesn't feel safe; Is shy; Doesn't believe in himself. How to deal with him? Ask him simple questions; Talk to him using his name; Make him feel comfortable, safe; Raise his ego; Be careful and do not pay all your attention to him - otherwise he will get closed; Avoid asking group to tell their opinion one after another, some people don't like this; Make interactions in small groups - it's easier to integrate them and make some people open; Create pleasant atmosphere in group – beer, talks; Before training, "break ice" first - talk with the group about something not connected with the topic.
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Tips & Tricks 1. Clothes to be comfortable, not to many colors and strange combinations of colors. Last but not least have decent cloths. 2. You have to take into consideration the level of understanding of the audience 3. Include buffer time in your sessions 4. If there is more than one trainer, have pre-meeting 5. Go to toilet before 6. Blow your nose before 7. Take care what you eat/drink and in what quantities 8. In Working Groups address delegates by names (they all have badges) 9. Interact with delegates during the conferences 10. Be in all the plenary (opening and close)
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Jones. New York. Icebreakers. Then build it into your training. 1992. efficiency. number.National Trainers Team Belgium 2006-2007 - . Juggling for the Complete Klutz. 1997. Puzzles and exercises that make people think. Belknap. The Encyclopedia of Games for Trainers. Jones. trust. Cassidy. Categories include combinatorial. Andy. procedural and word aha’s.. geometry. Kinlaw. 1993. Gary.. 1992. Dennis. Handbook of Leadership Training Activities. Gardner. Dave. and simulations. Organizational Design and Development. communication. Categories include stretching mind and body.. Consalvo. Houston. 50 one-hour designs for leadership training. Learn to juggle. CA. Ken. and more. decision making.Training & Team Building Bibliography Arch. A sourcebook of games. Klutz Press. Gulf Publishing Company. Categories include creativity.C. logic. McGraw-Hill. exercises. 18 structured activities in a wide range of learning themes. Ken. activating energy. Workplay. Mind Body Magic: Creative Activities for Any Audience. Palo Alto. John & Rimbeaux. Amherst. 1993. HRD Press. New York. 1978. icebreakers. people skills. opening up creativity. and more.. 1998. McGraw-Hill. 1997. Whole Person Associates. Kirby. New York.). Aha. 57 magic tricks to build into your presentation. . leadership. etc. B. Duluth. King of Prussia. Short and long activities in lots of areas: creativity. PA. Scientific American. and personal exercises (communication. Imaginative Events for Training. Tricks for Trainers. Inc. TX. 1988. Kroehnert. Resources for Organizations. New York. Carmine M. 100 Training Games. resource management. Martha. Inc. Good for team building. McGraw-Hill. and relaxing into stillness. MA. Martin. relationships. 1991.. Inc. MN.
group. 1995. Sikes. mid-course energizers. 1997. Kendall/Hunt Publishing. Creative Training Techniques Handbook. Inc. The book for every library on how to make training creative in a gazillion ways. communication. 1993. and process improvement. Naper. 1998. New York. Quicksilver. IA. Sam. Lefevre. Dale N. communication. The Big Books of Business Games. OK. Sam. team building. leadership. . problem solving. 1988. Steve.. perception. New York. surfacing problems. team building. Includes games for openers. Dubuque. facilitator/presentation skills. and self-management. 1998. New Games for the Whole Family. MN. Feeding the Zircon Gorilla and Other Team Building Activities. Lakewood Books. Active and cooperative games you can adapt for small and large groups at work. 1995. initiative problems. B.. trust activities. direction. Minneapolis. managing change. Puzzles to get people thinking differently. Sikes. Putnam Publishing. Rohnke.. 35 creative games and activities that address issues including trust. Pike. McGraw-Hill. Adventure games. conflict. Detailed instructions for interventions for solving team. & P. Rodney & Gershenfeld. Publishing Company. Will. and communication. New York. Learning Unlimited Corporation. The McGraw-Hill Companies. creative problem solving. OK.Categories include icebreakers. Advanced Games for Trainers.National Trainers Team Belgium 2006-2007 - . and a guide to effective leadership. motivators. Karl & Butler. Shortz. Learning Unlimited Corporation. Newstrom. 1990. Brain Twisters from The First World Puzzle Championships. learning. Edward. New York. Tulsa. John & Scannell. and organizational problems. ed. Matti K. Executive Marbles. Tulsa. presentation boosters. evaluation.. Robert.
HRD Press. Games That Teach: Experiential Activities for Reinforcing Training. communication. Snow. Pfeiffer & Company. Amherst. Activities from the world of adventure based team building and ropes courses. Categories include career development. Sivasailam.. Mel. application planning. VanGundy. These are some of the puzzles he used in his teaching. 26 frame games and a detailed explanation of how to implement games. Inc. Detailed instructions for using triangles (also known as tangrams) to explore group interactions. team building. diversity. San Francisco. 1992. 1994. 1994. Bob. Edward. medium. Lynn & Pike. McGrawHill. and motivation.38 creative games and activities for small. Instructions and examples of games using cold. 101 Ways to Make Training Active. leadership. 1994. problem solving. Solem. Harrison.National Trainers Team Belgium 2006-2007 - . MA. San Diego. creativity. change management. 1995.. 1997. Detailed instructions for using and modifying the "group grope" game – a small group activity that can be played in 30 minutes. 1998. MA. Group Grope. Amherst. teaching information. Steve. HRD Press. New York. 1998. Includes tips for active training and activities for getting participation. Wakeling. interviewing. Triangles. ed. Amherst. action planning. Lewis Carroll taught mathematics at Oxford University. energizers. evaluation. Silberman. Lewis Carroll’s Games and Puzzles. San Francisco. Indoor/Outdoor Team Building Games for Trainers. 1997. San Francisco. Sugar. Jossey-Bass/Pfeiffer. Dover Publications. and values. Thiagarajan. Thiagarajan. Sivasailam. 50 Creative Training Closers. negotiation. Jossey-Bass/Pfeiffer. 101 Great Games & Activities. Jossey-Bass/Pfeiffer. . goal setting. MA. hard cash. New York. reviewing information. Thiagarajan. Sivasailam. HRD Press. Cash Games. celebration. Activities for reviewing content. Arthur. and closing. and large groups.
Approx.Icebreakers GETTING AQUATINTED Aim: (1) (2) To provide opportunities to become acquainted with other members of the group. (1) (2) (3) 12 blank sticky labels or strips of masking tape for each A copy of the Labeling Category List for each participant. (See below). Pencils or felt-tipped markers. Participants mill around and choose a person who best fits each category. Each participant must copy each category on a separate blank nametag. The group leader distributes a copy of the Labeling Category List to Procedure: each participant along with blank name tags. Time: Materials: participant.35-40 minutes. Labeling Category List: Warm Shy Fun loving Sexy Mysterious . The group leader forms groups of 5-7 members. Stick label onto clothing of the person you select and engage in a one-minute conversation (20 minutes).National Trainers Team Belgium 2006-2007 Intelligent Happy Friendly Sincere . To promote feedback and self-disclosure among participants regarding initial perceptions. Each group must discuss their reactions to being categorized and labeled (or not labeled) by others' first impressions (15 minutes).
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Let's play a game that will help us find them out. "How many names can you remember?" "Which are they?" Time Could take one session Background . If you want to come with me you have.National Trainers Team Belgium 2006-2007 - . "None of us knows any other's name. I am going on a world trip and I am taking Tomatoes with me. You have to bring the right thing. My name is Tom. The game proceeds until everyone can come. to say your first name and what you want to bring. The first letter of our first name must be the first letter of the thing you bring. At the end of the game the teacher asks each student two questions.WORLD TRIP Aims: To find out the names of other members in the group To provide low risk activity To stimulate logical thought Description A game to help group members learn each other's names Approach The group could be sitting on the floor. The teacher enters the group and introduces the game by saying.
changing places. speed up. and one more person. Do with bits of paper being delivered. A returns and has 30 seconds to guess who's missing. fun. such as sweets. concentration. Do at a run. 'Tell Joan I said thank you for helping me yesterday.This activity would be best used at the initial meeting of the group.' Continue until messages run out. Variations: Add consequences for the loser CHINESE WHISPERS Materials: None Aims: Positive feedback. building groups. If he does he wins (a small sweet. scattered around the room.1eaves by the other door. Variations: Do as graffiti on large paper on walls. A goes out. The group moves around.g. send them a message via someone else: e. if he doesn't B wins. Procedure: Group is seated. good for closing exercise Procedure: Members mill around. etc. if you wish to give prizes).National Trainers Team Belgium 2006-2007 - .(optional) Aims: Memory training. WHO'S MISSING Materials: Small prizes. or hides. B. One person. THE NAME OF THE GAME . slow motion. When you see someone you'd like to communicate with.
If a person cannot remember the name of the person who has thrown the ball to him. the person holding the ball throws it to any person. The ball is passed around the circle and each person who receives the ball says their name very clearly (usually just the first name).National Trainers Team Belgium 2006-2007 - . The ball is then thrown to someone else who must say the next thrower's name. Aims: Introduction. memorizing names Procedure: New group sits in a circle of not more than sixteen. . One person is given a ball. The game continues until everyone can remember the names of the people within their group.Materials: One ball for every group of about 15 -16. That person must say the thrower's name. they must ask and repeat the name before proceeding with the activity. Group size is usually about sixteen. When everyone has been named and the ball is back to the beginning.
who says: 'A what?' to the leader. Teams: Team 1 is 'Noughts'. first cross runs and sits with arms crossed on chest. and the 'A tick' must pass all the way back. TICK TOCK Materials: Two small different objects. start over. the first naught runs to a chair and sits with arms circled above head. Leader continues to call them alternately until one team wins (same rules as paper Noughts and Crosses).HUMAN TIC-TAC-TOE Materials: 9 chairs. saying: 'This is a tock' etc. as long as desired. When this has been practiced a few times. passes it to his right. Start over. Team 2 is 'Crosses'. When the leader calls 'noughts'. they line up In corners of the room facing the chairs. to return both objects to the leader without losing the flow or concentration. start another pen to the left. fun Procedure: At one end of the room. Keep score (optional). 'This is a tick'. warm-up. Leader calls 'crosses'. concentration Procedure: Leader has pen (or other object). Runner must sit before Leader counts to 5 slowly. call losing team first. running space Aims: Active participation. before the pen is passed. Confusion is encouraged and acceptable. such as a blue felt pen and a red felt pen. FAMOUS PEOPLE . Player 1 says: 'A what?' Leader repeats: 'A tick'. saying: 'This is a tick'. and at the same time. 1 then passes it on saying. three rows of three chairs each. four feet apart. Player 2 says: 'A what?' to player 1. Aims: Breaking the ice. Let the group try. Each time the 'What?' must pass all the way to the leader.National Trainers Team Belgium 2006-2007 - .
Now. When he knows who he is. MOVE TO THE SPOT Aims Introductory Movement Awareness Relaxation Materials Large.National Trainers Team Belgium 2006-2007 - . movement. leader pins a name on each person's back. Aims: Procedure: Mixing. and no questions allowed. Now look at and concentrate on a fixed spot on the floor.Materials: Famous names on strips of card or paper. 'I am alive'). empty room or space Learning to follow simple instructions. etc. starting conversation. and (C) settle into the new spot. Each one must walk around and try to find out who he is by asking yes-orno questions of everyone else. warm-u for Drama P Procedure Leader says: 'Find a place to stand by yourself. Variations: Try it non-verbally. Could be real people (Joan of Arc). (B) move at their own pace. fictional (Superman). he pins the paper on his front and continues to help others.' Leader continues to give similar instructions.g. straight pins. move to that spot in a straight line pacing yourself so as not to have to stop. somewhere across the room. Try insisting that everyone must make statements (e. Instructions for (B) could include moving to the new spot: backwards in as few steps as possible in as many steps as possible travelling in circles . allowing time for individuals to (A) concentrate on each spot. ice-breaking As people enter. while avoiding bumping into anyone.
The group stands in a circle and tells the story of Mrs O'Grady and accompanies with actions: First person: "Did you hear what happened to Mrs O'Grady?" Second person: " No.travelling in squares using as few jumps as possible with hands on knees. What happened?" First person: "She died. imaginative with suggestions Observe who seems confident." Second person: "How did she die?" First person: "She died with her hand on her head" (places hand on head) 2. moving along floor without using hands using only two out of four legs Variations Have group invent more instructions. ability to communicate. MRS O'GRADY Who: Small Group Where:Inside or outside in roomy area Aids/Equipment Objectives: None To assess social skills. who becomes competitive. The second person puts their hand on their head too.National Trainers Team Belgium 2006-2007 - . willingness to participate To encourage group bonding. toes etc. relax with each other Leaders Hints:Observe who is enthusiastic. says the same speech to the third per son and adds another action. Instructions: 1. so the person at . shows group spirit.
each group has one role of toilet paper until tomorrow when we go to the shop. the leader explains that we do actually have toilet paper and that what each member of the group must do is tell the group one thing about themselves for each piece of paper that they have.National Trainers Team Belgium 2006-2007 - . However. but do not have access to go and buy any. Procedure Sit down with designated group and explain to them that in all the rush. TOILET PAPER GAME Group Size work. MAKING THE LONGEST CHAIN Group Size Materials 2 teams (or more) of at least 4 None .8 people is most effective. but slightly smaller or slightly larger would also group will be placed in a situation where they may need toilet paper for the next certain period of time. Each group member is to then take as much toilet paper as they feel necessary to last them that amount of time. Materials When and Where A roll of toilet paper per group On arrival to an O'Camp or State Conference site where the to use 6 .the end has all the different actions. Conclusion This is a silly game intended to relax the group and begin group bonding. Once each member of the group has their toilet paper. we were not aware that the site does not supply toilet paper.
but make sure that there is one less chair then the 6 and up Chairs for everyone but one person A good game to get to know people or in between sessions when working with a small to middle sized group.National Trainers Team Belgium 2006-2007 - ."All those wearing watches. SCRAMBLED EGGS Group Size Materials Where and When contact is involved. so that he/she can get to a chair first. The chains must be made of only the clothing currently being worn by the people in the group. The aim is that people have to strip down as far as possible to make the longest chain." When "scrambled eggs" is called out.Where and When each other. so that you are no longer the person in the middle." "All those who had breakfast this morning. Procedure Seat your group in a circle. Your aim is to occupy one of the vacant places before someone else. Then the person who has been caught in the middle must think up a sentence that will cause others to change chairs. It is not possible to move to the chair on either side of their present position. You stand in the middle of the circle to begin the activity. everyone must change chairs. Procedure A fun break in between activities with a group who are familiar with Tell each group that the aim of this game is to make the longest chain. . Examples of sentences that can be called out . Explain that you are going to call out a sentence and anyone to whom the sentence applies must get up and change chairs. A bonus in some instances as no close physical number of people on the group." "All those with blue eyes. The team with the longest chain of clothing wins.
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Procedure 1. Suggested Ideas Tree Snail Bulldozer Elephant Telephone Vacuum Cleaner Paper Weight Food Vending Machine Banana CAN I COME TO THE PARTY? .BE IT Group Size Materials Time Where and When know you activity. and each time they should try to shape their bodies into the form of that object. Then explain that you are going to name a series of objects. Variations For a group that is more comfortable with each other. ask them to make a noise as well as an action.National Trainers Team Belgium 2006-2007 - . to use up excess energy. Ask the participants to spread out around the room so that they have plenty Any size None 5 minutes Use to break the workload. as a getting to of space to swing their arms about Explain that the activity they are about to do is called "Be It" and is involves a bit of imagination and letting go of your inhibitions.
National Trainers Team Belgium 2006-2007 - . invite one of the group to be the “party host”. determined or “give up”? Instructions: 1. Invite them to ask if they can come to the party. You can give hints. Use the criterion agreed upon. Conclusion: This is another activity involving learning through observation. but you can come in suspenders” (!) When the criterion has been guessed. such as “No you can’t come wearing a bra.Who: Small groups (separated into pairs) Where:Enough room for the group to form a large circle Objectives: To learn from observation To communicate non-verbally To motivate and energise the group Leaders' Hints: Observe how participants react to the cues Do those who don’t understand become frustrated. The leaders need to decide the criterion for coming to the party. You may invite: Those who are wearing clothing ending with a consonant Those who have their feet crossed when they are to be invited Those who ask when you have your feet crossed Those who ask you addressing you by name Sit participants in a circle and explain that you are going to hold a party to which they may or may not be able to come. start the game. This can vary and have any degree of difficulty. By exercising these skills. we become better at learning from those cues that people give us. MEMORY GAME Who: Small teams of people (say 3-5 in each) .
a spoon.Where:A room large enough for each team to be able to sit in a circle. ask for more details eg title of book. Aids A blanket A number of objects (eg a book. Variation Conclusion If too easy. a phone etc) Pen / Paper / Score Sheet Objectives Simple memory test Leaders Hints Nil Instructions Place 10-15 objects under the blanket Everybody has 5 seconds to look at them Then people individually write down what they saw Next collectively write down the objects (within each team) Remove blanket and check that all items were identified If time remaining replace blanket and ask each team to draw a map of objects as laid out under than blanket.National Trainers Team Belgium 2006-2007 - . colour of spoon Non-threatening team game for new members .
National Trainers Team Belgium 2006-2007 - .THE WORLD Who: Small groups. since at the end of the exercise you can identify which of the countries are AIESEC Member Countries. Particularly useful for AIESEC. no real limit on the total number Where:A room Aids Large sheets of paper An atlas (for the judges) Pens for each group Score Sheet Objectives To informally test people’s general knowledge of world geography Leaders Hints Nil Instructions Draw a map of the world. showing the borders of each country and the location of the capital. but not the names of the countries or the capitals See how many countries and capitals each group can identify in a given time period (say 10 minutes) Award 1 point for each country. Stones . TEAM HOPSCOTCH Who: Small groups Where:Outside on a cement (or other hard) surface Aids Chalk. 1 point for each capital (accuracy is up to the judges) Conclusion A good game for breaking a large group up into small teams.
Player turns and hops back to square one to retrieve stone.Objectives To have fun Leaders Hints Be careful to explain the rules carefully Instructions The whole team must travel up and down the hopscotch “board”. Process is repeated until person has travelled up and back. TRAIN GAME Who: Large groups (approx 20) Where:Inside or Outside Aids Nil To get people to mix Objectives To have the person in the centre of the circle try to catch the train . player tosses the stone into square one. 1 2 3 4 5 6 7 8 9 Each player uses a flat stone. Each team must do several laps or several games.3 etc. then hops back to square they landed in and throws stone into next square. may be used in mini-olympics.National Trainers Team Belgium 2006-2007 - . then hops over it as far as he/she can ie into square 2. If stone does not land in appropriate square. Each team member takes a turn. depending on the time allowed. or player hops into square containing stone of if player touches the ground with hand of foot they must start again. Conclusion Good team game.
and they also have the power to change the direction the train is travelling) The person in the middle catches the train by pointing at a person who has received the train on one side but has not passed it on to the other side of them. Conclusion A good game for groups of people who know each other well enough to feel comfortable holding hands.National Trainers Team Belgium 2006-2007 - . or for groups who are beginning to be bonded (eg new directors at a national conference) ANIMAL NOISES Who: Where: Aids The more the merrier (at least 20) In a large room or outside Animal names on slips of paper Blindfolds if you have them Objectives Leaders Hints Nil To communicate with others without using normal everyday words . so if a person feels a squeeze of the hand on the left side.Leaders Hints Appoint your most vocal people as stations and crossings Instructions Group stands in circle with hands joined One person stands in the middle of the circle The train moves by a squeeze of the hand. they must squeeze the hand of the person on their right side Appoint a few people around the circle to be crossings (these people shout “ding-aling” as the train passes through them) and stations (these people shout “Toot” as the train passes through.
That person is now dead and cannot participate in the rest of the game. he may accuse that person of being the murderer. keeping their eyes closed all the time. find the other cows. Sit back and laugh WINK MURDER Who: A group of people (preferably 15 – 25) Where:Inside a room big enough for everyone to walk around Objectives Instructions To learn from observation Everyone sits in a circle and covers their eyes. elephant. If not.Instructions Each person is given a piece of paper with the name of an animal on it eg cow. Everyone has to close their eyes (or be blindfolded) and by making the noise of their animal. and a new game starts. horse. and turkey. A murderer is caught if he/she is accused correctly by tow people. horses etc. owl. If an accuser and a supporter are both wrong. the accuser must withdraw from the game. You choose a murderer (unknown to others) by tapping them on the head Everyone uncovers their eyes and starts to walk around so that they frequently pass each other. the accuser must have someone else back up his or her claim. If a person receives a wink he/she must wait for 5 seconds and then fall to the ground (shouting “aaagh!” on the way down).National Trainers Team Belgium 2006-2007 - . “I think X is the murderer”. dog. The number of animals you use is up to you. The murderer may kill anyone by winking at him or her. by pointing at the accused & saying. . If a person spots another person winking at someone. Variations Conclusion For large groups. they must both withdraw from the game. just give inform each person of their animal verbally. but you want to use each animal at least 4 or 5 times. After the accusation has been made. The suspect does not have to comment. goat.
The person comes back into the room and stands in the middle. inside or outside Aids Nil To test people’s powers of observation Objectives Leaders Hints Nil Instructions Groups sit in a circle facing inwards. bending forward etc and the others in the group have to copy the movements. one person per group leaves the room. The leader makes a series of movements eg scratching head. waving arms. The others decide who will be the leader. Conclusion Good for strangers or friends. by carefully watching the change of the movements has to guess whom the leader is. or even friends! WHO’S CHANGING THE MOVEMENT Who: Groups of people (approx 20) Where:Enough room to sit in a circle. . The person in the middle. lifting leg up and down.Conclusion A good game for a group of strangers.National Trainers Team Belgium 2006-2007 - .
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group interaction. each person telling the other as much as possible about himself. group decision-making. After five minutes ask the class to come back together again as one large group (preferably in a circle). a doctor. whether each person played an active or passive role. Procedure: Divide in groups of 8 . therefore they must get rid of several members. e. accidents. have a life raft or desert island or space ship.TEAM BUILDING BOMB SHELTER Materials: None Aims: Role-playing. Set a time limit for the decision. rituals. Variations: Instead of an air-raid shelter. how satisfied each was with his role. etc.10. ceremonies. movie-star.g. Divide the class into pairs. Each group member must argue as to why he should be allowed to survive. funerals. big enough and with enough air and food for only six people. Add incidents. mother.National Trainers Team Belgium 2006-2007 - . Ask the students to pick those things about themselves that they think are important to share. housewife. (These can be written out and picked from a hat). Tell groups they are in an air-raid shelter after an atom bomb has fallen. Each group member adopts a specific role. etc. usually an occupation. . A group decision must be reached as to who goes and stays: no suicides or murder allowed. Later discuss how the group interacted making the decision. ONE SPECIAL THING This exercise is a good one to use early in the semester because it helps to build a sense of group rapport through the establishment of an environment for self-disclosure. an athlete. a teacher. Instruct the students to carry on a normal conversation for five minutes. Then ask each student to introduce his partner by stating his partner's name and the one special thing that impressed him as most important about that person.
c) Participants hold the waist of the person in front d Everyone bends their knees until they feel themselves supported on the knee of the person behind. with right shoulders Circle of over 25 people towards the center of the circle. The person is held there for a specific period. SITTING CIRCLE Materials: Aims: Trust. and Humor M. It is often a good idea to have the groups raise and lower in unison.' " Educator Handbook of Stories. let's play darts. Mother.walk. I'll throw the darts and you say `Wonderful. Have the person involved give instructions to the group.If you like. Dale Baughman BODY LIFT Aims: Trust. group development Procedure: Group chooses each member in turn and elevates them to a horizontal position above the heads of the group. concentration. you can end the discussion by asking the group to talk about what it was like to talk to the other person and what it was like to be talked about in the group. fun Procedure: a) Group stands in a close circle. This often avoids confusion and helps concentration.National Trainers Team Belgium 2006-2007 - .. etc. rock. Variations: Vary speed and control of lift. b) Circle closes so that everyone is touching the person in front and behind them. Quotes. in queue form. It is expressed cogently by the lad who says. Every person needs recognition. . The elevated person must relax and close eyes. and then lowered carefully to the floor. Combine with Backward fall & catch.
to move slowly and to be gentle. each person sitting on the knee of the person behind.National Trainers Team Belgium 2006-2007 - . Tangle ends when group is too tightly packed to move. Note: This can only be successful if the circular shape is maintained throughout and it is helpful if the group leans slightly towards the center as they are trying to settle down.group leader setting the pace by going first.e) If successful (rare first time) the whole group is self supported. (very difficult. First person leads chain through itself. It is often better to start out with descriptions of themselves . trust. between legs. etc. Each person has a chance to sit on the chair and talk to the group. . SPEAKEASY Materials: Aims: Procedure: One chair Self-validation. Variations After secure sitting position is achieved 1 Everyone leans inwards slightly and raises left leg 2 Try alternate stepping with right and left feet. giving them directions without touching them.) TANGLE Materials: Aims: Procedure: None Group development. They can develop any subject of their choice. over and under arms. group development A chair is placed in front of the group. warm-up Whole group links hands into a human chain. Extra care must be taken not to break the chain. One person then untangles the group.
short people big (expansive and extrovert) .quick witted stiff person .loose person rich . CONCENTRATION POINTS Materials: None Aims: Improvisation.Frenchman pompous person .lazy taciturn person . then discuss. give views.National Trainers Team Belgium 2006-2007 - . Variations: Speak on controversial subjects. running with slow motion (really slow.chatterbox Englishman .small (nervous and introvert) floating .friendly person . especially if a drama lesson is over 60 minutes long.mud wallowing sleek and darting . do values continuum. exuberance with sorrow old people .poor strong .slow and ponderous slow witted .This is very important activity which can become a permanent feature of each drama lesson.young people tall I people . etc. argue. running and leaping with slow motion. Positive developments can result in group discussion and ways of resolving problems. almost imperceptible). movement Procedure: Compare Work in pairs or teams: use mime or short improvisations silence with noise.weak industrious .
criminal angel . They must do the same to the people behind them and pass the message along.pedestrian slow people . Everyone lines up in a single row behind the leader.serious person . 4. and if they need to step down. 3.National Trainers Team Belgium 2006-2007 - . shopping TRUST WALK Who: Large Group Where:Walking outside Aids/Equipment: Objectives: Blindfolds To develop group and individual trust To communicate without words Leaders Hints: Who is willing to trust the person in front of them? (step confidently) Who communicates with the people behind? Instructions: 1. Each person puts on a blindfold. The leader leads the line outside and around the grounds.silly person school teacher . Explain that when they walk outside.1etter writing. .(Group leaders should be spaced every couple of students to ensure they remain safe) 2.devil motorist . the person in front will tap their left leg.quick people Variations: Development into improvisations: dealing with various situations. people might be involved in conversation. Each person puts their hands on the shoulders of the one ahead of them. if they need to step up the person in front will tap their right leg.school child policeman .
Each group is given a proverb/expression and ten minutes to prepare. when people are more familiar with each other.National Trainers Team Belgium 2006-2007 - . To motivate and energise students who stands away or doesn't contribute The skit is to be quick and similar to charades. . BODY ENGLISH Who: Small Group (with presentation to the whole camp) Where: Aids/Equipment Objectives: Individual groups then in large area or hall None To assess emotional expression and adaptability To provide a variety of activity and have the groups working together spontaneously Leaders Hints: Observe who dominates the group. where the phrase is spelt or acted out. 2. Observe who is willing to participate. who keeps everyone involved Observe who is shy in front of the main group or is unwilling to be involved Instructions: 1. Leaders can give an example in front of the group before the others begin. The main group has to guess the proverb/expression. who comes up with ideas.Conclusion This activity can be used after contemplative reflection (Sunday morning) or towards the end of the camp.
This activity provides some initial experience and tests the willingness of the students to do things that think make them appear foolish. By giving each group a different expression. students are often ask or required to do things which are "silly" cr in front of others.National Trainers Team Belgium 2006-2007 - .Conclusion group. Suggestions: "A bird in the hand is worth two in the bush" "A rolling stone gathers no moss" "Once bitten. This activity can be used in place of the usual "skit". there is more variety and tests the general knowledge of the While on exchange. spoil the broth" "An apple a day keeps the doctor away" . twice shy" "A stitch in time save nine" "Let sleeping dogs lie" "Good things come in small bundles" "Too many cook.
Procedure Group meets together in a tight circle with arms outstretched in front and eyes closed. so keep this in mind. When the knot is complete. split up into smaller groups. Make sure that no two people are holding both of each other's hands. during or after a session of work. Use before. Break the circle at one point and ask one of the end persons to tie the rest of the group into a knot. Each hand should be linked with only one other hand. or use the variation When and Where Not everyone feels comfortable doing this sort of thing. 7 . to develop group identity. the person at the other end tries to untangle the knot. Hand grips cannot be changed or broken. Variation For a group larger than 12: Form a circle and hold hands. STRAW GAME Who: Small Groups of 5-7 Where:Enough room for each group to have plenty of room around them Aids/Equipment: Objectives: Lots of drinking straws To get new participants working as a team To introduce participants to each other in a non-threatening way . especially with a group who are unfamiliar with each other. attempt to unknot the circle.National Trainers Team Belgium 2006-2007 - . as a group. Each person grasps one hand of someone close and one hand of someone further away. Hand grips are allowed to be changed but not broken.KNOTS Group Size below) Materials None This is an activity which requires people to make close physical contact.12 (For Larger groups. Now.
National Trainers Team Belgium 2006-2007 - . or outside (but not with lots of people standing around watching. One by one other arts are added to the machine until the whole groups is involved. who is quiet. Where:A room large enough to hold the entire group. Aids: Nil Objectives: To use your imagination To get to know each other Leaders' Hint: This game rewards the people who are the most imaginative Instructions: Participants are to become parts of a large imaginary machine. One person acts out a repetitive motion or sound of a machine part. The “workers” are instructed to work as a team & use the straws to make a big beautiful design on the floor. Variations on this game include giving them teams each 30 rolled up newspapers and seeing which group can make the tallest construction. THE MACHINE Who: A single group of 5 – 20 people. who just does what they are Instructions: “Workers sit together on the floor with a pile of straws in the centre. Conclusion: A simple team building game ideal for groups of strangers. as participants may get a bit embarrassed). An example would be an engine with people playing the roles of: Starter A wheel Pistons Moving Handle etc .Leaders' Hints: told Observe who talks the most.
Conclusion: This exercise requires a fair amount of imagination. but can also be a lot of fun if the people really get into the acting. They must stick it to their forehead immediately. The words created must never be said aloud. SCRAMBLED Who: Teams of up at least 3 people Where: Aids Indoors Scrabble Tablets Score sheet – pen Blu-Tack Objectives To learn to work as a team using non-verbal communication Leaders Hints Observe those who assume the role of team leader Instructions Each team member chooses one scrabble table. one group becomes a machine and the other group has to guess what sort of a machine it is. . The words must be at least 3 letters. They must not look at the tablet. although there may be more people in each group. No team member is allowed to inform another team member of what that person’s letter is. with a bonus of 5 points for using all the tablets in the group. since this would allow people to find out their letter too easily. Variation 1 Make it harder by increasing the minimum number of letters per word.National Trainers Team Belgium 2006-2007 - .Variation: Breaking the group up. then vice-versa. The team must create as many words as possible in the time given. A judge needs to write down each word as the team forms it. Award one point for each letter used.
Everyone must agree on who has to jump within 5 mins or everyone will perish Conclusion This game is a bit like bomb-shelter. allowing him or her to see it. Make sure that people have chosen their occupation before you explain the scenario to them. one person has to jump out. Everyone has to put forward their reasons why they shouldn’t have to jump out and why someone else should. . It is quite useful since the people don’t need to know each other to be able to play it. lawyer. PASSENGER BALLOON Who: Groups of 5 – 6 Where:Inside or outside Objectives To learn to make an argument about the importance of oneself To learn to negotiate with other people Leaders Hints Look for those who try to intimidate others Instructions Groups sit in a fairly small circle.2 Give everyone a letter. The balloon is slowly losing altitude and in order for some of the people to survive. Make it a competition by eliminating people who don’t become part of a word. doctor etc. Shout out words and have people find other letters and line up as the word as soon as possible. Each person has to pick an occupation for himself or herself eg plumber. Conclusion A good fun team game. which represents the basket of the passenger balloon.National Trainers Team Belgium 2006-2007 - .
BLINDFOLD NAVIGATION Who: Small teams (say 4-5 people) Aids 2 blindfolds per team (one for walker. Chalk. one for next person in line).National Trainers Team Belgium 2006-2007 - . Back Pick up. Navigate obstacles and pick up / put down objects (judge to return object to pick up point after it is put down) Repeat with other team members Fastest Team wins Commands Stop. 1 Chair per team. Stand Example Course Chair Sit Down Left. Right Down. Other obstacles (eg bins) Objective Instructions To win by trusting each other Draw course on the ground (including circles for pick up / put down points). Put down Sit. 1 Spoon / box of matches / apple per team One team member is blindfolded Navigate course with instructions from other team members. Up Yes. Go Forward. No Put Down Object Obstacle s Pick up Object .
National Trainers Team Belgium 2006-2007 - . so good for people who at least have met before .Conclusion Bit of trust involved.
preferably over a carpet or grass surface. you can also increase the number of people you pass along so that everyone who feels comfortable can have a go. Conclusion A good trust. LINKING UP 1 – 10 Who: Groups of up between 7 – 12 people Leaders' Hints Look for the innovators who can solve this problem Instructions Give each group member a number from 1 – 7 (or 10. or 12 etc) Make sure that no-one else knows what their number is. life a person. After an appropriate amount of time. and see if they can find ways that may have made it easier eg tapping their numbers on each other’s back. one pair behind the other With the help of two strong people at the front and back if needed. life a person up an pass them along the top of the line lying flat and supported by the hands of the people underneath. but they must close their eyes and not talk.PASSED OVER Who: Groups of 30-40 people. They then have to line up in numerical order. Discuss how they felt about not being able to do it. Where:Inside a very large room or outside. . Aids Nil To build people’s trust in each other Objectives To work together as a large team Leaders' Hints Spread the strong people evenly amongst the two groups Instructions Form lines of about 30-40 people Line up in pairs.National Trainers Team Belgium 2006-2007 - . stop the game.
They must stay on their blankets at all times. The first group to reach the end is the winner. CAVALIER Materials Large open space Use to release energy and for lots of fun. It is Where and When quick. NOTE: be careful not to let this drag on too long or it will become a de-energiser FLYING CARPETS Group size: Materials: Procedure: Approx ten 1 Blanket for each group Each group has to stand on their blanket and race down to the other end of the room.PLAYFAIR COLOURS Group Size Materials Any Size None A good game to play when the group's concentration is fading. Procedure The leader calls a part of the body and a colour that can e found in the room.National Trainers Team Belgium 2006-2007 - When and Where . Everyone must stay in that position until another colour has been called. It is not advisable to use this activity on groups who are unfamiliar with each other as it can be threatening. MOUNT. . and you can then lead into another session or carry on where you left off. gets people's bodies moving. KNIGHT. Excellent in playfairs. Everybody must then rush and place that part of their body on that colour eg noses on red.
National Trainers Team Belgium 2006-2007 - . There must be 2 groups allocated bread. 1 group allocated meat. Mount: One person gets down on their hands and knees. NOTE: Don't let this activity drag on . giving people just enough time to get into one position before you call out the next. Knight: One person kneels on one knee with their partner sitting on their other knee. 1 group . Nominate each group with a part of the sandwich. There are three positions that they need to know. Change the roles around so that the person being picked up is then the one who picks up the partner and so on. Cavalier: One partner picks up the other person (Demonstrate these positions) Proceed to call out the different instructions in a random order. Cavalier". 2. Procedure close physical contact is involved and may be intimidating for groups who are unfamiliar with Divide the participants into 5 equal sized groups. the other person stands over them. However. Mount.Procedure Ask the group members to pair off. SANDWICH GAME Group Size Materials 10 and up None Great for breaks in between sessions and for use in playfairs. When and Where one another. Make it Competitive: Anyone doing the wrong position is out. Explain that this activity is called "Knight. Variations 1.it should be short or people will get sick of it and drop out. finding a partner roughly the same size.
but get him to swap with the girl. and swap with the girl. plus as many spectators as you want None Take 5 people (3 boys and 2 girls) outside and keep 2 inside. The idea is that participants evolve through the four phases. NOTE: This will work most effectively if demonstrated first by people who are familiar with both the leader and the game. the lettuce and ham and then finally the last piece of bread on the top of the pile. Chicken. There needs to be a piece of bread on the bottom (one person lies down). leaving the two males in a slightly sexual position. and tell him take the two people inside and "make them friendlier". On completion there should be a pile of five people making the sandwich. On the last male do the same. EVOLUTION GAME Group Size Materials 10 and up None A good game to begin a session or just generally wake a group up. a piece of ham (the next person lies on top of the first). Do the same. Where and When honesty involved. After he has finished. Procedure Game works most effectively with people who know each other as there is an element of There are four stages to this game: Egg. Bird and Superman. STATUES (MAKE THEM FRIENDLIER) Group Size Materials Procedure 7 people (4 boys and 3 girls). Bring in the next girl.National Trainers Team Belgium 2006-2007 - . Bring in a male. get him to swap places with the male. The aim is to then make the sandwiches. .allocated tomato and 1 group allocated lettuce.
Procedure Get three people up the front. the looser stays an egg. but on two pour water into the funnel. MASTER/SLAVE Group size: Any size .Everyone begins walking around the room banging their fists on their foreheads chanting "egg egg egg egg egg". Blindfold them. flapping their arms and squarking. chicken and bird left and the rest of the players are supermen (or superpeople to be politically correct) WET PANTS Group Size Materials 3 volunteers (but any number of people can watch) 3 funnels 3 spoons 3 blind folds 3 jugs of water 1 packet of jaffas When and Where Use on a hot day where people have the opportunity to change their clothes. Put the funnel in the front of their pants and the spoon in their mouth. The winner of this game evolves to the next stage. Those who win evolve to the next stage where as those who loose remain where they are.National Trainers Team Belgium 2006-2007 - . the eggs continue to be eggs. scissors. Also with people who will not kill the demonstrator. When the game works correctly there should be one egg. The game continues with the birds flapping their arms and supermen soaring around with both arms in the air. The chickens pair up with chickens and the eggs pair up with eggs to once again play paper. Tell them that they will now be blindfolded and will have to do it again. rock. Count to three. rock. count to three and get them to drop it in the funnel. scissors. Easy. Put the jaffa on the spoon. The game continues and the participants who evolved walk around like a chicken. Participants pair up and have a game of paper.
Variations 1. preferably the leader at first. Swap the roles to give every member of the group the chance to be Master STEAMROLLER Group Size Materials Any Size None A trust building. where they lie down next to the last person. Nominate one person as the leader on the group. but may be awkward with groups who find physical contact more difficult. start off with lighter people and gradually build up group confidence in tackling the heavier members. Group lies on their backs on the floor. NOTE: It is necessary to have someone. Everyone then stretches their hands above their heads. physical boundary breaking activity which can be great Where and When fun for a group who are comfortable with physical contact.Materials: Procedure: None Divide the group into three groups and form a group of three with one person from each group. .National Trainers Team Belgium 2006-2007 - . as close to one another as possible. When they arrive the next person does the same. Also. One member of the group lies down along the top of the outstretched arms and is passed along the top of the arms to the other end. This person becomes the Master of the other two people in the group who are now Slaves. with every person lying in the opposite direction to the person next to them. Procedure Have the group lie diagonally across the room on their backs. The person at one end then proceeds to roll over the top of the others to reach the other end. at both ends to start each person off carefully and catch the head of each person as they finish. Close everyone up so that their heads 'interlock'. The Master then has one minute to command the slaves to do anything they say ( within reason of course).
Place a 20 cent piece on the first persons chest. three on the next. MUSICAL PARTNERS towards the other end of the room. NOTE: This can be made competitive by having two teams going at once. HUMAN TUNNEL BALL Group size: Materials: Procedure: Three or four groups depending on the size of the group. The 20 cent piece should make it to the other end of the chain. This variation requires each person to roll only onto the next person and then back to their original position. They spread their legs apart and join hands. The aim is to pass the 20 cent piece from one person to another without touching it with anyone's hands or dropping it on the floor. None The groups line up one behind the other.2. HUMAN PYRAMID Group size: Materials: Procedure: Approx 10 None Each group must form a human pyramid and walk the pyramid forward end wins. The race begins the first person moving under the tunnel and not breaking the linking hands and the tunnel moves under itself until all the group has gone through the tunnel hands always linked. facing the same direction each person about an arms length behind each other. then two and one person on the top. The first group to reach the . the right hand going under their legs joining with the persons left hand behind them. The pyramid classically consists of 4 people on the bottom level.National Trainers Team Belgium 2006-2007 - . The winning team has the 20 cent piece arrive at the other end of the chain first.
6's ear. .National Trainers Team Belgium 2006-2007 - . When the music stops the circles must re-pair and kneel with their hands upon each others shoulders. The groups construct by linking themselves together leader then gives an example of a particular structure which the Examples. Crane. When the music starts the outside circle stands and begins to move clockwise. No. Bridge. Modern building.2 on the head.5's right knee. lighthouse etc HUMAN OBSTACLE RACE Group size: Procedure: Approximately six or size to suit Materials-None The teams line up and the race begins. Tree. Sitting on No. the inner circle at the same time works in an anti clockwise direction. The game continues until only one pair remains STRUCTURES Group size: Materials: Procedure: Groups of between 2 and 8 None The group is split into smaller groups of between 2 and 8 people. Car / truck/ Bus. Blowing in No. The pairs then kneel facing each other with their hands on each others shoulders. Linking arms and spinning twice with No. Ship.3's legs. The last pair to do so is OUT.4. Going through No.1 moves down the line: Patting No.Group size: Materials: Procedure: Any Music (that can be stopped and started) The group forms into pairs. Plane / Helicopter. forming an inner and outer circle.
1 then joins the line and No. The list above is only an example of tasks for each number. fours. Use your imagination ARM LINKS Group size: Materials: Procedure: group. Do the same in threes. and so on. Any size None In pairs sit back to back and link arms. Then try to stand up. fives etc until you can do it with the entire .2 goes down the line carrying out the tasks in the same order.National Trainers Team Belgium 2006-2007 - .No.
and slowly crawls into the centre.National Trainers Team Belgium 2006-2007 - . Where:Inside a large room Objectives Instructions To coordinate your progress with others Participants lie in a circle on the floor as far from the centre of the room as possible with all heads toward the centre. Sit down when your balloon has been burst. GROUP SLIME Who: A group of people. forming a pile. Group closes eyes. Instruct each person to blow up their balloon and tie it to their ankle.BALLOON GAME Group size: Materials: Approx ten 1 Balloon per Person String Scissors Procedure: Distribute 1 balloon and a piece of string to each person. Conclusion A fun activity for people who know each other relatively well. tell the group to burst as many balloons belonging to other people as possible. Once all balloons are in place. between 10 and 20. This should take about 5 minutes. Activity is best if no one is wearing shoes. PEELING THE SNAKE Who: Large groups of people (up to 50 in each group) . then each person crosses to the other side of the room.
and then each subsequent person cough. When the person with their head on that person’s stomach feels them giggle. and they will giggle. they will also giggle and your chain reaction has started. One by one each person lies down. The last person in the line lies down. Bending over. still holding hands. Variation Have the first person cough. with the others passing over the top of them. The group who are all lying down first win. but no- one is allowed to laugh or giggle.National Trainers Team Belgium 2006-2007 - . CHUCKLE BELLY Who: Where: Objectives Large groups of people (say at least 30 in each) Inside a large room or outside.Where: Inside a large room or outside Instructions: Form single file lines for each group Each person faces the back of the person on his or her right. Tell the person at the head of the each line a joke. . and the snake unpeels by the rest of the line slowly walking backwards. still joined. To watch a human chain reaction To test people’s ability not to laugh (in the variation) Instructions Instruct each group to lie down so that each person’s head is resting on the stomach of the person before them. each person places their right hand back between their legs and reaches their left hand to grab the right hand of the person in front of them. over the top of that person who has lay down.
entering your blood and kicking the old air out. etc.) . Pseudo sensations (to imagine entirely) hair growing nails growing air in the blood food passing to muscles acids attacking the teeth. lungs exchanging oxygen for carbon dioxide (good air for used air). Real sensations to notice heartbeat pulse breathing indigestion digestion perspiration. Procedure: Whole group lies on backs. etc. (continue with exhaling.PERSONAL DEVELOPMENT INSIDE OUT Materials: None Aims: Developing imagination. eyes closed. legs separate. Imagine your ribs expanding. awareness. self-validation. Variations 1 Concentration through breathing.National Trainers Team Belgium 2006-2007 - . Group is asked to concentrate on one particular function of the body and the leader asks the group to be aware (even synthetically) of the existence of the activity. Take a deep breath. filling your lungs. etc. without feeling for signs with their hands. Leader talks smoothly and steadily and asks the group to focus their senses within their bodies. sensory awareness. body control. stomachs digesting food. arms on the floor. Bodies are described as containing blood vessels with blood pulsing through. the air rushing down your throat.
and evaluate your life. How will they be achieved? What has made the good spots? Variations 2 1 Extend and project the map into the future. Compare life's past course with your imagined future. etc. and the general direction of their present course.Concentration through heartbeat. (conjecture or daydream) Construct lists of positive and negative problems and events.) or the bad places (bumpy spots. i. Aids Obstacles eg chairs and tables To learn to trust your partner . etc.expelled into next chamber and then back into vein or artery. 3 Role-play passing detours.e. goals.National Trainers Team Belgium 2006-2007 - Objectives . ROAD MAP Materials Aims Procedure Large sheet of paper per person and pencil or felt tip Self-validation Each person is asked to make a road map of their life so far. etc. Decide on points systems. TIN SOLDIER Who: Pairs of people Where:Inside a large room. etc..e. Beginning with birth and extending to the present.) Also barriers.). Blood sucked into one chamber . + and -. hospital (road works etc. Concentration upon the feeling (in rhythm with the beats) of this expansion and contraction. Each map should somehow show the good places (either scenic or open road. detours. i.
They have no power to think or make decisions.To feel what it is like to have no power over your own actions Leaders Hints Nil Instructions In each pair. Now have B’s wind up their tin soldiers & begin giving directions. by giving directions to avoid hitting walls. After a few minutes. It may have an interesting effect on people who like to be in control.National Trainers Team Belgium 2006-2007 - . Conclusion A good fun game for friends or strangers. . person A is a tin soldier. tables. Tin soldiers walk slowly with stiff legs & arm joints. person B is their Director Tin soldiers can only move under directions from B. B’s job is to guide his/her tin soldier to the other side of the room. chairs & other tin soldiers. stop and reverse roles.
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