TUTORA 2 ESO BILINGE

Introductory name games

For a group of people who have just met, remembering names is difficult but important To be addressed by ones name is affirming, to have ones name forgotten can be dispiriting. Here are some activities which help participants learn each others names, are fun and create a sense of group cohesion. None of them should last for more than a few minutes; try a combination of activities, or repeat an activity at intervals if participants are having difficulty in remembering all the names in a large group.

Angelic Angela With all participants in a circle, the facilitator begins by introducing herself using her first name and an affirmative or complimentary adjective beginning with the same sound as her name, e.g.. 'Hello, I'm super Susan' Going around the circle, all participants likewise introduce themselves. The alliteration employed is an effective aid to memory, so the facilitator should ensure that only affirmative adjectives are used - smelly Simon might not want to be stuck with that label! Variation: Instead of an alliterative adjective, participants can use a movement or sound to match the number of syllables in the name, e.g. 'Hello, I'm Benjamin' accompanied by three stamps of the foot or a three-part movement of the hands.

Introducing my Neighbours Standing in a circle, one participant (Jane) begins by introducing herself to the person on her left (Tony). Tony then introduces himself and Jane to the person on his left (Alice). Alice Introduces herself, Tony and Jane, and so on so that each person is introducing three or four people to the rest of the group in addition to herself A simple but effective activity, which might be combined with Angelic Angela above.

Personal Name Tags

On a large table put out a good supply of paints, crayons, felt tips, paper, scissors, wool or string, pins, etc. As participants come into the room they are encouraged to create their own name tags, being as imaginative as they wish. Alternatively, they can be asked to include a chosen theme, such as 'my favourite season or 'an animal 1 would like to be' - these con provide discussion points for follow-up activities.

Catch Name A fun activity for reinforcing participants' memorising of names. A large circle is formed and the facilitator throws a soft object (such as a rolled-up jumper) to someone (Bill) in the circle, calling out his name just before she throws. The facilitator asks Bill to throw the jumper to someone else, calling out her name, and to remember to whom he threw t. The activity continues similarly until al/ participants have received the jumper. A second round is played in the same way, keeping to the original sequence but at a much faster pace. On the third round, the facilitator can introduce, at intervals, one or two more soft objects; finally, whilst two or three jumpers are flying around the circle, the facilitator introduces another object to go around the circle in reverse order. Total chaos is guaranteed!

Variation: The jumper is thrown around the circle, with each participant saying their names when they receive t. On the second round, the jumper can be thrown to anyone and the catcher must soy the name of the thrower before passing it on.

Sources of these activities Various Other name games can be found in: Stephanie Judson (ed), A Manual on Non-violence and Children; Priscilla Prutzman et al., The Friendly Classroom for a Small Planet Donna Brandes and Howard Phillips, Gamesters' Handbook; Matt Weinstein and Joel Goodman, Playfair.

Loosening-up activities

Loosening-up is an important part of self and group affirmation. These activities help to raise energy levels, reduce personal anxiety and

group tension through movement and laughter and create a secure environment for the challenges which may follow. Loosening-up need not be confined to the beginning of lessons; many of these activities are ideal for changing the pace or mood. Most of these activities require a large, clear space so that participants con move around freely.

Mathematical Exercises Participants stand in a circle. Starting with the left hand touching the left toes, the facilitator demonstrates positions from O- 7 0 (O = touching toes, 1 0 = arm raised vertically above head). Participants practise these movements with the facilitator calling out numbers. Both arms are then used in parallel to represent numbers from 1 1-20 (e.g. 15 = both arms horizontally in front). The facilitator now colas out numbers from 7-20, followed by some simple mathematical calculations (e.g. 7 + 8; 16 - 9; 6 x 3). Finally, more complicated sums con be introduces by means of each participant standing on one leg, thereby doubling the number represented by the arm positions. This activity combines mental and physical exercise in an enjoyable Way

Pru-ee Participants spread out in a large, clear space and close their eyes. The facilitator touches one person on the shoulder - she is now Pru-ee and remains silent and still. Other participants move gently around, trying to make physical contact with each other. en contact is made, one participant enquires 'Pru-ee? if the other also responds with 'Pruee?, they both move on. When a participant comes across Pru-ee (who, of course, does not respond to the question), she becomes par of Pru-ee by maintaining physical contact and remaining silent. Pru-ee grows and grows until everyone is joined up. Participants then open their eyes, usually to gasps of surprise!

Musical Meetings Participants walk around briskly in a large clear space with music playing. When the music stops, each participant shakes hands with the nearest person and a mutual exchange of personal information takes place until the music restarts (7 5-20 seconds). The process is repeated but a new partner must be found each time. Note: because of the level of noise generated by the discussion in a large group, a considerable volume of sound is needed to interrupt the talking.

Sets Participants stand in the centre of the room. The facilitator calls out a statement and indicates two positions at opposite ends of the room one for those who strongly agree with the statement, the other for those who strongly disagree. Participants con take up any position on the line between the two places indicated; when in position they discuss the statement with their neighbour. Statements, a mix of the light-hearted and the serious, should be called out at frequent intervals so os to generate plenty of activity and discussion. Some suggested statements: I would rather be at school than at home. I believe in ghosts. 1 think smoking should be allowed in school 1 have relatives living abroad (indicate positions in room to represent different continents). 1 am optimistic / pessimistic about the future. Variation: instead of forming a line after each statement, the facilitator con ask participants to take up alternative physical positions, e.g. -'hands above head' for those who agree, "hands below feet-' for those who dont, 'horizontal position' / 'vertical position' etc.

Know Your potato Working in groups of six, students choose a potato each. For two minutes each student feels his/her potato, observes it from all angles, searches for its particular characteristics. The students then put the potatoes back in the middle of the circle and mix them up. Participants all close their eyes in turn and describe their potato to the group. Finally, participants all close their eyes again and search for their potatoes. As well as practising observation and descriptive skills, this activity can be used as a stimulus for considering issues to do with commonality and individuality.

Birthday Line Up

Participants are asked to line up according to the month and date of their birthday, 1January at one end of the room and 31 December at the other. They should do this without speaking. When each participant has taken up a position a verbal check can be made, either going down the line in turn or by checking with neighbours either side. Participants who end in the wrong place in the line should be encouraged to change position.

Height Line Up Participants spread out and find a space in the room. They should make a mental note of their position before closing their eye-s. Participants then line up according to height, the tallest at one end of the room, the shortest at the other. When all participants have taken up a place they can open their eyes to check their positions, adjusting them if necessary. As the solution to the problem requires some physical contact, this exercise generates amusement as well as a feeling of group solidarity. It is helpful to give an occasional commentary during the exercise so that those who find their positions quickly know what is happening.

Zoom Participants stand in a circle. The facilitator makes the sound of a sports car, 'Zoom' passing the sound on to the person on her left or right. The sound is passed quickly around the circle by each participant in turn. At an appropriate point, the facilitator introduces a second sound, 'Eeek!' which represents the squealing of brakes' as the car stops and spins round continuing in reverse direction around the circle. Any participant can then apply the brakes and send the car the other way. A third sound can be introduces. Whoosh!-, which powers the car across a river to land at the opposite point of the circle, to continue travelling in the same direction around the circle. This activity generates much laughter and enjoyment. Once the facilitator has introduces the sounds and what they represent the activity is controlled by the partici . pants who have to make decisions as individuals which directly affect the direction of the group exercise - a common feature of participatory learning which here underlies a simple, but pleasurable group experience. Sources of these activities

Pru-ee: Stephanie Judson (ed.), A M Non-violence and Children;.Mathemd ercises: derived from an idea in Prisc man et al., The Friendiy Classroom fc Planet; Findings Things in Common: Nancy Schniedewind and Ellen Davidson, Open Minds to Equaiity; Attribute LinkinglHeight Line-up.Centre for Global Education; others: Various.