1. Objectives of Class Ice-Breakers Introduce class members to each other. Introduce class members to each other. Give people a chance to relax and move around. Give people a chance to relax and move around. Dissolve apprehensions and begin class meetings on a positive note. Dissolve apprehensions and begin class meetings on a positive note. Allow people to have some fun. Allow people to have some fun.

2. Objectives of Ice-Breakers Reduce people’s reserves. Reduce people’s reserves. Wake people up. Wake people up. To help facilitate interaction among (new) team members in a fun way. To help facilitate interaction among (new) team members in a fun way. To help group members identify potential team members. To help group members identify potential team members.

3. Comments on Designing A Team Facilitation Things To Think About Selecting and Performing A Team Building Exercise 1.Select an activity that's fits the particular stage or point about group processes that you want to make. a. The activity should be relevant to what you want the team to accomplish. (establish trust, improve communications, improve cooperation)

4. 2.Planning and selecting what you will do. a. Read through the activity several times. Visualize what will happen, when it will happen and how you think it will happen. b. Obtain all the necessary materials. Test the materials to be sure they are working (pens, have enough index cards, all the cards in the deck are there)

5. c. Practice what you are going to say to start the activity, the instructions. Explain them to a friend to see if they understand. d. Think about potential problems that might occur, from physical space to encouraging participation.

6. 3. Explaining the activity to the team. a. Set a positive mood for the exercise—enthusiasm. b. Briefly explain what the activity is. c. Provide a detailed explanation of the steps or rules of the activity. Use notes, post them on the board, give the participants sets of instructions. d. Move the team through the activities steps as you explain them if possible. e. If the exercise requires a fixed number of people per- team, have the non-team members participate as observers.

7. g. Distribute materials for the game after you explain the rules.

8. 4. Check for understanding before beginning. a. Do you have any questions is one way. Another way is to raise issues, what happens if a balloon pops. b. Make sure the criteria is clear if the exercise has a winner. If there are ties state how will they be broken. c. Make sure that participants know that you are the final arbitrator as to rules and winners.

9. 5. Run the activity. a. Observe to see whether the steps are being followed. b. Encourage and support people as they perform the activity c. Be available to clarify or to redirect the team

10. d. Things that you observe could be used in discussion during debriefing. e. Keep track of time. f. Think about how to handle the unexpected— people come late, become confused with the directions

11. 6.Debriefing a. Highlight the key points of the exercise. What was the exercise designed to do. a. Highlight the key points of the exercise. What was the exercise designed to do. b. Ask people how they responded as these events unfolded, describe their behavior. b. Ask people how they responded as these events unfolded, describe their behavior. c. Try to get people to respond to what people said about their experiences. c. Try to get people to respond to what people said about their experiences.

12. d. Asked people what they learned from this experience.