We've selected wonderful suggestions from this post. games and dynamics for the first day of school.
As everything is new on the first day of class, it is normal for children to feel a little shy in relation to other classmates, school and teachers. That's why it's very important to know what to do on the first day of class.
We know that the academy trains us, but professionalization we only acquire with practice, who never asked. “What will I do with the students on the first day of class?” It is a common question and whoever enters the teaching profession will end up going through it.
And to help you in this situation we selected some suggestions from Dynamics for the first day of class. The first part of this post can be seen here (Children's Dynamics) check out:
Index
Goals: Not doing to others what we would not want them to do to us; to show that we sometimes demand things from other people that we are not even capable or would like to do.
Development: In a circle each person will receive a paper and write their name. Mix them all up and pick them randomly (can't be your own). Write what you would like the person whose name is at the top to do in the center of the circle. When the person reads what he has written, the animator tells him that it is the person who wrote that he will do it...
See too:
Working in pairs: talk with the pair about the origin/choice of your name, age, sign, music and movie you like, wishes etc, for 5 minutes.
Group work: ask them to form a circle and each person to present their partner saying they found out about the other person. As they introduce themselves, they put the name tag on each other, wishing them welcome.
Ask them to be attentive to the presentations, as everyone deserves to be well received.
At the end, share: What would we like to find in this group?
End with a handshake and a round of applause to everyone.
Goals: join the group and talk about dreams.
Description: deliver a colored balloon and a piece of paper to each person. Ask them to write down their greatest wish for this year and how they intend to fulfill it.
Place the paper inside the balloon, inflate and tie.
Make a circle and, two by two, talk about this dream. Then, to the sound of music, drop the balloons in the air, so that everyone is involved in the fun.
The animator will motivate the group not to drop or lose any of the dreams; let the air carry these intentions up to the world, and may they be to improve it.
Finish: end with a hug, welcoming the classmate.
objective:
Ex: love, forgiveness, tolerance, anger, joy, sadness, peace, rancor, solidarity etc.
In a circle, throw the ball to the colleague who removes a pasted tag and talks about that feeling or virtue and why he chose it.
Tell the class that everyone will get a “portrait“. Tape a child-sized sheet of Kraft paper to the wall.
Position the student so that he is leaning against the sheet and, with a pencil, draw the outline of his body.
Encourage the class to tell them about their hair, their face, if they wear glasses, etc. During the activity, repeat the student's name many times so that classmates can memorize it.
Draw the picture (portrait) of all.
Finally, ask a classmate to draw your outline, repeating the observation process, so that the children become familiar with you too.
Hang the drawings on the wall and praise the group.
Over the next few days, at the entrance, ask the class who each of the drawn classmates is and if he is present. If so, you get a round of applause. Leave the papers exposed for a while.
It is important for the little ones that their productions stay there until they feel they belong to the group and the environment.
Recommended for: Early Childhood Education
Hide in the living room bags or packages containing different materials that will be part of the children's daily life.
It can be, for example, books, games, brush, scissors or some clay. Invite the children to look for the objects in pairs. This already stimulates cooperation between them. Guide the search by saying “hot“, if what you are looking for is close, “warm“, if you are at an average distance, or “cold” when you are far away.
After all the packages are found, ask what activities can be done with the materials and take the opportunity to better explain the function of each one.
Show how and where they will be stored, highlighting the importance of keeping the work environment well organized.
Recommended for: Early Childhood Education
Make name tags with the children's names and place them on the living room floor in the middle of a wheel. Ask each person to identify their name. Encourage initial letter recognition, count how many letters make up each name, and make them see the same letters in different names.
When everyone has a badge, start a nice chat about their preferences regarding a predetermined topic (such as food, games, objects or places). Group children according to affinities. In the next step, ask students to draw what they like on a piece of paper and name it.
Anyone who doesn't know how to write alone can copy the badge. Once ready, the drawings are shown to colleagues and then displayed on the wall.
With the literate, the dynamic is the same, but in addition to drawing, they can make a list of their preferences.
Recommended for: Early Childhood Education
Ask students to bring a shoe box, which will be turned into a mailbox. The first step is to make a horizontal cut along one of the smaller sides of the box, through which an envelope will pass. Then number them and determine who will own each one. Tell everyone to memorize their own number. Once ready, place the boxes on your desk. In a second step, organize a draw. Each student will take a number from a bag, which will be the one from the box of one of their classmates, to whom they will write a letter. The message must be anonymous. In the text, the student describes himself physically and writes a little about his daily life and his tastes.
The important thing is to give enough information to the recipient to guess who he is and, in addition, to know a little more about his life. Nobody can see the colleague deposit the letter in the box.
Otherwise, the mystery about the sender ends.
Organize an interview so that students can get to know you better. Divide them into groups and ask them to ask questions as if they were reporters.
Explain that the questions might be about your age, whether you have children, how long you have been in the profession, or where you live, for example. With the questions ready, sit in a place in the room where everyone can see you well to answer them.
Inform everyone that they should bring, the next day, a brief text about everything they remember. So they pay attention.
In the next class, randomly select a few children to read the written production and ask the others to evaluate and complement if necessary. Propose this activity after promoting the presentation and recognition of the school's physical space (below).
Also check:
If your class is from 1st to 4th grade, divide students into groups. This is a good time to integrate newcomers.
Leave them with the veterans, who must behave as true guides and hosts.
On each sheet of paper, describe a location in the school, put the texts in a box and organize a lottery.
Each group takes a paper and tries to guess which location is described.
Then challenge the groups to find the chosen locations. Arriving at the destination, the students draw the environment in as much detail as possible, write down the names of the employees who work there and their function.
Back in class, the groups exchange observations and records and exhibit their productions.
Then ask them to produce a map of the school (with your help, of course) on a sheet of cardboard.
At each specific location on the map, the drawings are fixed. Encourage groups, in the following days, to visit the facilities that have not yet been covered.
In classes from 5th to 8th grade, kids can photograph these places and do longer interviews with employees.
In this case, you don't need to make the map and can ask for detailed texts about the various “attractions" from school.
Already in the early days, establishing the famous combined can avoid problems and ensure a good relationship throughout the year. Start by discussing with the kids what they expect from the year ahead and how best to work as a group to achieve these goals.
Formulate with everyone (and write on the board) the continuation of the following sentences: “We are entitled to…” and “We are all responsible for…”.
remember that the declaration of rights and duties should be inspired by the general rules of the school – that students need to know – and be focused on what must be done, not what is prohibited.
The next step is to find out what other classes in the school have agreed.
The exchange of information, in addition to enriching the treaties made by them, promotes integration with colleagues from other classes.
When you finish, ask everyone to copy the treatises and paste them into the diary. Thus, the text will always be at hand.
In addition, students can produce two large cardboard posters to hang on the classroom wall.
Every year it's the same thing: what to expect from the upcoming series? An unknown situation always gives you butterflies in your stomach.
To alleviate the children's anxiety, record on the board some of the group's questions and expectations about working in the new class and invite some students from the next grade to answer them.
Let them talk freely about their impressions and experiences as an alumnus of the series.
This exchange, right at the beginning, makes the class more relaxed and safe and values cooperation and interaction between different classes.
Inspired by transversal content to be worked on throughout the year, choose images taken from magazines or newspapers: endangered animals, different professionals in action, children in a vaccination line, table with healthy food, individuals in precarious life situations, modern technological products, pregnant women, among others.
Give one to each class member and ask them to write down what they feel or think about the image. This will make it possible to know the level of the text in terms of cohesion, coherence, grammatical and spelling adequacy and vocabulary.
In addition, you will learn about teenagers' tastes, feelings, life stories and perceptions of the world.
Organize students into pairs and select topics to discuss. For example: Brazil, garbage recycling, internet, unemployment, Sun, music.
Write the list on the chalkboard and on pieces of paper, which are placed in a bag.
Each pair draws one, goes to the blackboard and says whether or not they applaud the chosen theme. Ask each one to justify their opinion.
One should complement the other's speech by expressing everything they know about the subject.
With this activity, you will be able to assess the group's knowledge, their level of expression and argumentation and find out what their interests are.
This information will be valuable for your planning.
Variation: It can also be done with feelings and attitudes.
E.g.: mess, fight, affection, etc.
After this dynamic (variation) you can show students the rules of the class.
In order arranged by the teacher, students introduce themselves by speaking the name and an adjective that starts with the letter of their name.
For example:
My name is RAFAEL and I am HAPPY.
My name is PAMELA and I am HAPPY.
My name is MONICA and I'm SWEET.
The game ends when everyone participates.
Required Material:
– Withered balloons
– Pieces of paper, or post-it notes
1- Hand out a deflated balloon and a piece of paper to each participant. Each player must write a characteristic on the paper. It can be, for example, that you are cheerful, funny, intelligent and so on. After writing, you should put the paper inside the balloon, fill it and tie the knot.
2 – All participants throw the balloon up and play together with the balloons without letting the balloon fall to the ground. When a balloon drops, the game is over. At this point, you can highlight the importance of working as a team, as everyone together managed to keep the balloons in the air for longer.
3 – After finishing the game, each one picks up a balloon at random and pops it.
4 – Players organize themselves in a circle. In an organized way, each participant reads what is written on her paper and tries to guess who the person is. In case the guess is wrong, whoever wrote the paper should speak up, who will be the next one to play.
This is a cooperative game that helps students understand the importance of each other and their collaboration for the group's success.
OBJECTIVE: Keep the balloons in the air as long as possible
MATERIAL: Colored balloons (one balloon for every five students)
Objective: Improvement of oral expression.
Material: Blackboard and chalk. [yes, many schools still use it]
Preparation: Participants must be divided into two teams.
Development: The advisor will address one of the teams, whispering the name of any geometric figure. Knowing what was theirs, the members of this group, after setting aside a few minutes for discussion, write orally and in the minor possible number of words a definition of the indicated figure, exposing it afterwards to the opponents, whose task will consist in identifying what was described. Later, the roles are exchanged.
Assessment: A point will be awarded to the group that has its message deciphered, as this reflects the precision with which it was drafted.
Objective: Oral expression exercise.
Material: You will need paper pins and cards. In these, write short texts that deal with different subjects.
Preparation: Distribute the elements into two teams, composed of the same number of members, placing them in parallel Indian rows, so that everyone has a pair.
Development: Give the slips and pins to one of the groups, indicating that they will have to stick them on the backs of fellow neighbors. Once this is done, those who have the cards attached to their backs will start a battery of questions addressed to their partner, in order to discover the content of the text that was theirs. As soon as they believe they have got the right answer, they go to the advisor to confirm the hypothesis. When all members of this team have expressed themselves, the steps are repeated with role reversal.
Assessment: As a point can be scored for every correct move, the group members with the highest positive sum will be the winners.
Objectives of this dynamic for elementary education is to develop the notion of estimation, equivalence and measurement through comparisons. The dynamics of this exercise stimulate the children's reasoning and perception in relation to standard measures.
Time: 1 class. Group: children from five years old. Location: classroom or large room.
Material: This is a game that just use the students' own material to start playing: pen, an eraser, a book, or even the children's palm, a ruler, a measuring tape or a measuring tape.
Development: To start the game, divide the class into four groups. For each of them, choose an object that should replace the ruler as the unit of measure.
This object can be a pen, an eraser, a book, or even the children's palm.
Then define the objects that each group should measure – for example, the desk, the door, the blackboard, or the height of the wall where the window begins.
Before the class starts taking measurements, encourage the children to make estimates: How many rubbers do they think would be needed to determine the length of the table? And the width?
What would the results look like if, instead of these objects, the class used a book and notebook to measure? And so on.
Objective: Moral: We must wish for others what we want for ourselves.
For the beginning of the year, read the text or tell the story of the “Broken Heart”: - A certain man was about to win the contest with the most beautiful heart. Her heart was beautiful, without any wrinkles, without any damage. Until an old man appeared and said that his heart was the most beautiful, as there was in it. There were several comments like: "How is your heart the most beautiful, with so many marks?" The good old man then explained that for this very reason his heart was beautiful. Those marks represented his experience, the people he loved and who loved him. Finally everyone agreed, the young man's heart, although smooth, did not have the old man's experience."
After counting the text, distribute a heart cutout (pink bond folded in half and cut into a heart shape), magazines, glue and scissors. Participants should look for pictures that could be inside each other's heart. Make the collage and present it to the group. Afterwards each one will receive a smaller heart and will be instructed that inside it he must write what he wants for his heart. Or whatever your heart is full... My heart is full of… At the end the instructor should lead the group to exchange hearts, give their heart to another. Exchange cards with an appropriate song, such as Student Heart, American Song or other.
Interactive Welcome Panel:
Many elementary school teachers spend hours designing murals and panels to decorate the classroom. 2nd cycle teachers, on the other hand, rarely worry about this. We suggest that there is a balance and that the host is interactive and is present in all classes.
Check out other suggestions for Children's Games and Dynamics.
Check the index of Group dynamics for the first day of class and below is a free PDF download link:
To make it easier for you, we decided to make the material available in PDF. To have FULL access, check the following link and download:
01 .DYNAMICS: GETTING TO KNOW YOUR COLLEAGUES
Application time: 15 minutes
Maximum number of people: 20
Minimum number of people: 4
O objective of this dynamic of the first day of class is to promote integration
between students and teacher, it strengthens communication and relationships.
students' interpersonal skills.
Materials: A small object, it could be a ball for example.
Procedure: Form a circle.
Explain to students that they will be given an opportunity to learn more
each other.
Whoever has the ball must pass it to someone else who must say their
name and reveal something different about yourself (I wear contact lenses, for example,
or have a dog).
When everyone has spoken, explain that in the second round they will have to
pass the ball to someone and say the person's name and what they said in the round
previous.
Tips: Observe which students are paying attention and can remember the
information that your colleague spoke. If anyone has difficulty, ask the
other students help you.
Point out the importance of knowing how to listen, that we are often very
worried about what we're going to say, that we forgot to pay attention to the
that we are told.
02. Dynamic: RAIN OF IDEAS AND PROS AND CONS
It can be used both to generate ideas about a particular subject and/or problem as well as to instigate reflection and debate about the best solutions to a given problem, making the group members have to ARGUMENT and DEFEND their opinions.
Sitting in a circle, the teacher will draw a piece of paper and start the dynamic by saying a single word that refers to the chosen theme. Then pass the paper to the student next to him and he must say another word and so on.
So that there are varieties, you cannot say something that has already been mentioned. Each spoken word must be written on the board by the teacher or by the student.
Material:
– Small box or bag, pilot, blackboard, papers with names of current issues and/or problems
related to the theme for raising ideas/solutions. Example: IT, abortion, violence,
human rights, environment, technology, education, politics, taxes, lack of water, or whatever.
another topic related to your discipline or not.
Formation:
– Students sitting in a circle.
Goals:
– Acquire vocabulary;
– Discuss general knowledge;
– Defend your point of view;
– Respect the point of view of others;
– Encourage quick thinking.
Tip:
The teacher will be able to put more papers of the topic to be studied in the class and after everyone participates saying a word he will start a discussion.
The pro and con dynamics are very welcome in this type of activity. The class is divided into two teams and each will have a different position from the other. Each team will develop arguments to explain to the class why they are against or in favor of a certain issue.
03. DYNAMICS OF THE INTERROGATION
Another dynamic for you to work from Elementary II and High School onwards.
It's called Interrogation Dynamics and it can be used not only at the beginning of
classes, as well as during the school year, as it proves to be an excellent
pedagogical strategy for content development.
AGE: 9 to 12 years MATERIAL: None
GOALS:
– Integration of the group;
- Heads up;
- Observation;
– Preparation of questions;
– Reasoning;
– Auditory perception;
– Critical thinking;
– Language acquisition.
The teacher will choose a student to play the role of the interviewee.
It will not be able to use the words NO, YES and WHY in its arguments.
Colleagues should ask questions that induce the respondent to speak the prohibited words,
when he makes a mistake he will have to pay a gift. Then it passes the turn to another colleague.
I hope you enjoyed the Dynamics and started using them in your classroom
class. Always remember: there are several ways to achieve the pedagogical goals of the
your planning, and Dynamics proves to be an excellent resource for doing this.
04. INTEGRATION DYNAMICS: THE CAT AND THE RAT
Public: children or young people. Material: none.
Children form a wheel. One of them, the Rat, is inside the wheel. Another, the Cat is out of the circle.
The Cat asks: "Is your Mouse there?" The children in the circle answer: “No” The Cat asks: “What time does he arrive?” The children respond at a time of their choice.
The children start to rotate and the Cat asks: "What time is it?" and the children respond: “One o'clock” – “What time is it?” – “Two Hours” and so on until you reach the agreed time.
Children on the wheel must stop with arms outstretched; the Cat starts chasing the Mouse.
The game ends when the Cat catches the Mouse. For the very small ones it is preferable that those on the wheel remain stationary until the cat catches the mouse. For older children, those on the wheel can help the mouse to run away or hinder the cat, without breaking the circle. You can repeat the game a few times, giving a chance to whoever wants to be a mouse and a cat. Try to stop the activity before the children lose interest.
05. DYNAMICS: ICE BREAKERS (RELAXATION)
Treasure hunt
objective: help people memorize each other's names, disinhibit, facilitate identification between similar people.
For how many people: about 20 people. If it is a larger group, it is interesting to increase the number of questions proposed.
Necessary material: a sheet with the questionnaire and a pencil or pen for each.
Dynamic description: the coordinator explains to the participants that now begins a moment when everyone will have a great chance to get to know each other.
From the list of descriptions, each should find a person who fits each item and ask them to sign the name in the box.
1. Someone with the same color of eyes as yours;
2. Someone who lives in a smoke-free house;
3. Someone who has lived in another city;
4. Someone whose first name is longer than six letters;
5. Someone who wears glasses;
6. Someone who is wearing a shirt the same color as yours;
7. Someone who likes avocado green;
8. Someone who is the same age as you;
9. Someone in blue socks;
10. Someone who has a pet (which one?).
The number of questions can be increased or reformulated depending on the type and size of the group.
06. DYNAMICS: MILLIONAIRE SMILE
Main objective this funny dynamic for the classroom is to provide the group of students with relaxation and integration in a fun way.
Materials: Small crumpled paper balls (5 for each student in the class).
Procedure: This dynamic is used to relax and integrate the group in a fun way.
Each ball is worth R$1,000.00.
The teacher will distribute 5 paper balls to each person in the group, these should be dispersed in the place where the game will take place.
Given the signal, the students should go out and look for a partner, then they should stop in front of them, looking straight into the eyes of that partner who, in turn, cannot smile.
Whoever smiles first pays a small ball to the person he smiles at.
The winner is whoever finishes the game with more “money”, who will be the millionaire.
Application time: 30 minutes
Maximum number of people: 40
07. GROUP DYNAMICS…“The Bullet”
Material: a bullet for each student;
Objective: Unwrap the candy without using your hands;
Expected outcome: The student must ask the colleague for help to unwrap the candy.
Arrange students in a semicircle and then distribute a candy to each. Care must be taken to leave the bullet directly in front of the participant.
The Mediator then starts the dynamic by explaining the objective and making it very clear (in various situations) that the students will not be able to use “their” hands.
It is important that the group realizes that they can (and should) ask their closest colleague for help in unwrapping the candy.
This dynamic was applied to high school students (1st, 2nd and 3rd years).
What was observed:
At the beginning of the activity, the students were not comfortable opening the bullet with their mouth and so they looked for other alternatives to reach the goal. Many have tried using their knees and elbows, but to no avail.
Students in the 2nd year of high school took about 12 (twelve) minutes to unwrap the candy and did not stop, at any time, from asking for help from their colleague. The same thing happened with the 3rd year students. Only the 1st year students were able to fully achieve the objective of the dynamics, which earned them, on average, 5 (five) minutes of activity.
It is worth remembering that the students are only concerned with unwrapping the candy and do not pay attention to what the mediator says: “You cannot use your hands” during the exercise. This is also applied in school activities in the classroom, where the greatest concern is to carry out the proposed challenges and they forget to read and understand the statements, that is, the instructions.
It's a fun and interesting dynamic, it makes the student reflect on their own individual acts and perception, and the reward was much appreciated, “the bullet”.
08. DYNAMIC: "GUESS WHO IT IS"
Theme: Presentation dynamics
Justification: The rapport between students and is a factor of great importance to avoid conflicts and ensure a friendly environment within the classroom, which will favor the teaching process. learning. For this it is necessary to promote strategies that lead students to get to know each other and get closer, breaking down barriers of prejudice and shyness, and creating emotional bonds.
objective: Develop a dynamic in which students will learn a little more about the characteristics, tastes, dreams and opinions of colleagues, in order to bring them closer and lead them to reflect on two key issues for a good relationship: It is important to value and respect the differences, individualities and particularities of each a. When we allow ourselves to get to know someone better, we can see that we have a lot in common.
Resources: Chalkboard and sheets of bond paper.
Assessment: Production of a paragraph about what is important to get along well.
Practices: Dynamics: “Guess who it is” Teacher writes the following questions on the board:
I go to high school to:
A good teacher is one who:
The student needs:
My greatest qualities:
My worst faults:
I hate people who:
I love people who:
The important thing is:
A material dream:
A life goal:
My favorite thing to do is:
My least favorite thing to do is:
An idol:
Favorite song style or singer:
Favorite food:
I'm from:
My name is: __________, but you can call me (optional) _____________
Each student receives a sheet of paper and answers the questions without letting their peers see it. It is not necessary to copy the questions as they will remain on the board. Put the name at the end, fold the paper and give it to the teacher. The teacher divides the class into two teams and places the sheets with the students' answers in two different bags (one for each team). The teacher chooses a student from each team to be the spokesperson, that is, the one who will give the definitive answers for each team. The “spokespersons” pull odd-even to see who starts responding. Teacher takes one of the papers from the bag of one of the teams and reads the answers. Students on the opposing team should try to find out who that little role is. The spokesperson gives the answer and if right, the team scores a point. Each team will only have two chances at a time to answer correctly. The team that scores the most points wins.
Self-evaluation. Create a paragraph of at least 10 lines talking about what is important for people to get along well together. For this, reflect on the dynamics carried out and on the following questions: What did you think about this dynamic?
Were your colleagues' responses similar or quite varied? Were your colleagues' responses similar to yours? Through the responses of your colleagues, did you notice that someone has things in common with you? Before listening to your colleagues' responses, did you have a different opinion about any of them? Did your colleagues' responses surprise you in any way? Do you think your class is more homogeneous or heterogeneous? Is the fact that there are such different people in the same group a positive or negative thing? The texts will be written on the back of the bond sheet used in the dynamics. Choose some students to read their productions or for the teacher to read them.
9. INTEGRATION DYNAMICS: SPELL (healthy coexistence)
Objective: Encourage relationships of trust and friendship between children.
Material: Blank paper cards, pens, students sitting in a circle.
Procedures: Distribute the tags to the children; each child will write on the card what their neighbor on the right should do in front of the group; the neighbor will not be able to see the writing; after everyone has written, the teacher will say that “the spell turned against the sorcerer”; now each one is going to do what they proposed for their partner to do; analyze, with the group, how life can bring surprises and how our attitudes are towards them; make a "hook" talking about the things that happen daily at school, during breaks, at arrival, leaving school, unexpected facts, such as bumps, trips of a classmate… and how we react; what is correct to do.
10. DYNAMICS OF INTEGRATION: THE ABYSS (cooperation)
Objective: Favor the spirit of cooperation.
Material: Large room, masking tape, students standing.
Procedures: Using masking tape, mark on the floor two close parallel strips representing an “abyss”; place all students on the same side of the “abyss”; explain that they must go through it in a different way, not being able to repeat what has already been done; in the end, there will be few left to cross the “abyss” and will find that there is no other way to do it, since all the ways have already been shown; to stimulate, from there, the help of the group in the sense of giving suggestions to those who have not yet crossed it, promoting an experience of encouragement and cooperation; when everyone has crossed over, ask them to sit down to reflect on the dynamics.
Reflection: What is the feeling of those who stayed for the end? And what did you feel when your colleagues started to help you on the crossing? How did you feel helping your colleagues? Promote other reflections.
11. DYNAMICS OF INTEGRATION: WALK OF TRUST (responsibility)
Objective: Make children aware of the importance of taking responsibility.
Material: Open space or large room, enough dark TNT sales for all students.
Procedures: Divide the class into pairs; deliver one sale for each pair; ask them to decide who will be the first to wear the blindfold; explain that the colleague who is blindfolded must be guided by his partner, who can give information about the route: stairs, slope, hole…; after a few minutes, reverse roles; at the end, start a reflection on sensations and thoughts that will arise while you were blindfolded later when driving your colleague.
Reflection: How would you feel if your driver didn't act with care and responsibility? Let the kids talk.
12. DYNAMIC: STORM (relaxation/welcome to new theme)
Objective: Promote the relaxation of students in the group/assimilation or discussion about a content/survey of prior knowledge on a certain subject. Material: Large room with enough chairs for each student. Procedures: Ask all students to be seated in a circle (no empty chairs should be left); explain the game: “Let's take a trip…we're going to the high seas; there occur big and waves; I am the captain of this ship and I am watching. Every time there's a big wave on the right side of the ship I'll let you know and you should jump into the chair on the right; when there's a wave on the left side, you'll jump into the chair on the left and when there's a storm signal and I yell “STORM!” all of you will have to switch places; at that moment, the teacher removes a chair and thus there will be a standing student who will be on the lookout for the ship's next voyage, to finally look for a place to sit.
13. DYNAMIC: THE EARTH (trust/relaxation)
Goals: Integrate the class in a moment of relaxation / Provide the establishment of trust between students and the teacher.
Material: Large room or open space. Procedures: Ask the group to stand in a circle; guide them to form a single line where each student must place their hands without letting go of the shoulder of the classmate in front; ask everyone to close their eyes and ask the first in line to keep their eyes open and lead the group through the available space; if the location allows, ask the conductor in the queue to go down steps, go through doors and corridors, finally, anything that might suggest "dangers" that will be overcome by the group's trust in the person who leads; suggest changing the driver at some point during the journey; continue the dynamic by asking students to say how they felt being guided by their peers; correlate about the trust the group has in their teacher.
.
14. DYNAMICS: LEARNING THE NAME (presentation)
objective: Join the class, learn and fix the names of colleagues.
Material: large room
Procedures: Ask the standing group to form a large circle; then the exercise begins: step forward, say your name differently; accompanied by a gesture with the hands, or with the whole body, when then, the people in the group repeat the teacher's name in chorus and make the same gesture; proceeding, the person to the right of the teacher says his name and creates a new gesture. The group repeats the name and gesture of the colleague, and so on, until everyone introduces themselves.
15. DYNAMICS: TREE OF QUALITIES (self-esteem)
objective: Identify qualities and values / Promote the relaxation of students / Know and recognize qualities in colleagues.
Material: Tree trunk made of cardboard, adhesive tape, flowers previously made from the core and five petals.
Procedures: Glue the trunk to the wall or frame; explain that we are now going to think about the qualities we have (explain what quality is); explain that these qualities make us happy and make others happy about it, friends, teachers, family; ask them to write a quality on each petal and in the center (core) the name; after everyone finishes the written part, start assembling the tree, calling one by one on the panel, to glue the flower, saying the name and the qualities it has; at the end, close by emphasizing that we all have qualities and they must be preserved for our good and our happiness.
16. DYNAMICS: THE TREE OF KNOWLEDGE
Objective: Get to know the group members and their opinions related to the issues presented in the tree.
Material: Tree with questions inside the bladder
Procedures: Each participant gets up and goes to the tree, introduces themselves to the group, pops a balloon and reads the question to the other participants and answers according to their opinion.
17. DYNAMICS: SET A MEETING AND TALK
Goals: Exchange experience with other participants, relating through the topic discussed.
Material: A paper clock, as per the model, and a pen or pencil for each participant.
Procedures: Make a paper clock, write a topic to talk about every hour. Make as many equal copies as there are participants.
Hand out clocks, and a pencil or pen to each person. Ask them to walk and make an appointment for each hour. Each person introduces himself to someone and makes an appointment with him, both must then write each other's names on the clock within the agreed time. Even number of participants is required.
Anyone who has already filled in all the schedules should be seated, so that it is easier to complete the schedules.
When everyone has set the time, start the dynamic…
Say the time, for example. "One hour". Each one should look for the pair with whom they made the appointment at one o'clock and talk about the question or subject scheduled for that time.
18. IDENTIFICATION DYNAMICS
Goals: self-knowledge, values recovery and group identification through socialization.
Material: Sheet, Pencil or Pen and Music
Procedures: Make a draw with the names of the participants, hand out a sheet and a pencil or pen, so that each one makes a drawing that represents the friend who was drawn. Each participant hangs their drawing on a string and then the other participants try to identify themselves and choose one of the drawings, explains why he identified himself with a drawing, then what he drew says if the drawing corresponds to the person who took it, if the drawing stays with the participant, otherwise the designer gives it to the real owner explaining the reason for drawing with such features
19. DYNAMICS IN THE DARK
objective: feeling and facing fears and difficulties, putting yourself in the other's shoes
(visually impaired), expose emotions through drawing.
Material: If you are going to do the dynamics during the day, use blindfolds, ambient music, painting material (colored pencils, gouache paint, crayons, etc...)
Procedure: the facilitator gives the participants a blank sheet and some colored pencils or ink, etc...
Put on quiet music and turn off the light or tie a blindfold over the participant's eyes so that they don't see anything, ask each person to express it in the form of I draw what you're feeling at that moment, also ask them to write something, when they finish, turn on the lights or remove the blindfolds and ask each one to explain what you felt when you weren't seeing anything, ask to explain to the other participants what you drew, what your needs were and what you learned with the activity. Explain the objectives so that everyone can reflect and discuss the subject covered.
20. CABBAGE DYNAMICS
Goals: This is a very creative way to find out the level of knowledge of people, in relation to a certain subject or theme.
Material: Prepare questions in advance on a sheet of paper for participants to answer. Roll each sheet, one after the other, so that they look like a “cabbage”.
Procedures: Form a circle, and start to pass the "cabbage".
Put on some well-paced music and keep your back to the group. Stopping the music, whoever has the “cabbage” in his hand should remove the first sheet, read and respond.
If you don't know, the group can help and so on until all the questions are answered, whoever gets the last question is the winner.
Note: Educator adapt this dynamic according to the level of knowledge of your students, not forgetting that we have different levels in our classrooms, so use questions related to knowledge areas, in Portuguese for example work with syllables, sentences etc…
Also use mathematical calculations etc...
21. DYNAMICS OF WORDS
Objective: recognize the words using body language.
Material: Gift box with words on chips, blackboard and chalk.
Procedures: Divide participants into teams, draw a lottery to see which team starts, one participant takes the word out of the box without let others see, mime the word for colleagues to find out, whoever gets it right gets a point, then ask the student to it was right to write the word on the blackboard and form a sentence, in the case of students in the literacy phase, the teacher and friends will be able to help. The group that scores the most points wins, the group that loses must make a gift to the winning group.
Note: Educator be careful when choosing the gift, it should be something that everyone has fun and not something to harm someone.
22. DYNAMICS: UNDERGROUND SHELTER
Objective: Questioning about concepts and moral values, working on the issue of prejudice in the group and exercising a consensus activity.
Material: pen or pencil and a copy of the 'underground shelter' for each participant.
Process: split the group into five people or depending on the number of participants. Distribute a copy of the ‘underground shelter” to each participant. Advise that each person should make their individual decision, choosing up to six people (from the shelter list) of their preference.
Then, each subgroup should try to establish its consensus, also choosing its six people.
At the end, the facilitator suggests returning to the group, so that each subgroup can report their results.
Proceed with the following questions:
Which people were chosen from each subgroup?
What are the selection/elimination criteria?
What feeling(s) did you experience during the exercise?
Solution: A choice free from prejudice would be to promote a lottery.
UNDERGROUND SHELTER.
You are in serious danger of your life. Your city is under threat of bombing. You are ordered to accommodate only six people in an underground shelter, however there are twelve who need to enter the shelter. Below are the people and their characteristics. Make your choice. Only six will be able to enter the shelter:
( ) a violinist, 40 years old, addicted
( ) a lawyer, 25 years old
( ) the lawyer's wife, 24 years old, who has just left the asylum. Both prefer to be together in the shelter or out of it
( ) a priest, 75 years old
( ) A 37-year-old prostitute
( ) an atheist, 20 years old, author of several murders
( ) a 19-year-old university student who took a vow of chastity
( ) a 28-year-old physicist, who only accepts to enter the shelter if he can take his weapon with him.
( ) a fanatical reciter, 21 years old, low IQ
( ) a homosexual, 47 years old geologist
( ) a mentally retarded, 32 years old, who suffers from epileptic seizures
( ) a girl, 12 years old, low IQ
23.DYNAMICS: SECRET FRIEND
objective: preserve friendship and develop a moment of relaxation
Materials: Gift box, papers with the names of all participants.
Procedures: Conduct a draw for the secret friend, each person withdraws their own and the facilitator asks each participant to go to the front and give tips for others to correct the name of the secret friend, the tips can be: How many letters is the name, how many vowels, consonants etc. …
When the group gets it right, the friend drawn should get up and give his colleague a hug and the dynamic continues.
24. DYNAMICS: TRANSFORMATION
objective: Opening up to new possibilities, facing problems as a way of growing and maturing ideas, etc...
Material: tissue paper and music
Procedures: The facilitator starts crumpling the paper and asks the participants to do the same, closing their eyes, asks them to start crumpling the papers as if they were their problems (difficulties faced), after having crumpled the paper well, ask the participants to open their eyes and unwrinkle the paper forming a flower.
Meaning: We always face problems and difficulties, but these problems always make us grow as people making us stronger, that is, the crumpled paper is the problem and the flower is the rebirth of hope.
25. DYNAMICS OF “WHAT DO YOU LOOK LIKE TO ME…”
This dynamic can be used in two ways, such as group interaction with the aim of pointing out flaws, exalting qualities, improving the socialization of a given group.
Material: cardboard, felt-tip pens and masking tape.
Development: A card is glued to the back of each participant with masking tape. Each participant must keep a marker pen. At the signal, participants must write on each member's card what is determined by the dynamics coordinator (in the form of one word only), examples:
1) Quality you highlight in this person;
2) Defect or feeling that must be worked on by the person;
3) Note that each one would give to a certain characteristic or objective necessary to achieve this dynamic.
26. CHALLENGE DYNAMICS
Material: Wrapped Candy Box for Gift.
Procedure: put an animated song to play and a box passes in the circle (the size of a shoebox, explained to the you participate before it's just a joke and that inside the box there's an order to be made by whoever stays with it when the music stop. The person who is going to give the command must have their back turned so they don't see who is on the box when the music is stopped, then the coordinator makes a little suspense, with questions like: are you ready? you'll have to pay the monkey, whatever the order you'll have to obey, do you want to open it? or are we going to continue? Starts the music again and passes the box again if it doesn't open, you can do that for a few times and for the last time it says that now it's for real whoever gets it now will have to open it, OK? This is the last time, and when the lucky one does so, he will have a happy surprise and will find a dream chocolate waltz with the order 'eat the chocolate'.
Goals: this dynamic helps us realize how much we are afraid of challenges, as we observe how people are in a hurry to pass the box to the other, but that we must have courage and face the challenges of life, because as difficult as the challenge is, in the end we can have a happy surprise/victory.
27. DYNAMICS "BACK SHOOT"
This dynamic is developed exactly like number 3 above. The only difference is that instead of saying a part of the body of the colleague on the right, you must say a task for that colleague to perform.
When everyone has chosen the task, Coordinator gives a new command:
_Each person must practice the task, exactly as it was chosen for the colleague on the right.
It's a very funny dynamic and is often used as an “ice breaker”.
28. DYNAMICS OF THE SOCIOGRAM
This dynamic is usually developed in order to discover the positive and negative leaders of a certain group, like-minded people, people each one trusts. It is widely used by sports teams and other groups.
Material: paper, pencil or pen.
Development: A piece of paper and pen is distributed to each member of the group. Each must answer the following questions with a maximum time of 20-60 seconds, timed by the Dynamic Coordinator. Sample Questions:
1) If you went to a desert island and had to be there for a long time, who would you take in this group?
2) If you were to set up a party and had to choose one (or as many as you like) from that group, who would you choose?
3) If you were drawn in a contest for a big trip and could only take 3 people within that group, who would you take?
4) If you were to build a team and had to eliminate (so many people) who would you eliminate from this group?
Note: The questions can be prepared with the specific purpose, but remembering that the questions should not be direct for the proposed purpose, but in comparative situations.
With the results in hand, the points of each participant are counted and the data is interpreted to use strategies within companies and sports teams.
29. DYNAMICS OF THE EMBOLADÃO
This dynamic proposes greater interaction between the participants and allows the observation of the group members' ability to improvise and socialize, dynamism, patience and leadership.
There is a circle holding hands with all participants in the dynamic.
The Coordinator should ask each person to record exactly the person they are going to give their right and left hands to.
Then he asks everyone to let go of their hands and walk randomly, passing each other looking into each other's eyes (so that they don't care about the original position they were in). At the signal, the Coordinator asks everyone to hug each other in the center of the circle “very tight”. Then, he asks everyone to stand in this position like statues, and then hold hands with the respective people who were holding hands previously (without moving).
Then they ask everyone, together, to try to open the wheel, in a way that counts as rules: Jump, go under, spin and jump.
The effect is that everyone, together, will try to make this wheel fully open.
In the end, someone may have their backs turned, which is not a prop. The Coordinator congratulates everyone if they manage to open the wheel fully!
Note: It can also be done in water.
30. DYNAMICS OF SITTING ON LAP
This dynamic proposes an “icebreaker” between the participants:
The coordinator proposes that the group stand shoulder-to-shoulder in a circle. Then he asks everyone to make a 1/4 turn to a certain side, standing in a single line (like this: xxxxxxxxxxxx), albeit in a circle. At the signal, the Coordinator asks everyone to sit on each other's laps and then repeat for the other side. It's a lot of fun, causing a lot of laughs!
31. DYNAMICS OF "JOÃO BOBO"
This dynamic proposes an “icebreaker” between the participants and the level of trust that the participants have in each other can also be observed:
Small groups of 8-10 people are formed. Everyone should be standing very close together, shoulder-to-shoulder, in a circle. They choose a person to go to the center. This person must close their eyes (with a blindfold or simply close them), they must have their body completely rigid, as if they were hypnotized. Hands along the body touching thighs laterally, feet forward, torso straight. The whole body making a straight line with the head.
At the signal, the center participant must completely let go of his body so that he trusts the other participants. These, however, must with the palms of the hands push the “silly john” back to the center. As the body will be straight and tense it will always lose balance and lean to one side. The movement is repeated for a few seconds and everyone must participate in the center.
Note: It can also be done in water.
32. DYNAMICS OF THE NAME
This dynamic proposes an “ice breaker” between the participants. It can be proposed on the first day a group meets. It's great for recording the names of each one.
In a circle, seated or standing, the participants go one by one to the center of the circle (or in their place) and speak their full name, together with any gesture. Then everyone should say the person's name and repeat the gesture made by him.
Variation: This dynamic can be done only with the first name and the gesture of weight, and everyone must repeat in addition, that is, the first says his name, with his gesture and the second says the name of the previous one and his gesture and his name and his gesture… and so on against. Usually done with small groups to facilitate memorization. But a maximum cumulative number can be stipulated, for example after the 8th, another cycle of 1-8 people must start.
33. DYNAMICS OF "JOB SLAVES"
This dynamic comes from a popular game of the same name, but which in this activity has the objective of “breaking ice” and the attention and concentration of the participants can be observed.
In a circle, each participant gets a stub (or any rigid object).
First, the Coordinator must make sure that everyone knows the lyrics of the song that should be:
Job slaves played cachangá;
Job's slaves played cachangá;
Take it off, put it on, let the pear tree stay;
Warriors with warriors zig, zig zah (Chorus that repeats twice)
1st NORMAL MODE:
Job's slaves played cachangá (PASSING HIS TOQUINHO TO THE OTHER ON THE RIGHT);
Job's slaves played cachangá (PASSING HIS TOQUINHO TO THE OTHER ON THE RIGHT);
Take it off (RAISE THE TOQUINHO), put it on (PUT IT IN FRONT OF IT ON THE TABLE), let the pear tree stay (POINTS TO THE TOQUINHO IN FRONT AND WAKES HIS FINGER);
Warriors with warriors zig (PASSING YOUR TOQUINHO TO THE RIGHT ONE), zig (TURN YOUR TOQUINHO BACK FROM THE RIGHT TO THE LEFT COLLEAGUE), zá (TURN HER TOQUINHO TO THE RIGHT ONE) (Chorus that repeats two times).
2nd MODE:
Do the same sequence as above, just to the left
3rd MODE:
Do the same sequence above without singing aloud, but sing in memory.
4th MODE:
Do the same sequence as above standing up running with one foot.
5th MODE:
Do the same sequence as above with 2 stubs, one for each side.
34. DYNAMICS OF THE "SCULPTURE"
This dynamic stimulates body expression and creativity.
2 x 2 or 3 x 3, groups must do the following task:
One participant works as a sculptor while the other(s) are statues (still). The sculptor must use creativity according to the goal expected by the Coordinator, that is, he can seek:
-funniest statue
- most creative statue
- scariest statue
- prettiest statue, etc.
When the sculptor finishes (the deadline is set for everyone to finish), his work will be judged along with the other groups. There can be awards or just applause.
35. DYNAMICS OF "SENSITIVITY"
Two circles with equal numbers of participants, one inside and one outside. The insiders turn outwards and the outsiders turn inwards. Everyone must hold hands, feel them, touch them well, study them. Then everyone in the inner group should close their eyes and walk inside the outer circle. At the signal, the Coordinator asks them to make a new circle facing outwards, within the respective circle. Still with their eyes closed, it is forbidden to open them, they go hand in hand to find out who gave them a hand before. The outside group is the one who must move. If he finds his correct hand he should say _Esta! If it's true, the pair leaves and if it's a lie, they close their eyes again and try again.
Note: This dynamic can be done with other parts of the body, eg feet, ear, eyes, knees, etc. It aims to improve the group's sensitivity, concentration and socialization.
36. DYNAMICS OF THE "MASTER"
In a circle, participants should choose one person to be the guesser. This one must leave the place. Then the others must choose a master to lead the moves/mimics. Everything the master does or says, everyone must imitate... The guesser has 2 chances to find out who is the master. If he misses, he returns and if he gets it right, the master goes in his place.
This dynamic seeks creativity, socialization, disinhibition and coordination.
37. DYNAMICS OF THE "ROLL OF STRING"
In a circle, the participants must be seated. The Coordinator must first acquire a large roll of string. And the first participant must, holding the end of the string, throw the roll to someone else (the coordinator stipulates beforehand eg that he likes it best, that I would like to know more, that he admires, that I would like to tell him something, that has a certain quality, etc.) that he wants and justify the because! The person grabs the roll, holds the string, and throws it to the next one. In the end it becomes a big “web”.
This dynamic can be done for different purposes and can also be used at parties and events such as Christmas and New Year's Eve parties. Ex: each person who sends the string say a thank you and wish you happy holidays. The same format as in the Dynamics of the Present can also be used.
38. DYNAMICS OF THE "NOUNSTANTIVE"
In a circle, participants must have a piece of paper and a pen. Each must write a noun or adjective or whatever stipulated by the Coordinator, without allowing others to see. Then pass the role to the person on the right to act in the form of mimes. It can represent an easier word, divide it and join with another to explain the real word written by the participant, but it is forbidden to make any kind of sound.
39. DYNAMICS OF "TRUTH OR CONSEQUENCE?"
In a circle, participants must be in possession of a bottle that must be in the center. At the Coordinator's signal, someone spins the bottle and to whom the tip of the bottle points is asked: _Truth or Consequence? In case he chooses the truth, the person where the bottom of the bottle pointed must ask something and he must obligatorily answer the truth. If he answers consequence, he must pay a gift (perform a task) stipulated by the person pointed out by the bottom of the bottle. The one who answered spins the bottle.
40. "QUALITY" DYNAMICS
Each person writes down on a small piece of paper the quality they think is important in a person. Then everyone puts the papers on the floor, face down, in the center of the wheel. At the sign, everyone must take a paper and in order must quickly point out the person who has this quality, justifying.
41. DYNAMICS OF THE " ANIMAL CATEGORY "
Each participant is given a paper with the name of an animal, without seeing the other. Then everyone stands in a circle holding hands. When the animal is called by the coordinator, the person corresponding to the animal should squat down trying to lower the colleagues on the right and left. And the others must try to keep him from bending over.
Note: all animals are the same, and when the coordinator calls the animal's name they will all fall “butt” to the ground, causing a great laugh all around.
objective: “ice breaker” general relaxation.
42. DYNAMICS OF "ARRIVE MORE"
objective: The objective of this dynamic is to get closer to people, gain trust and, above all, respect.
Material: Ample physical space, cd, stereo.
Procedure: Participants should walk freely around the room or space, listening to music. There will be a person commanding, and when the music stops, ask the participant to look for a partner who whether you are wearing an item of clothing with a similar color to yours, or using an accessory similar to the your. Ask the pairs to shake hands. Then, the music comes back, go ahead, stop the music and suggest something else: who was born in the month to look for a partner who was born in an even month, odd with odd, so on. Hands should be back. They hit bottom to bottom. Do this activity always a different part of the body without repeating, and without repeating partners. When you reach the last round, say hello through the nose.
43. SPELL AGAINST THE WIZARD
Objective: Moral: Don't wish on others what you wouldn't want them to do to you.
Material: Chamex sheets cut in half, pen or pencil.
Procedure: Make a circle and hand each one half a sheet with their pen and ask them to write something that they would like the colleague to do (even cheesy), remembering that they must write for them, no colleague will be able to see. After that, collect the papers and reveal what they wrote. What they wrote will be what they themselves will do at the center of the wheel.
Suggestion 2
The teacher distributes a piece of paper and asks them to observe their friends and think about what animals they could be.
Then, in a secret way, ask each one to write the name of this animal, thinking of the friend who sat behind each one…
At the end, the teacher asked to read aloud and imitate this animal.
CONCLUSION: We cannot judge people by their appearance or use nicknames without their consent, as we do not know whether they like it or not… Reflect: What am I? How do I behave? What should I change?
44. GALLERY I CAN'T, I CAN'T
Each student makes two canvases in painting (or drawing in sulfite …) expressing through drawings group attitudes “I can, I can't”. The teacher exposes the drawings and, from there, the norms of attitude among the members of the class that will be in force during the school period are discussed. In this way, the commitment is greater, that is, they are the ones who make the rules. When the combined rules are elaborated by the students, there is a greater possibility that they will be obeyed.
45. COLORFUL PLAYGROUND
Through colored cards according to the number of students. Example: 04 cards of each color – blue, yellow, green, red, lilac, and orange to randomly distribute among 24 students. He proposes: “Today you will spend the break with (the) colleagues who receive the same color of the card that each one of you will receive. It's an opportunity to get to know each other even better. It will be a colorful, different playground and, in return, we will talk about the experiences of each group.” After distributing the cards, please request that before to go out to play and have a snack, to organize themselves in groups and talk about the color received (what it symbolizes for each one, what exists in that color…)
Reflection after recess is extremely important for the construction of some values.
46. THE DANCE OF THE BLADDERS
– Distribute a balloon to each student, along with a strip of paper and pencil/pen;
– Ask them to reflect: What would you like someone to say to you... a compliment you would like to receive... a quality that is valued...
– Complete the sentence “You are ………”
– Put them inside the bladder that is already full and through a very happy music that everyone keeps them in the air, avoiding falling, but you can pick them up from the ground as many times as necessary;
– When stopping the music, each student should have a balloon in their hands and pop it, read the strip and then hug each other.
This moment, value friendship, the characteristics of each student.
47. DYNAMICS: GIFT BOX
Objective: – Demonstrate joy, affection, affection for receiving students.
How to proceed:
– Use a paper-lined shoe box with a removable lid, wrapped in a very wide and beautiful bow. Inside this box there should be a mirror glued to the bottom.
– It will be delivered at the classroom door, to the teacher, who should receive it with great joy.
– After opening the box and looking at the present, the teacher, smiling, comments to his students:
“Today is a special day for me! I received a beautiful gift! It's a living gift that will make me very happy this year. It is very important because together we will grow and learn many things. You cannot imagine the happiness I feel to receive it. What do you think is here in this box?"
– Students are curious, wondering what might be in the box.
– The teacher places the box in the corner of the room, and invites each student to go look at the present. Ask them not to talk to each other about what they saw.
– As they open the lid and look inside the box, they see themselves reflected in the mirror and each one has a different reaction.
– After everyone looks at the box, the teacher will comment on how happy he is to receive his students throughout the year. He will say that they really are the gift the school is giving him that day.
– Collect opinions from the room about the feeling each one had when seeing themselves reflected in the mirror.
48. TREE OF DREAMS
Represent a tree on brown paper or cardboard; affix it to the panel or wall. At the top of the tree, write a question related to the subject (it could be about environmental issues, rules of coexistence, the school environment, etc.) that will be dealt with during the bimester, trimester, … E.g. were…?
Each student will receive a “tree sheet” to write their dream, the dream is what the student hopes to “happen for the best” for the subject in question. Then ask each student to place their leaf on the dream tree.
Note: This activity can be resumed during the period in which the subject is being worked on, or at the end of the period so that there is a reflection on what they wanted and what they were able to achieve.
49. FROM CONFUSION TO ORDER
These activities are ideal for the student to realize the organization's need for good performance of activities. The teacher can, from the students fala speech, raise some rules for the organization in the classroom. Ask the students, all at the same time, to sing a song to their partner next door (this activity will create chaos); then ask a student to sing their song to the class. Students will realize how unpleasant chaos is and how order has meaning. The teacher will be able to raise with the students other situations experienced where organization is essential.
50. THE LAKE OF MILK
(Awaken in the student the pleasure of working together and the importance of individual action in contributing to the whole. The teacher will be able to talk a little about the work in the series, so that students understand the importance of everyone's involvement in carrying out the same).
In a certain place in the East, a king decided to create a different lake for the people of his village. He wanted to create a lake of milk, so he asked each of the residents of the place to bring only 1 cup of milk; with everyone's cooperation, the lake serie filled. The very excited king waited until the next morning to see his lake of milk. But such was his surprise the other day, when he saw the lake full of water and not milk. Then the king consulted his adviser who informed him that the people of the village had the same thought: “In the midst of so many glasses of milk if only mine is water, no one will notice…” Ask the students: What value was missing for the king's idea to become complete? After the discussion, it is interesting for the students to build something together, such as the classroom panel. The room can be decorated with a cutout that, after being perforated, forms several people holding hands, like a chain.
Subscribe to our email list and receive interesting information and updates in your email inbox
Thanks for signing up.
