You should expect your adult EMS students to enter your class less-than-hopeful for a great experience. Let’s face it—not many teachers strive to provide the very best educational service, so the student likely expects a remote, uncaring monotone to rule their hours in class. How about you serve up a nice surprise on the VERY FIRST DAY?!
Until they trust that you really are different, they’ll continue to hold you at arm’s length decreasing your ability to truly reach and know them. Strong leaders create connection through valuing each individual’s unique situation, challenges, fears, and hopes—and you can’t do that until you actually know them!
SO, I developed this unique ice-breaker for the very first class meeting. It serves three purposes:
- Instantly demonstrates that you really are different and have no intention of being the star of the show
- Quickly forces the group into the first phase (“form”) of group dynamics (“form, storm, norm, perform”).
- Provides you specific topics to associate with the student (helping in name-learning and personal connection).
- Initiates critical thinking skills before students even know what that is.
Enter the assigned class space (physical or virtual) exactly on the dot on time (because you will not disrespect an adult student by wasting their time and because you honor your word). Announce what the course is to make sure you don’t have any strays who should be elsewhere.
Tell the class only your name and that you are the instructor and that you have a challenge for them:
- “In a moment, I am going to leave this room. Here is your first assignment.”
- For every person in this room, decide who is “the most” something descriptive (happy, smart, outgoing, etc)
- Rule: NO PHYSICAL CHARACTERISTICS ALLOWED
- Rule: The characteristic must have a positive slant (so, not “bull-headed” but “determined”)
- You have 1 minute to organize, 30 seconds per student, and 1 minute to record the results here (a publicly visible area).
Check your watch, and leave. The students will be bewildered, but they ALWAYS work it out (I’ve done this activity for years).
Return on the dot as promised. Discuss.
How you run the discussion is totally up to you, your personal curiosity, and what you hope to achieve. I always call on specific individuals from the list to hear individual perspective—I like to first choose the “most” shy, quiet, reserved bc they are usually NOT the first one to speak in a group.
Here are some suggestions from which to launch interactions:
- How did the process work itself out? Who led? Why?
- Do you think this list is accurate? Why or why not? Anybody agree?
- Was this comfortable for you? Why or why not? Anybody else have this similar feeling?
- If you had it to do over, what would you change?
- IF you find out that characteristics were self-assigned, call on a specific individual: why is this your characteristic?
- Why do you think I started class this way?
© Can Stock Photo / iqoncept
Use student answers as jumping off points for further involving the students in speaking. We are trying to demonstrate that THEY will be very involved in driving your course.
Too many instructors take the opportunity of leading a course to make themselves the center of attention. We all tend to think that is ok as it is consistent with our previous experiences…and it is “ok”—but there are better ways. When we ask people to contribute we convey that we value them—we tell them they are not invisible and we WANT to know what they think and how they feel.
The resulting warmth instantly dissolves protective walls so that all communications (including those you use to facilitate learning) are easier and more productive.
This activity was born after I learned about group formation dynamics. I was YEARS into my career by that point, and I thought, “Wow, wish I’d known about this before having to figure out how to adjust to every new long-term partner on the truck.” And so, the final step in MY version of this activity—to introduce group dynamics to the shiny new group. I specifically stress the “norming “ phase is where most groups fail. It is uncomfortable—but now that we know it is coming, we can resolve right now to work through it.
As leaders, we must walk the talk. This activity shows by action that you do. The realization of EMS students that you truly do care about them and their dreams flings open the door of learning.
Next task? Breaking Down Personal Space Barriers!