Ice breakers are a valuable tool that takes only 5-15 minutes of class time and serve several important purposes. Primarily, they help build a sense of community among students and create a positive and supportive learning environment. Additionally, they assist students in identifying and articulating their personal desires, goals, and strengths, which can be useful in setting meaningful and achievable learning objectives.

Ice breakers are most effective when they have a clear purpose that aligns with the objectives of the class session. As such, they should be tailored to meet the specific needs of the students and subject matter being taught. For example, the Six-Word Memoir is a good way for students to start thinking about their personal identity and how to communicate it to others, preparing them for the Professional Biography assignment. The Collaborative Haiku is a fun team-building exercise for when students have formed teams for group projects.

Ice breakers also enhance students’ communication and critical thinking skills. At first, students may give short, one-word answers to ice breaker questions, but as the semester progresses, they learn to communicate more effectively and give fully developed answers without needing to be prompted. This is an important aspect of building communication and interpersonal skills that will benefit them in the future.

Ice breakers can range from simple to elaborate, involving anything from answering a single question to participating in complex activities. I like to include at least one icebreaker per week in my lessons, but teachers can use them for every class session or whenever they feel it would be beneficial. There are many ice breaker options available online, giving teachers a wide range of options to choose from. Regardless of the type of ice breaker used, they always result in creating a supportive and engaging learning environment that inspires success in students.

One-Word Introductions

I like to use the One-Word Introductions icebreaker on the first day of class as it provides a great opportunity to get to know my students, how to pronounce their names correctly, and their preferred pronouns. This activity encourages each student to express themselves and gives everyone a voice on the first day of class. Additionally, it prompts students to think more deeply about their identity by not only choosing a word that represents them, but also explaining why they chose it. This helps to foster effective communication skills.

• Distribute index cards to each student.
• Ask them to write their preferred name and pronouns on the index card. They can also provide a phonetic spelling or a hint to help others pronounce their name correctly.
• On the reverse side of the index card, ask each student to write one word that represents them in some way. This could be a feeling, personality trait, talent, or something abstract like their favorite color, number, or even a season. They should all be prepared to share why they chose that word.
• Encourage them to be creative and decorate their index cards if they wish.
• Once everyone has completed their index cards, ask them to introduce themselves, their preferred pronouns (if they wish), and their one-word representation, along with why they chose it. They can also share their pronunciation or a helpful hint if desired.
• Example: “Hi, my name is Lymond (like “diamond” with an “L”). My preferred pronouns are he/him and my one-word representation is Stylish. I chose that word because I have a passion for fashion, especially sneaker. I’m a real sneaker-head.”

At the end of the activity, I collect the index cards and use them to call on students by name during class. I also jot down any helpful hints for pronouncing names that may be challenging for me, so that whenever I call on a student, I am honoring their preferred names and pronouns.

Six-Word Memoir

I like to use the Six-Word Memoir exercise early in the semester, usually during the second class session, when I introduce the Professional Biography Assignment. This exercise is a great prompt for students to start thinking about who they are and how they want to represent themselves. It is important to be able to articulate one’s identity in a professional setting, and the Six-Word Memoir is a great way to get the creative juices flowing and encourage deeper self-reflection.

• Have students create a six-word memoir that best represents who they are. It can be six separate words, a short sentence, a poem, or a phrase—anything they’d like. The only requirement is that it must be exactly six words.
• Prompt them to think about the key aspects of their life, their personality, their values, and their goals, and try to capture them in just six words. Encourage them to be creative, be concise, and be authentic.
• They should be prepared to share their six-word memoir with the classroom community and why they chose it.

For this ice breaker, my Six-Word Memoir is “Magical, Artistic, Revolutionary, Creative, Unique, and Sassy.” These words represent different aspects of my personality that I embrace and affirm. Additionally, the first letter of each word spells out my first name, making the memoir even more personal and meaningful to me.

Class Picnic

I like to activate the Class Picnic activity a couple of weeks into the semester, at the end of the second week or no later than the third week. Although this activity may take longer than traditional icebreakers, running up to 30 minutes, it is well worth the time investment. Once the activity is complete, you will have a better understanding of most, if not all, of your students’ names and they will have a better understanding of each other’s names as well.

• Imagine that the class is going on a picnic together.
• Each student must bring something that begins with the first letter of their preferred name. For example, if their preferred name is Marcus, they could bring macaroni salad, music, or magic tricks.
• The item can be tangible or abstract, such as multiple dimensions, motivation, or mystery. The goal is to have fun and get creative with what they bring.
• Once each student has identified what they are bringing, start with the first student. They will say their name and what they are bringing.
• The second student will repeat the first student’s name and what they are bringing, and then add their own name and what they are bringing.
• The third student will repeat the names and items of the first two students, and then add their own name and item. This continues until the last student has repeated the names and items of all the other students, and then adds their own name and item.
• Encourage the students to listen carefully and pay attention to the names and items of the other students, as they will need to remember them in order.
• it is important to emphasize to the students that it is okay to ask what someone’s name is or what they are bringing if they need clarification.
• Encourage the students to ask for help with pronunciation if they are unsure, as it is important to learn each other’s names and pronunciations correctly, as it is a key aspect of building a positive and inclusive classroom community.
• The end result will be a fun and interactive way for the students to get to know each other and remember each other’s names and with the item as hints.

After doing this activity, I no longer need to refer to my index cards that I collected during the first session. I can look at my students and call them by name, and my students can do the same for their classmates. This activity not only helps to build a positive and inclusive classroom community, but it also helps to create a more personal and meaningful learning experience for all involved.