Students practice problem solving in difficult personal and hypothetical situations. One student presents a problem. The group then identifies all parties involved in the problem and proposes solutions. The presenter chooses a few solutions that they are most comfortable with and the group discusses pros and cons and which party (or parties) benefits from the solution.
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This activity allows students to assess and prepare for potentially dangerous issues or situations. Students are asked to collectively come up with issues or situations of concern. They then search through a phone book or the internet to find potential resources to call to assist if that situation ever occurs.
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This activity is designed to build trust among group members. After a discussion on trust, the students pair up. In each pair one person wears a blindfold and the other does not. The leader (person without the blindfold) leads the blind person on a walk. Upon completion, they discuss their experiences.
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In this activity, students are asked to pair up with someone they don’t know well. They are then asked to converse to identify as many things that they have in common as possible. They circle the three most unusual things that they came up with and small prizes are given for the most creative or unique. Finally, the group as a whole tries to come up with three things that they all have in common.
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This activity is designed to promote a sense of belonging in the group. The students are asked to go around the room and give each other compliments paying particular attention to how it feels to give and be given a compliment.
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Students become familiar with the different learning styles in this activity. By completing an inventory of personal questions, students discover their personal learning styles. The group discusses different ways to improve learning by focusing on individual styles. Use the Learning Styles Kit activity as a follow up to this activity.
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The Brain Game gives students a brief overview of how their brains work. This activity is designed to help students start thinking about the best ways to use their brains and improve learning/study skills. The game is in a trivia format and includes fun facts about brains.
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This activity provides students an opportunity to practice their listening skills. The mentor acts out good and bad listening skills with a volunteer student before everyone splits up to practice in pairs. Students are encouraged to pay special attention to how it feels when the person they are talking to is not listening.
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Students identify the people in their lives who are in their “circles of trust” which include inner and outer circles. The group discusses reasons that people move in and out of different circles, and how trust is built and broken.
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The Heart is an activity designed to help students understand the consequences of assumptions. Each student is asked to think about assumptions that are made about different identities (i.e. woman: cute, emotional, etc.). After writing these assumptions on post-its and putting them up on signs with the identities written on them, students are asked to think about the characteristics of a new born baby. How do the assumptions cover up all of the good qualities that each of us starts out with?
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