6 Reasons Groups Thrive on Teambuilding Games

By Susan Ragsdale and Ann Saylor, coauthors of Brain Boosters for Groups In a Jar®

6 Reasons Groups Thrive on Teambuilding GamesLooking for a way to build team spirit with a group of teens? Trying to get them off their phones or electronic devices? Want to have them be fully present in the room with you instead of texting friends elsewhere? Or worse yet, texting back-and-forth with the classmate sitting next to them?

Create some time for play! Group games are timeless. They are the ultimate “fun, engage the group” tool for every youth worker and educator. They bring the group together and help kids bond, discover things about themselves and one another, laugh, de-stress, and develop skills. Plus, the “work” of teambuilding using games results in your group developing key 21st century skills they will need to succeed in life and at work. Games can help kids build collaboration, communication, critical thinking, and social and cross-cultural skills.
Here are six reasons you should include playtime in your group.

  1. Games help build bridges between people, creating common ground that didn’t exist before. Children and teens sometimes need a little nudge to start working together—either because they are too shy, too self-focused, too cliquey, or too judgmental. When we bring a group of young people together for the first time, we often play a game called “Common Ground,” where we ask pairs to list as many things as they can that they have in common. Then pairs join together to work in quads, quads join together to work in groups of eight, and eventually, the whole team is naming qualities that they have in common with one another. It’s a low-key game that creates opportunities for conversations that last beyond the game. It usually transforms individuals sitting alone into a lively, chattering group.
  2. Games allow groups to learn more about one another’s strengths and weaknesses, which leads to higher-functioning teamwork. Over time, as you play games from charades to monopoly to dodgeball, you will observe children’s strengths. For example, some kids will be natural performers, others will show their analytical planning side, and some will become caregivers. As kids and adults pay attention to their individual strengths in games, they can intentionally apply and use those same strengths in projects, tasks, and presentations. When adults take the time to name the strengths they see in team members, they help kids make wiser choices in regards to extracurricular activities, sports, classes, jobs, hobbies, and even careers. The self-awareness that emerges during games helps solidify the importance of working with others who offset individual weaknesses—and of the personal development needed to become a stronger leader.
  3. Games help build friendships, which are often founded upon moments of laughter, play, and common experiences. This bonding is important because it can strengthen a team of students, athletes, or club members into a cohesive unit. Creating a safe, caring space where kids are welcome to be themselves and how we create that space is an important job of adults. Games help create a welcoming, safe environment and start the bonding process. Building strong friendships within a team can lead to positive peer accountability, confidence, and healthy decision making—a plus for any group to perform and thrive. Additionally, the art of knowing how to build strong friendships teaches team members that they have others they can lean on when they need support to deal with challenges and temptations at school and throughout their lives. And if we don’t take the time to create these spaces and solidify positive relationships within our space, kids may turn to negative groups to find support.
  4. Games offer people a chance to practice skills and attitudes in a “mini-life” environment. An intense game might reveal tendencies toward perfectionism, selfishness, prejudice, fear, rudeness, or other struggles. The game leader can use the game as an opportunity to gently address issues with individuals or with the whole group. These insights can help the game leader make decisions about future opportunities for refining behaviors and choices. If a group needs to practice skills such as decision making, listening, planning, or compassion, caring adults can use games to provide the opportunity to do so. These intentionally chosen games will build individual and team skills further preparing kids for life.
  5. Games improve team morale. They provide opportunities for kids to reflect upon experiences, participate in self-discovery, and grow. They can tease out interests and passions or change the energy of the group. Games can help the group navigate transitions and celebrate successes. A team that takes time to notice and celebrate its members accomplishments, large or small, will continue to work well together. Team members will learn the importance of reflection, celebration, and gratitude—three aids in improving morale.
  6. Games = fun for individuals and groups. We saved the most obvious reason to use games for teambuilding for last: Groups that play games have fun together. But make no mistake, it’s not simply a matter of fun and games. As the previous reasons indicate, “play with purpose” (our mantra) creates an engaging space for self-discovery and skills identification and practice, and it builds group identity. Play fosters group retention, opportunity for growth, and cheerful group spirit. Individuals who play games have fun, and a person’s joyful attitude is contagious. It can impact your whole group in the very best possible way!

Convinced you need more playtime? Ready to play? Remember: Kids are experts in play, so give a little direction and space, and let them play! And remember to play along, speak up when necessary to move play along in healthy directions, and encourage the individuals and the group to grow.


Ann SaylorSusan RagsdaleSusan Ragsdale and Ann Saylor
are the best-selling authors of Great Group Games: 175 Boredom-Busting, Zero-Prep Team Builders for All Ages and seven other books for educators and youth workers. Nationally recognized trainers in positive youth development, service learning, and play with purpose, they partner with schools and after-school programs for professional development. Learn more through their website and blog and follow them on Twitter @TheAssetEdge.

Brain boosters for Groups In a JarSusan Ragsdale and Ann Saylor are the coauthors of Brain Boosters for Groups In a Jar®.


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Looking Back, Looking Forward: How to Renew Your Passion for Teaching

By Sandra Heidemann, M.S., Beth Menninga, M.A.Ed., and Claire Chang, M.A., coauthors of The Thinking Teacher

Looking Back, Looking Forward: How to Renew Your Passion for TeachingIt’s the end of another school year. For many, the year finishes in May or June. For those who work through the summer, it may finish in July or August. Whenever it comes, the end of the school year is a time for memories and opportunities.

It’s been a while since I taught children, but I remember what a poignant time the end of the school year was for me. I thought about who children were when they entered my class and how much they had learned over the year. I felt sad at saying goodbye to the children and their families. I felt relief: No lesson plans or preparations until next year. And I looked forward to spending time with my family on trips and vacations. I really didn’t want to even think about what the next year would look like. But the children in my classroom stayed with me over the summer. As I rejuvenated myself in the summer sun, I thought about each of them and what adventures they might have next. I recalled funny stories, mistakes, joyful encounters, and tearful moments.

So as you jump into summer, it’s pretty likely that your brain will be processing the past year and getting ready for the next one. September, and another year of teaching, is approaching fast, even though you may still feel tired from the past year. So how do you gear up for a new group of children? How do you renew your enthusiasm for and commitment to teaching?

You have your own strategies as you get ready for a new school year. However, I want to share some of the ways other teachers and I have found renewed interest and excitement for the next adventure.

Take time for yourself. It’s easy to fill up your summer with unfinished tasks around your home, children’s schedules, vacations, and part-time work. However, take time apart from the to-do lists to read, relax, and rest. Find ways to experience the outdoors by walking, swimming, or just sitting outside. Alone time, as well as time with friends and family, can reenergize you.

Reflect on the past year. When you’re ready, take some time to think about the past year. Reflection will help you sort out what went well and what didn’t. You can write it down or even share it with a friend or colleague. Think about the following questions:

  • What strategies worked especially well with the children?
  • What units or themes were the most interesting?
  • Was there a child you were particularly concerned about? What were your concerns? How did you try to help?
  • How were your communications with families? How did they respond?
  • What times of the year were especially difficult? What made them difficult?
  • Were there changes in your curriculum or instruction during the past year? If so, how did they go? What was difficult? What was effective? How did the children respond?
  • What was special about the past year? Was something puzzling or intriguing to you? What new discoveries did you make about yourself as a teacher?
  • What other questions do you have about the past year?

Let yourself ponder these questions. You don’t have to answer them all or all at once. Sometimes, thoughts or memories come slowly. Take advantage of your time away from the classroom to let your mind reflect on what you have learned from the past year.

Think about what you want to change and what you want to keep the same. There will be some strategies, lesson plans, and themes you will want to keep just as you did them last year. Others you may want to tweak. Still others you will want to overhaul. You don’t have to plan out every step at this point. Just keep a notebook handy so you can jot down ideas as they come. One or two words will remind you what you want to change or keep the same as you prepare for next year. You will have a different group of children, so you will want to adapt to their needs as well. You may still have questions about children you were unable to reach. These answers don’t come easily, but by raising the questions and reflecting on your observations when you are not teaching, you may see another pathway forward.

Think about what else you need to learn. Teachers are learners, and learners are better teachers. Through your reflections, you may decide you want to learn more about certain subjects or strategies. Maybe this past year you found yourself wrestling with a particular topic, issue, or strategy. You can approach that learning in several ways. You can go to more training or take a course. You could find books and articles for more insight. You can speak with colleagues or experts in your field. You can go online to listen to experts, watch and learn from clips of other teachers and children, discover posted ideas from other teachers, or find online workshops.

Maybe you want to learn a new skill or explore content that sparks your interest: take up knitting, learn to make Korean barbecue, begin to speak a new language, or read all about the history of soccer. By learning about something new, you can spark new interest in and enthusiasm for teaching.

Think about what materials or equipment would help you be a more effective teacher. Teachers are more interested in how children respond when they have something new to try. Would any materials or equipment enhance your lesson plans? Did you notice certain classroom tools or materials that promoted children’s curiosity? Does your school or center have a budget for each classroom that you can use? Keep those ideas in mind when you are at the next garage sale or visiting a children’s bookstore.

My Core Beliefs: A free download from The Thinking TeacherRemember to pay attention to what brings you joy. Each of us has unique and individual experiences that bring us joy. Make sure you give yourself time to savor those experiences during your time off. We often put ourselves last on our list of priorities. Be sure to sometimes put yourself first.

Bonus! Download My Core Beliefs, a free printable worksheet from The Thinking Teacher. Use this form to help you define what makes you tick as a teacher.

As fall classes come closer, you may feel some dread at starting another busy, packed school year. But when you think about all that you learned from the past year, and what you can accomplish in the coming year, you may feel anticipation and excitement. Think of it: a new class of children, a clean and orderly classroom, and a renewed spirit to start a new year. What could be better!

sandra heidemannSandra Heidemann, M.S., is a decades-long veteran of early childhood education with an emphasis on special needs. A past board president of the Minnesota Association for the Education of Young Children (MN AEYC), Sandra has published in Young Children and Exchange magazines and is the coauthor of Play: The Pathway from Theory to Practice, published by Redleaf Press. She lives in Minnesota.

Beth Menninga, M.A.Ed.Beth Menninga, M.A.Ed., has over three decades of experience in early childhood education, including teaching in preschool classrooms and coordinating professional development initiatives on infant/toddler caregiving, early literacy, and early math. Beth has also coauthored articles for Young Children and Exchange magazines. She is currently project coordinator at the Center for Early Education and Development at the University of Minnesota.

Claire Chang, M.A.Claire Chang, M.A., is senior program officer for the Blue Cross Blue Shield Minnesota Foundation and is a former West Ed instructor. She has served on the governing board and accreditation council of the National Association for the Education of Young Children (NAEYC) and currently serves on the board of directors of MN AEYC and Hope Community Services. Claire lives in Minnesota.

ThinkingTeacherSandra, Beth, and Claire are coauthors of The Thinking Teacher: A Framework for Intentional Teaching in the Early Childhood Classroom.


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Landing a Teaching Job: Résumé Tips from the Principal’s Office

By Susan Stone Kessler, Ed.D., coauthor of The Principal’s Survival Guide

Landing a Teaching Job: Résumé Tips from the Principal’s OfficeAs a high school principal, I get résumés 12 months out of the year. Most of them come by email, so I save them in an electronic folder and wait for a vacancy. Sending hard copies doesn’t hurt and may be the way other principals search for candidates, so the best way to ensure your résumé gets to the decision maker may be to send it both ways.

When I review a résumé, my eye immediately looks for:

  • Certification. Clearly state the grade levels and subject area your license covers and the state where you hold your license. Please don’t make me search for this information because it is more important than anything else on your résumé. Some states have reciprocal agreements, and some don’t. If I need someone to start immediately and your license won’t transfer to my state, then I will move on to the next résumé. Don’t list only the certification you want to tell the principal about. If you are certified in English and special ed, your résumé is more valuable than someone with just an English or a special ed certification. You may only want to teach one or the other, but the bottom line is, if you are sending a résumé, you need a job. You may be the only square peg that fits into the vacancy’s square hole—don’t masquerade as a round peg due to preference.
  • Experience. Have you taught the grade levels that the vacancy is for—even as a student teacher? If you are certified in K–12 art but have only taught K–3, you won’t be at the top of the list compared to someone who has taught art to grades 9–12 if I am looking for a high school art teacher. However, all my candidates may be elementary teachers, so don’t count yourself out. If you want to teach high school art, make your case. Some candidates worry that too little experience will hurt them while others worry that too much experience will hurt them. Neither is accurate because you don’t know the other factors the principal is considering for this position. Are all the members of the team with the vacancy inexperienced? Are they all veterans? Don’t make assumptions about your value when you don’t know all the things that come into play when staffing a school.
  • Education. People assume principals favor certain universities. Principals do have biases and preferences, and when a candidate graduates from one of my alma maters, I do look at them more closely than others because I know how well that program prepares teachers. Any candidate can discover my alma maters by reading my bio on my school’s website (do your homework). I have selected candidates from less prestigious universities over candidates from more prestigious schools based on their interview, so don’t assume that you will never get this job. You don’t know what the principal is looking for, so how can you know she or he isn’t looking for you?
  • Know who is reading your résumé. If the principal has a doctorate, use Dr. when addressing him or her. Don’t mix up Mr. or Ms. either. Never use the person’s first name when addressing a cover letter. Go to the school website and learn a little about the school. It always makes me smile when a candidate includes something about our school’s vision and how he or she has similar beliefs. It shows me that you did your homework.
  • Cover letters. Keep ’em short and to the point. In the spirit of true confessions, sometimes I only look at the résumé and never read the cover letter. Everything I need to know should be in the résumé. However, the cover letter is the perfect place to cite what you know about the school and its vision, goals, and curriculum or something unusual about the principal. This proves you did your homework and may get you an interview even if the previous points don’t. As a principal, I’m looking for a strategic thinker.
  • Get ready for the most important point: Not everything is about you. Sometimes a candidate not getting a job has nothing to do with her or him. Many people personalize rejection and allow it to shake their confidence. You may be up against someone who can speak four languages or has advanced training that you don’t have. That’s not a knock on you. The problem is no one will ever tell you why you didn’t get a job, so it is easy to convince yourself that it’s all your fault. A principal is looking for the best fit. You may not fit vacancy A, but when vacancy B comes along two weeks later, you are the best fit. Two weeks later you are no better or worse than you were two weeks before, but a better fit got you in the door.

The résumé is a brief synopsis of who you are. The interview is really where the principal gets to know the teacher behind the email or paper. Focus your résumé on what principals are looking for so your résumé gets moved into the “interview” pile instead of the “file” pile.

Susan Stone Kessler, Ed.D.Dr. Susan Stone Kessler is an award-winning educator who has spent the past 21 years working in schools with Middle Tennessee teenagers. She has been a teacher, an assistant principal, and a high school principal in two Tennessee school districts.

 

The Principal's Survival GuideDr. Susan Stone Kessler is a coauthor of The Principal’s Survival Guide: Where Do I Start? How Do I Succeed? When Do I Sleep?


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Surprising Summer Reads for Educators

By Richard M. Cash, Ed.D.
Part of our Cash in on Learning series by Richard M. Cash, Ed.D. Click to read other Cash in on Learning posts.

Surprising Summer Reads for EducatorsDuring the summer months, I usually want to put away the education books and pick up some light reading to take my mind off of school. Last summer, however, while I was writing my book Self-Regulation in the Classroom: Helping Students Learn How to Learn, I spent a lot of time studying the topic and digging through research. While researching, I came across some great books that helped me round out the text and spoke to me outside of being an educator. Pick up one of these books this summer to learn more about yourself beyond being an educator.

Wired to Create: Unraveling the Mysteries of the Creative Mind by Scott Barry Kaufman and Carolyn Gregoire (Perigee Books)
Kaufman, the scientific director of the Imagination Institute in the Positive Psychology Center at the University of Pennsylvania, and Gregoire, a senior writer for the Huffington Post, have pulled together the latest findings in neuroscience and psychology as well as examples of artists and innovators from recent and past history to help explain how all of us can be, and are, creative. With more standardized testing and fewer opportunities for children to be creative, this book highlights the critical need for all of us to understand how our brains are naturally wired for creativity. The authors present ways to hone your passion, encourage daydreaming, feel secure in solitude, turn adversity into advantages, learn to think differently, and more. You will find this book full of “aha” moments as you reflect on your own life. You will learn how to make the school day and your classroom space more creativity-invoking. If you are a research geek, you’ll enjoy the 55 pages of notes at the back of the book that support the text—but you don’t have to read those pages!

Drive: The Surprising Truth About What Motivates Us by Daniel H. Pink (Riverhead Books)
Motivation is one of the biggest hot-button issues in the world today. We’ve learned to be driven by extrinsic rewards or punishments, either getting a good grade (reward) or being called out (punishment) when you don’t do your homework. In his extensive investigation into what motivates people, Daniel Pink discovered that we strive for our best when we have an intrinsic desire to direct our own lives and we feel a sense of accomplishment when we create new things. I love this book because it very clearly lays out these driving forces—especially those that drive the children of the 21st century. Every educator needs to read this book to understand that external rewards and punishments have little to no effect on achievement. Let’s focus our attention on how we can get students to feel autonomous, gain mastery of a subject, and find purpose.

How We Learn: The Surprising Truth About When, Where, and Why It Happens by Benedict Carey (Random House)
Too often, educators lack awareness of how the brain learns. Additionally, we continue to teach based on a lot of mythology, such as reviewing class notes as a method of studying. In fact, studying class notes has little value when it comes to an exam. What has more impact on performance is the ability to re-create the notes from memory. Benedict Carey does an excellent job of dissecting the research on how we learn and providing ample ideas for making learning more valuable. You will find useful tips on the quantity of study versus the quality of study to help improve students’ achievement. This book can help you break down many of the myths and misconceptions we all have about learning.

Focus: Use Different Ways of Seeing the World for Success and Influence by Heidi Grant Halvorson, Ph.D., and E. Tory Higgins, Ph.D. (Hudson Street Press)
To be self-regulated and achieve success, all people need to learn how to manage their feelings, behaviors, and thought processes. Focus offers detailed information on the two ways we are motivated to achieve: either through winning or avoiding losing. This is being called promotion-focused (achieving because you see the benefit of the accomplishment) or prevention-focused (avoiding failure and being just “good enough”). The book offers examples of promotion- and prevention-focus in a wide range of situations, from raising children to marketing to business. It can also be a helpful book for teachers to learn how to motivate children to achieve beyond the reward of good grades. For school administrators, it can provide useful ideas to engage staff in working toward a fulfilling school environment.

When considering your reading choices over the days away from school, think about looking outside the field of education. A lot of great material is out there, from business to history to romance, that can help us understand the human condition. I enjoy the challenge of connecting materials outside of education to the classroom and making them work in school. I’d love to hear your other choices for summer reads and how they can connect back to the classroom. Tell me the name of the book and provide a little description of how it connects to education. I look forward to reading your ideas.

Richard CashRichard M. Cash, Ed.D., writes the monthly Cash in on Learning blog posts for Free Spirit Publishing. He has given hundreds of workshops, presentations, and staff development sessions throughout the United States and internationally.

Free Spirit books by Richard Cash:

Self-regulation Advancing Differentiation Differentiation for Gifted Learners


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Best Twitter Accounts and Chats for Educators

By Andrew Hawk

Best Twitter Accounts and Chats for EducatorsAs social media continues to become more and more integrated into American society, educators everywhere continue to find ways to apply it to their trade. The networking potential for Twitter and chatting is only beginning to be realized. The problem with social media is that it can be hard to know how to make the best use of your time. Here are some tips I hope will help you navigate Twitter and chatting.

Who to Follow on Twitter
For anyone unfamiliar with Twitter, or the act of tweeting, this form of social media allows users to post short tweets (no more than 140 characters) that are sent to people who follow their accounts. Followers can post replies to tweets if they wish. Users enjoy Twitter for the speed at which information is exchanged. The answer of who you should follow may be different for each teacher, but here are some tips that can help you get started.

Follow professional organizations. In some states, you can follow the Department of Education on Twitter. Following professional organizations can keep you informed of breaking news, changing policies, and events relating to education that are on the horizon.

Follow content experts. The experts you choose to follow will be specific to your grade level or subject. Even if you do not glean specific teaching strategies from them, experts may be able to give you ideas related to the shifting climate of instructional design. Exposure to new perspectives on teaching can help educators avoid getting stuck in a rut.

Look for inspirational sources. Honestly, this might be the most valuable tip on this list. Whether you are inspired by spiritual, philosophical, or comedic sources, reading a quick tweet from a source that you find uplifting can make a big difference, especially when you are having a bad day. Go browsing to find a source that works for you.

Connect with colleagues. Most of us can name a colleague with whom we have felt a strong connection. In the hustle and bustle of a busy school day, there isn’t always time for social interactions. Following your current or past colleagues on Twitter can help you keep up with each other’s lives since, as teachers, we often lose ourselves in class preparation.

Follow former students. Why not? The effect teachers have on students can last a lifetime. Follow a former student to see how things are going for him or her. It is very rewarding to watch former students grow into productive adults.

Which Chats to Participate In
Chatting is almost as old as the Internet itself. The act of chatting predates all other forms of social media. Most current forms of social media include some form of chatting. Chatting can take place in real time via chat rooms or through a series of comments on a chat board. Here are some guidelines for finding the right chats for you and getting the most out of them.

Beware of negative chatting. You do not have to look far on the Internet to find people taking part in negative chats aimed at American education. I heavily caution you not to take part in these chats. It is easy to become emotional when you read comments that denigrate the work you hold so dear, but it’s important to beware of trolls. Trolls are people who go trolling on the Internet with the goal of stirring up trouble through negative comments. They may not even necessarily believe the things they are posting. They are only trying to cause an argument for their own amusement. The danger a teacher faces if he or she lashes out at a troll in a chat room is that the troll may take a screen shot of the comments and post them elsewhere. Please be careful before you post any negative comments.

Find websites that fit your needs. My favorite website for professional chatting is teachers.net. This website offers a variety of teaching resources, a wide range of chat boards, and live chat rooms for teachers. Chat rooms can be great if you need immediate advice or teaching-related ideas. This is because you and the other people are communicating in real time. Chat boards are places where people leave comments on a certain topic or question. It is common on teachers.net for parents to post questions on chat boards if there is something troubling them or if they need advice about parenting. I like this website because it covers a broad range of educational categories. Literally, there is something for every type of teacher. However, everyone should find the website or websites that best fit their professional needs.

Chatting through professional articles. I have the preferences on my homepage set up to funnel professional education articles to me. I try to read at least one article a day. The chat boards that are attached to these articles (the comments sections) are often as interesting as the articles themselves. This is a great way to stay up-to-date on the current practices and views of teachers from different parts of the country. Join the conversation and represent your part of the country, too.

Form your own professional chat group. It really does not take a lot of effort to organize your own chat group. This can even be accomplished using instant messaging on social media websites such as Facebook. Now that it is possible to use a cell phone to chat on websites, chatting can literally take place at any time. I recommend giving your chats a purpose. Have your group choose a professional book to read and then chat about thoughts and reactions. Even a few minutes of collaboration per day will have a positive impact on your classroom.

Andrew HawkAndrew Hawk has worked in public education for fourteen years, starting as a teaching assistant in a special education classroom. He has taught first, second, and fifth grade as a classroom teacher, and for the past three years, has worked as a resource room teacher, providing services for fourth and fifth graders. Working as a special education teacher has given him the opportunity to work with a variety of age groups and exceptionalities. In 2011, he earned his master’s degree in special education from Western Governor’s University. When Andrew is not preparing for school, he enjoys spending time with his wife and daughter.


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