25 Ways to Have Participants Introduce Themselves
25 Ways to Have Participants Introduce Themselves
The initial moments of a class can evoke fear in some participants, while others view introductions as exciting opportunities for discovery and connection Although it's common to request names and brief personal details, this process can feel mundane By structuring your questions to elicit unique and engaging information, you can revitalize the introduction experience and foster a more dynamic classroom environment.
Avoid attempting to be a comedian unless you have the skills; for instance, Henny Youngman's humor worked because of his unique style Additionally, using subtle insults in your writing is generally ineffective and often backfires.
Discover 25 innovative methods for students to express their personal stories, articulate their goals for being in the classroom, and share the knowledge they aspire to gain.
To engage participants, write the course name on a board or flipchart, ensuring there's space between the letters Invite each individual to select a letter from the word and use it as the starting point for a word that reflects their motivation for taking the course or their learning aspirations.
In a course focused on supervision, you can creatively utilize the letters of the word "supervision" to introduce yourself For instance, take the letter 'I' and say, "I pride myself on being an intelligent person, as intelligence involves continuously acquiring new knowledge My goal is to learn as much as possible."
Brainteaser: There are eight learners in a room Each one shakes hands just once with each of the other learners What is the total number of handshakes?
Answer: 28 Gather seven other people and start shaking hands if you don’t understand why the answer is 28
Begin by having each participant introduce themselves and share their level of confidence in their intuitive abilities Next, inform the group that they will take a quiz designed to assess their intuition You can create your own quiz or utilize one from the provided Appendix.
Most participants will likely score poorly on the Appendix quiz, with few achieving over 60% This serves as a valuable opportunity to emphasize the importance of maintaining an open mind and being ready to let go of preconceived notions in order to embrace new concepts.
The brainteaser asks for the first number beginning with zero that, when spelled out, contains all its letters in alphabetical order The answer is "forty," as it is the first number that meets this criterion.
3 C hallenge them to tell why the course is important
Assign students to discuss at least one situation or reason why the information from this course is important to them, encouraging personal reflections such as the need for a passing grade to graduate, as well as broader implications like improved communication reducing the likelihood of conflict.
Begin each group's report by introducing the names of its members As they present their situation or rationale, document their responses on a flipchart Collectively, these responses will strengthen the objectives of the course.
To engage participants effectively, list various concepts on a flipchart or overhead and have individuals or pairs choose their preferred topic for learning Mark each selected item with a check mark to track interest levels Assure participants that you will focus more on the most popular concepts while retaining the flexibility to delve deeper into any less popular yet crucial topics, emphasizing the importance of comprehensive understanding.
Chapter 1: 25 Ways to Have Participants Introduce Themselves
A mundane interview question often leads to a lackluster response, such as asking, “How long have you been teaching?” which typically results in a simple answer like, “Twenty-four years.” In contrast, a more engaging question, like “Of all the students you have taught, who stands out in your mind the most?” is likely to evoke a vivid and memorable story about an unforgettable student.
Participants should take a few minutes to come up with an intriguing question After everyone has had the opportunity to interview a partner, ask them to share two key details: their partner's name and the most interesting fact they learned about them.
Brainteaser: What three letters can be used to spell three different words when the letter and the two missing letters are arranged like this?
5 G ive participants a choice of questions to answer
Encourage creativity from the outset by displaying a list of questions on a flipchart or via PowerPoint Ask each participant to select two questions and provide a response to one of them Be mindful that participants often gravitate towards the questions at the top of the list.
To avoid monotony, insist that they answer their second question if too many responses are provided for any one question.)
Here are some interesting possibilities:
Of all your unforgettable memories, which one would you like to forget?
If your life were a television channel, such as a history channel, what would it be and why?
What famous person are you most like?
If you were principal of this school (or owner of this company), what one change would you immediately institute?
What is your favorite word? Why have you chosen it?
What correlations can you make between chefs and lions?
Other than picking teeth, what can a toothpick be used for?
What is one question you can’t answer?
6 H ave them explain why they’re studying this subject
At the beginning of the class, each student will share their name along with their learning objectives, whether it's what they hope to gain from the course or what their employer or parents expect them to learn This practice of articulating their purpose enhances student focus and reinforces their responsibility for acquiring knowledge during the class.
Brainteaser: What letter—clearly, visibly, obviously—is out of place?
Answer: T It is bigger and its lines are bolder than the other letters
7 M ake them think: What future use can they make of what they’re about to learn?
25 Ways to Test for Understanding
25 Ways to Test for Understanding
Understanding the learning outcomes of participants can vary significantly among different perspectives, including those of the participants themselves, their bosses, and their parents These differing viewpoints may not align with actual learning experiences To effectively evaluate what participants are truly learning, there are numerous assessment methods available In this section, we outline 25 effective strategies for measuring participant learning.
1 P repare at least ten questions
Thirty questions would be even better They should be questions that are answerable by “yes” or
“no.” Throughout the day, ask your questions in order to obtain quick feedback regarding their absorption of the new information you are presenting
Begin by directing your initial questions to participants on the left side of the room, followed by a second set aimed at those seated in the middle Finally, address your last set of questions to individuals on the right side This structured approach guarantees that all participants have an opportunity to demonstrate their understanding.
Brainteaser: What is the smallest fraction containing the numbers 4, 5, and 6?
Brainteaser: Can you tell what number is missing?
Answer: 19 If you add the first three numbers in each column, you will get the number at the bottom Add 8, 6, and 5 and the missing number is 19
2 E xcerpt ten key statements from the curriculum
Display each statement in the largest font possible and place them around the room Regularly invite participants to choose their favorite statement and stand beside it Have them rephrase the idea in their own words.
Challenge your mind with this brainteaser that involves the letters "A," "C," "D," and "R," which can be rearranged to spell the word "card." In this fun activity, you'll find a series of words, each accompanied by a synonym or descriptive phrase, that contain these letters The total number of blanks, combined with the letters C, A, R, and D, will equal the total number of letters in each word Transform this brainteaser into an engaging card game to enhance your cognitive skills while having fun!
Example: Captivated by _ _ _R A _ C _ D Answer: Entranced.
Cannon or artillery : _ R D _ A _ C _ Made a face, as if in pain: _ R _ _ A C _ D
Separated and distributed evenly: _ A R C _ _ _ D Comedienne’s married name: R _ C A _ D _
Answers: Ordnance, Grimaced, Educator, Parceled, Ricardo (Lucille Ball)
3 H ave each person record an important point
At the end of each day, she reflects on the most significant lesson learned and shares it with a small group of three to four peers Each participant takes about five minutes to present their insights, ensuring that everyone has the opportunity to contribute If there are four members in each group, the entire exercise will take approximately 20 minutes, while a group of five will require a bit more time.
Circulate around the room as the teaching sessions are going on Offer to settle any confusion that may arise about the content
Option: If it’s a relatively small class, you can call on each person to teach her concept to the class as a whole
Brainteaser: What number replaces the question mark?
Chapter 2: 25 Ways to Test for Understanding
4 H ave them prepare exam questions
To begin the activity, assign a unique number to each participant, starting from "1" and continuing sequentially to the total number of attendees Following this, instruct everyone to write the numbers vertically on a blank sheet of paper, ranging from 1 to 23, or up to the total number of participants in the class.
Each participant, beginning with #1, reads their question aloud while the rest of the class records their answers next to the corresponding number on their answer sheets This process continues until every individual has had the opportunity to present their question.
Go over the answers together
Brainteaser: What number replaces the question mark?
Answer: 15 Each number is doubled, and then one is added (3 × 2 = 6 + 1 = 7)
Participants are assigned to collaboratively write a group essay that summarizes their learning experiences up to this point, ideally after a significant portion of the day has elapsed Inform them that this information will be utilized in future classes To enhance the quality of their work, each group will exchange their essay with another group to identify and address any major omissions.
Brainteaser: What familiar saying is captured with these sesquipedalian words?
“Should an equestrian entity be made available to you without expectation of reimbursement, refrain from making an ocular foray into the oral cavity of that entity.”
Answer: “Don’t look a gift horse in the mouth.”
6 F orm groups of five again
In this activity, participants will create a comprehensive group lesson plan focused on a key concept, requiring at least thirty minutes for preparation They should define the lesson's title and objectives, outline the content overview, and design the lesson structure Additionally, they need to plan the class introduction, estimate the delivery time, determine the conclusion, and establish methods for assessing learning outcomes.
If time permits, have each group make its presentation
Brainteaser: What number replaces the question mark?
Answer: 18 Each number is multiplied by 3
Participants are instructed to draw a pig without any additional guidance After completing their drawings, they reflect on the interpretations provided while introducing themselves and sharing whether they agree or disagree with the insights related to their personalities This engaging activity combines creativity with amateur psychology, encouraging self-discovery and personal reflection.
• If they drew the pig near the top of their papers, they are positive and optimistic
• If they drew the pig near the bottom, they are just the opposite
• If they drew the pig in the middle, they are realists
• If they drew the pig’s face looking to the left, they believe in tradition, and are friendly people who remember birthdays
• If they drew the pig’s face looking to the right, they are innovative and active and tend not to remember birthdays
• If they provided many details, they are analytical and cautious and tend to be distrustful
• If they drew just a few details, they tend to be emotional and nạve risk-takers
• If they drew the pig with four legs, they are secure and stubborn, and remain true to their ideals
Chapter 2: 25 Ways to Test for Understanding
8 L ist ten key terms related to the course
To enhance team collaboration, randomly arrange concepts on chart paper and display them Each group should then prioritize these items based on their perceived value, identifying the least valuable concept as the final item Finally, groups will present their rankings and provide explanations for their top two selections.
This brainteaser challenges you to identify words that contain the letters A, T, O, and M, with the letters possibly separated by other letters Each puzzle word is accompanied by clues to guide you in finding the correct answers.
Answers: 1 maelstrom 2 pantomime 3 Khartoum 4 automaton 5 brainstorm
9 A sk them to describe someone they know
An individual who truly excels in subjects like math or social studies approaches their days with enthusiasm and dedication They actively engage with the material, seeking out challenges and opportunities to deepen their understanding Unlike someone with only a casual interest, this passionate learner consistently invests time in studying, participating in discussions, and applying concepts in real-world scenarios, ultimately setting themselves apart through their commitment and proactive learning strategies.
Form groups of at least eight participants to begin the process In the first step, each member shares their personal descriptions, followed by a discussion in the second step to identify practical ways to apply their newfound knowledge in daily life after the class concludes Participants should also take note of the behaviors exhibited by the subject-matter experts previously described.
Brainteaser: What are the next four letters in this sequence?
Answer: K, N, Y, Z These letters require three pen strokes in their formation
10 L ead them in stating a mission
To enhance learning, start by organizing participants into triads Instruct each group to brainstorm and compile a brief list of three to four significant learning concepts that they found valuable or interesting throughout the course Then, have a spokesperson from each triad share the key terms from their lists.
25 Ways to Add Humor
Humorist William Arthur Ward noted that a strong sense of humor provides balance in life, much like it does in the classroom Effective instructors can enhance the learning environment by incorporating appropriate humor, which can introduce elements of surprise, offer relief, and highlight shared experiences By doing so, they create a more engaging and relatable atmosphere for students, making the challenges of learning feel less daunting.
This chapter contains 25 ways to help steady those tightrope-learners before you
1 I ncorporate a humorous bit of information
Did you know that the term "resistentialism," coined by humorist Paul Jennings, captures the amusing notion that inanimate objects, like copy machines and computers, seem to malfunction precisely when we're under the most stress? This humorous concept perfectly illustrates the importance of setting deadlines in time management By establishing clear timelines, we can mitigate the stress that often leads to those frustrating moments when our devices choose to fail us.
Kangaroo words are larger words that contain smaller words with similar meanings, where the letters of the smaller word appear in the larger word in the correct sequential order, though other letters may be present in between For instance, the word "deceased" includes the letters of the word "dead" in the proper sequence, demonstrating this unique linguistic phenomenon.
Do you see the kangaroo words in these two words?
2 F ind fodder in the familial
Search through your own experiences for a time when something funny happened to you at a family gathering Use that experience to illustrate some of your objectives for the class
At a family gathering, an older friend, reluctant to wear her glasses, mistakenly identified banana cream pie as dip As she enjoyed the potato chips dipped in the dessert, she praised its flavor, ultimately expressing surprise that it didn’t match the dip she typically purchased from Wegmans.
I use this example to illustrate the fact that in interpersonal relationships, we always have choices: we can correct people’s behavior, tolerate it, mock it, or graciously ignore it
Brainteaser: Do you see the kangaroo words in these words?
1 deliberate (used as a verb) 2 precipitation
Cartoons can be effective educational tools in the classroom, but it's essential to adhere to copyright laws, as permission may be required for reproduction Sharing political cartoons from your local newspaper's Op Ed page is generally permissible Alternatives include utilizing clip art or creating your own simple cartoons Additionally, educators can leverage entire cartoons relevant to the course to stimulate discussions or reproduce illustrations for students to add dialogue, encouraging exploration of class topics.
Brainteaser: How quickly can you find the words that start with the letter “s” and that mean the opposite of the given word? (More than one word may be acceptable.)
Answers: 1 soul or spirit 2 specific 3 significant 4 sparse or scarce
Chapter 3: 25 Ways to Add Humor
Embracing your inner performer can enhance your presentation, whether by changing your voice, impersonating characters, or adding a playful dance If you’re not comfortable with such theatrics, simply using gestures like moving your arms or waving a ruler can effectively emphasize key points.
Brainteaser: Can you identify the missing letters in these words, from which only the repeated letter remains? (Clues are provided in parentheses.)
2 _ _ L L _ _ L L _ (member of the Clampett clan)
4 _ E E _ E E _ E _ (one who has an apiarian interest)
Answers: 1 tattletale 2 hillbilly 3 fifty-fifty 4 beekeeper 5 knickknack
5 A sk a question that reveals something about you
I frequently surprise participants who are overly relaxed about grammar, or who tend to use uninteresting sentence structures, by posing the question: "Is it possible for a 62-year-old woman to develop emotional attachments to punctuation marks?"
People often seem surprised when asked about their feelings towards punctuation, sparking curiosity among others When they share their thoughts, I enthusiastically agree, expressing my admiration for the semi-colon I appreciate the semi-colon for its simplicity and clarity; unlike the versatile comma, which can be complex and challenging to teach, the semi-colon serves a singular purpose: to effectively separate substantial pieces of information.
You’ll find questions of your own related to the subject matter
Brainteaser: Even if you are not a sports fan, you can figure out the teams being referred to if you use the verbal clues
1 Whitney’s fans seeking black gold
2 Nordic explorers from the land of 10,000 lakes
Answers: 1 Houston Oilers 2 Minnesota Vikings
Self-deprecating humor, which involves playfully mocking oneself, can effectively engage audiences when delivered with confidence This communication technique, exemplified by renowned figures like Ronald Reagan, demonstrates the power of using humor to connect with others.
In my business writing classes, I express my passion for writing by stating, "I would rather write than do anything else in the world." However, I humorously note that this dedication may be the reason I haven't had a date in fifteen years.
It may take a while to recall them, but surely there are some things about you that you can self-mock
Brainteaser: Here are more sports teams for you to name
1 the Empire State’s damned ones
2 the Lone Star State’s forest personnel
3 the native residents of Grover’s city
Answers: 1 New York Yankees 2 Texas Rangers 3 Cleveland Indians
7 I nvite participants to share their relevant jokes
Before proceeding, it's crucial to issue clear warnings about the use of offensive jokes and language Designate an "Appropriate Officer" in each group to ensure that jokes are not directed at any specific group and avoid references to sex, politics, religion, or ethnicity Additionally, jokes must be pertinent to the course material to maintain relevance and appropriateness.
Once the Appropriate Officer has deemed the jokes suitable for sharing (on two bases: suitability and relevancy), call on each group to present its joke-teller and joke
Note: You may wish to have ready a few jokes of your own in case a given team is unable to come up with anything funny
Brainteaser: Here’s another sports team for you to name
Chapter 3: 25 Ways to Add Humor
8 G ive a list-example; then ask for a list
The Internet is abundant with amusing lists of definitions and examples; if you can't locate one or secure permission to use it, consider purchasing a book on the topic and reading the list aloud.
Five Reasons Why It’s Better to Be a Woman
1 We get off sinking ships first
2 We know how to celebrate sports victories without taking a champagne-bath
3 Doors are held open for us
4 When we dance, we look graceful
5 We can watch the Super Bowl without swearing, spitting, or stuffing ourselves
After reviewing an example, participants should form small groups to create humorous lists highlighting the advantages of being knowledgeable about the course topic versus remaining uninformed.
Brainteaser: And yet another sports team for you to name
Leaders from a city of crazy little women
9 S how examples of typo-bloopers
Effective communication is crucial in any field, as individuals who can articulate their ideas tend to achieve greater success For instance, research indicates that doctors who excel in communicating with their patients face fewer lawsuits compared to those who are less communicative or abrupt.
Effective communication is crucial for success in various situations, including essay exams, college admissions, and job interviews It's essential to recognize and address typographical errors in course-related materials, as these mistakes can significantly impact the impression created by applicants Analyzing statements from job applications serves as an excellent resource for courses focused on career development and interviewing skills, highlighting the importance of presenting oneself clearly and professionally.
“I am young and have no bad habits I am willing to learn.”
“I have prepared annual fudgets in excess of $1 million.”
“I would prefer to be ballroom-dancing, but it doesn’t pay enough.”
“I left my last job when they stopped paying my salary.”
10 S how them how to refute criticism humorously