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Presented by students from the Blue Valley Center for Advanced Professional Studies (CAPS) Teacher Education Program.
Technology has had a positive place in education with its resources for learning and communication, but it also has received negative press considering addictions to devices, time on task, and isolation of students. Students, however, feel that they are not connected to devices but rather connected to a network and community in which they live. Educators could feel more comfortable with this concept if technology could be viewed as an asset rather than a distraction. Join us to hear from students on how teachers can leverage technology to not only build better relationships with students and each other, but also as a way to promote mental health, confidence, positivity, and acceptance into a lifelong community of learners.
This session is created by and presented by eleventh and twelfth grade high school students who are a part of a Teacher Education program at the Blue Valley Center for Advanced Professional Studies. They work with practicing teachers and their students and also research and study innovations in learning.
How do peer mentors benefit in a special needs classroom?
-Building relationships with students outside the special education classroom
-The goal would be to make these students more social
-Motivates them to come to school and enjoy it
-Students would act as role models for the kids that they would look up to
How do the students benefit from building relationships between their teachers?
-Students will feel more engaged with the class and work harder -It improves the students overall attitude about the class -Students are more likely to ask for help because they feel more comfortable if they have a good relationship
Yellow Graphic- is from EducationPost.org
How do these special needs kids communicate with their peers? Technology!! An app that might help these kids communicate with their peers: LetMeTalk Available on the app store Suitable for kids with disabilities such as: down syndrome, autism, cerebral palsy, etc. Acts as a “talker” for these kids who have trouble communicating. Simply click on a picture and the device will read aloud that word. You can build sentences and learn new words too. -explain what peer mentors are -personal peer mentor experience - “I built relationships with some of the students” -talk about app with first part -ADD HEADER
http://rbkglobalschool.org/blog/importance-of-teacher-in-students-life.html Studies have shown that by allowing students to interact through regularly scheduled discussions, they can build upon their classroom relationships. This interactive process is known as “social capitalization” which works on building a student’s social capital with peers and advisors. Through asking questions and responding about something a student has had happen or is passionate about makes them more willing to engage with those who seek to know more. This facilitates a positive, confident environment where the students know how to answer questions without pressure or potential failure. http://larryferlazzo.edublogs.org/2010/08/02/the-value-of-sharing-positive-events/ To forge deeper relationships between student-teacher, the educator must come forward being warm, empathetic, and available. Students can see when a teacher is truly invested in their face to face interactions. Furthermore, by pressing students to be their best selves in class is necessary. Encouraging students to try their best and not letting them get away when they “slip through the cracks” with assignments or misbehavior in the classroom sets a standard to the student that the teacher will press them to grow and to succeed in their class and are less willing to slack off. Relationships can be shown different day to day, whether that may be for better or worse. Typical ways of interacting with students can be as follows: (use chart for reference) Authoritarian: high pressure, less empathy. More rigid environmental with a social hierarchy structure that promotes competitive mentality to be #1. Friendly: low pressure, high empathy. More free flowing, student-directed learning. Allows for more mediocrity and chaos in classrooms. However, this also promotes students to learn individually in topics they want to know more about and are more willing to pursue. Aloof: low pressure, low empathy. More indifferent, “going through the motions” type teaching. More passive-aggression is found within students. High performance: a mix of both friendly and authoritarian styles. They have high pressure, high care. They press students to excel in class while also investing in how the course affects the students and how they utilize it within their own lives. http://www.evidencebasedteaching.org.au/crash-course-evidence-based-teaching/teacher-student-relationships/ Clarify bullet points Graph is confusing.
“In fact, disadvantaged schools with high-quality relationships actually felt safer than advantaged schools with low-quality relationships.” -University of Chicago Urban Education Institute study “Student and Teacher Safety in Chicago Public Schools” -explain graph
Christian--Tuesday SAVANNAH- WEDNESDAY Amanda Savannah Cole https://drive.google.com/open?id=1ZLMg8MqSXV_GJegteP88BRo8j9ijW0Q Student, teacher Relationships can be shown different day to day, whether that may be for better or worse. Typical ways of interacting with students can be as follows: (use chart for reference) In the top left hand is Authoritarian which is high pressure, less empathy. This creates a more rigid environmental with a social hierarchy structure that promotes competitive mentality to be #1. On the bottom left hand side is Friendly which is low pressure, high empathy. This styles promotes free flowing, student-directed learning. However, it allows more mediocrity and chaos in classrooms. On the other hand, it lets students learn individually in topics they want to know more about and are more willing to pursue. In the bottom left corner is an Aloof style which is low pressure, low empathy. This is least recommended because it’s more an indifferent, “going through the motions” type of teaching. This facilitates more passive-aggression within students. Finally, the read square in the top right hand corner is High performance which is a mix of both friendly and authoritarian styles. This is both high pressure, high care. It presses students to excel in class while also investing in how the course affects the students and how they utilize it within their own lives. http://www.evidencebasedteaching.org.au/crash-course-evidence-based-teaching/teacher-student-relationships/ On any given day, these styles can take over a classroom. Everybody has their moments of weakness and lack to some category. However, for best classroom results, it comes from a predominantly high performance stance of teaching to actively engage students and expect success. -explain graph axis -is press supposed to be pressure?
HANNAH PATTERSON--Tuesday JADA- WEDNESDAY
Creativity is an important tool to take advantage of in the classroom. It builds imagination and innovation and, through different technology devices, can begin to build a network and build stronger relationships. It is said that creativity will be the number one most important thing to emphasis in the classroom in the next five year. There are five different types of creative thinker. Divergent thinking: exploring lots and lots of possible solutions Lateral thinking: thinking outside of the box, or thinking about possible solutions that most would not usually think of, looks for completely new ideas Aesthetic thinking: thinking about things in the sense of beauty and how things look Systems thinking: see how things are interrelated and form a larger “whole” Inspirational thinking: perceiving ideas from something else or someone else, sometimes happens in dreams You can stimulate these learners in the classroom many ways. One thing to do is so make you student ask what if questions. Let them come up with imaginary problems and solutions that apply to real world Let your classroom be flexible. It is so frustrating to enter a classroom on the first day and be assigned a spot that you will sit at for the rest of the year, when you know that you would learn better if you could sit somewhere new everyday. Use technology to connect your students with influencers around the world. Youtube is a great source. There are also other fun things to do such as Fake iphone text. Even most kindergarteners know how texting works, and bringing that aspect to a lesson would be so fun. And teaching students how to be creative and yet have a safe relationship with technology not only builds a bond between student and teacher, but also begins to build relationships for the future. https://drive.google.com/open?id=1WcCx6nQDBEC13q9R-JQQ2x1_-E60Cy86
-redo title and rethink meaning -talk how creativity comes from building great relationships -rethink what slide is really saying
Katie George AND Madelyn Slaney--Tuesday KENZIE- WEDNESDAY
“Education is evolving due to the impact of the Internet. We cannot teach our students in the same manner in which we were taught. Change is necessary to engage students not in the curriculum we are responsible for teaching, but in school. Period.”
Online group collab- learning communities, students can teach teachers on technology and create a back and forth between students and teachers. How technology improves relationships between students and teachers, and how it improves their ability to learn (helping each other with school work). Improved communication- No matter what activity your students are participating in, effective communication is necessary. Ever since technology has emerged in classrooms, communication has become much easier and the flow of education has been improved. The classroom can turn into a community, where teachers can assign projects to their students and the student can ask questions and ask for clarification if needed. In addition, students can interact with each other with ease with their school related concerns and help one another. Digital Models- For some students, traditional learning does not work for them and it’s difficult for them to understand what they’re being taught. Digital models can help students learn better and also get familiar with the modern day world and its technological advances. Having digital models and simulations has also been proved to be a helpful resource for teachers who find it difficult to explain certain concepts within the boundaries of a physical classroom. Teachers can prepare lessons in a more strategic manner by including all different kinds of models,types of text, activites, and interactive control for students. Online group collab https://drive.google.com/open?id=1RebFW6N64XfjZQvZQB9uw8Cxgi5J5s5C Open Education- -reword title -make title parallel -explain bullets
Change in Student and Teacher Roles When students are using technology as a tool or a support for communicating with others, they are in an active role rather than the passive role of recipient of information transmitted by a teacher, textbook, or broadcast Technology use allows more students to be actively thinking about information, making choices, and executing skills than is typical in teacher-led lessons The teacher is no longer the center of attention as the dispenser of information, but rather plays the role of facilitator, setting project goals and providing guidelines and resources, moving from student to student or group to group, providing suggestions and support for student activity More collaboration between students w each other & student w teacher, thus enhancing all of the relationships in the classroom Increased Motivation and Self Esteem a greater willingness to write or to work on computational skill Teachers also frequently cite technology's motivational advantages in providing a venue in which a wider range of students can excel. Compared to conventional classrooms with their stress on verbal knowledge and multiple-choice test performance, technology provides a very different set of challenges and different ways in which students can demonstrate what they understand (e.g., by programming a simulation to demonstrate a concept rather than trying to explain it verbally). Both the increased pride they feel after mastering technology-based tasks and their awareness of the value placed upon technology within our culture, led to increases in students' (and often teachers') sense of self worth https://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html Voice over
-add animations -graphics come in one at a time while talking - one pic at a time
OG: Technology improves the overall attitude of and relationships in the classroom environment when used effectively.
See audio on slide 27
Macy Talkington--Tuesday LORILY-WEDNESDAY
Kids aren't addicted to their technology they are addicted to the relationships that they have built through their technology. We have a need for human connection and technology is something that allows us to connect with people from a distance. Apps such as Skype, Facebook, and Snapchat allow us to communicate and keep in touch with people who we don't always see.Technology triggers pleasure systems in the brain similar to the ones that substances do. YouTube is an app where people can find videos that are very relatable to their everyday lives. It can help kids feel like they aren't alone in the world. Certain games also allow people to connect and have friendly competition with one another. They also are a fast way to communicate when you just need to say something quick. Everything we do on our phones replaces something we were doing in the past. For example books, TV, radio, etc. There are still many concerns when it comes to technology but as long as kids are monitored it's not a bad thing and can be used to enhance children's everyday lives. Google docs can be used for students to collaborate and share their work. Audio Recording: https://drive.google.com/open?id=18GaP9judJtZLCIasYpLPoT-PQ2_Oogxw
Sal norris Allows students and teachers to enter a different way of learning history through “simulation” of World War One. “Story Information Cards”. Playable Factions: Imperial German Army, Ottoman Empire, Russian Army, Royal Marines “British”, British Army, United States Army, Austro-Hungarian Empire, Red Army, Royal Italian Army, French Army, White Army, Australian and New Zealanders Army Corps, Allied and Axis Tank, Flying Corps, Naval, and Cavalry Regiments. “In The Name of the Tsar” - Russian Storyline “Apocalypse” - Based off of most Devastating WW1 Battles “They Shall Not Pass” - French Storyline “Northern Tide” - Australian/New Zealanders Storyline Story Missions: “Nothing is Written” - Based on Arab Revolt w/ the Lawrence of Arabia “Friends in High Places” - Based primarily on the introduction and involvement of Aerial Combat for the first time, uses Salmson 2 (Attack Plane). “Through Mud and Blood” - Based on the introduction of Tank Warfare, uses Mark V Landship. “Avanti Savoia!” - Based on the Italian Arditi ( Italian version of Shock Troopers) fighting in the Italian Alps to push back the Austro-Hungarian forces. “The Runner” - Based on the failed “Gallipoli Campaign”, play as a Message Runner for the Australian and New Zealander Army Corps. “Epilogue” An overall message to explain to players the gravity of remembering. https://youtu.be/pvzEZ1Sq4tI ( Battlefield 1 Trailer Historical Analysis) https://youtu.be/qYDA5usUzmg (Gameplay Analysis) https://youtu.be/sh6sTblFyPk ( “In The Name of the Tsar”, “They Shall Not Pass”, Trailer Breakdown) ((( All sources are from a channel known as “The Great War”. Primarily based on WW1 Historical Discussion/Explanation. ALTERNATIVE GAME: (VALIANT HEARTS: THE GREAT WAR) https://youtu.be/MP8q5F6dFqQ https://stmed.net/wallpaper-219718 “While films are a very visual and emotional artistic medium, video games take it one step further into the realm of a unique personal experience”. - Jet Li (Chinese Film Actor) “Normally, improving contrast sensitivity means using glasses or surgery to correct the eye. But we've found that action video games train the brain to process visual information more efficiently and improve vision”. -Daphne Bavelier (Professor at the University of Geneva located in Geneva, Switzerland)
Maddie Nei--Tuesday AMANDA- WEDNESDAY
Ally LESS WORDS
Kristin Tira--Tuesday SAL-WEDNESDAY
60% of workers in America are stressed 3 or more work days a week. Meditation helps you decompress by taking longer breaths, causing your brain waves to slow down. You can meditate multiple ways at multiple places. You can meditate with apps, music, and videos online, at home, at work, in school
We thought that the picture that was deleted was 1) too blurry and 2) didn’t connect well. Find something more connective to the idea. Love, Savannah :) what do the bullets mean?
Christian Spitz--Tuesday Jaqueline AND SAVANNAH--Wednesday
Madelyn Slaney-- Tuesday KENZI- WEDNESDAY
Need to connect quotes to the header- how does this relate to technology?
Sean Suchma--Tuesday SAVANNAH-WEDNESDAYResearch- http://blog.mimio.com/promote-positive-student-behavior-through-technology-Drastically changes outcome for students. -Changes how students view school.How Technology would promote better confidence and positivity (Positive Outcomes). Teachers say students have a better willingness to work on computational skills. Students would feel a sense of accomplishment and satisfaction with immediate feedback from the computer.
Educators face the simple fact that, often because of a lack of resources, there just aren't enough people to tackle the job. And the ones who are working on it are often drowning in huge caseloads. Kids in need can fall through the cracks.
And yet most children — nearly 80 percent — who need mental health services won't get them.
The U.S. Department of Health and Human Services recommends at least one nurse for every 750 students, but the actual ratio across the country can be much higher.
“Up to one in five kids living in the U.S. shows signs or symptoms of a mental health disorder in a given year.“ -Mental Health In Schools: A Hidden Crisis Affecting Millions Of Students, Meg Anderson
Helpful Solutions: -Allowing flexible deadlines or letting the student have an option to re-do work so they feel more confident turning it in.-Helping the teacher to recognize escalating anxiety in a child and equipping them with the tools to intervene and help the child to implement strategies that help manage their anxiety.-Pre-planning for group discussions to help reduce their anxiety about what they will share or say.-Make plan for what to do when they are unable to focus due to worries.-Allow for breaks or opportunities to de-stress. (http://www.acmh-mi.org/get-help/navigating/problems-at-school/)
Significant indications of mental illness in students: https://cpr.bu.edu/resources/reasonable-accommodations/how-does-mental-illness-interfere-with-school-performance/ -marked personality change over time,-confused thinking; strange or grandiose ideas,-prolonged severe feelings of depression or apathy,-feelings of extreme highs or lows,-heightened anxieties, fears, anger or suspicion; blaming others,-social withdrawal, diminished friendliness, increased self-centeredness,-denial of obvious problems and a strong resistance to offers of help,-dramatic, persistent changes in eating or sleeping habits,-substance abuse,-thinking or talking about suicide.
Goals: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1525289/ -Directly facilitate physical, social, and emotional development;-Minimize psychosocial and mental health problems;-Identify, correct, or at least minimize problems as early after their onset as is feasible;-Provide for coordinated treatment of severe and chronic problems; and-Provide services for severe-chronic psychosocial/mental/physical problems.
Among Americans ages 10 to 24, suicide is the third-leading cause of death.
Yet estimates show that almost half of all children with those emotional or psychological conditions don’t receive either medication or psychological services, and only 7.4 percent of adolescents report visiting with a mental health professional over the course of a year. https://www.the74million.org/the-hidden-mental-health-crisis-in-americas-schools-millions-of-kids-not-receiving-services-they-need/
Benefits of Technology for Mental Health: Researchers at Yale are using virtual reality and computer games to understand the feelings and emotions of social rejection with people who have personality disorders. This could lead to new ways of eliminating bad memories and experiences that these people have experienced. In the classroom, teachers can use uplifting games and virtual reality to allow a comfortable and safe workplace for children who are struggling with their mental health. The app Worry Watch is an anxiety journal for self-monitoring chronic worry and any anxieties you may have. This can be a useful tool in the classroom for when a student is getting worked up by a certain event and needs some alone time to express their emotions. Technology can be used as a cheaper way to provide help and comfort than the normal and usual way of of therapy Technology also provides people with a comfortable way to stay home but also receive treatment. With the various apps that are created for mental health treatment, it would be very helpful in a classroom. A child could grab a classroom iPad or computer and listen to a calming video or mental health app to calm their nerves.
Some Helpful Apps Include: BetterHelp: This is an online counseling service with licensed therapists that are able to video chat, call, or text Anxiety Reliever: allows you to track anxiety triggers, symptoms, and improvements for those problems (self help app) Moodkit: provides cognitive behavior therapy activities for people with depression, anxiety, anger issues, and other issues
HOW TECH AFFECTS TEEN DEPRESSION: People using popular media sites like Instagram and Snapchat are at a 3x higher risk of depression than those who don’t. Research shows an increase of depression in teenagers from 8.7% in 2005, to 11.3% in 2014, due to social media. When there was only TV, parents were able to limit and monitor what their kids were seeing. Now teens can be on their phones seeing and doing whatever they want unmonitored. Likes on social media can cause teens self esteem to drop. When they see all the likes everyone else is getting it causes them to not feel the best.
Guiding daydreams, treat yourself (go to the movies, take a bath, shopping), talk to religious leaders, take time to help yourself (cry, talk to someone, take a sick day, sleep in) Eat the right food(serotonin producing), salmon, chocolate, eggs,
WAYS TO HELP DEPRESSION: Distraction-(keeping thoughts off itself and on other things help…) Encouragement-(
Social media and block all negativity but combine all social media site All social media in one app which blockers all negatively.
"Character cannot be developed in ease and quiet. Only through experience of trial and suffering can the soul be strengthened, ambition inspired, and success achieved." -Helen Keller
HOW DOES THIS CONNECT TO RELATIONSHIP BUILDING:
Katie George--Tuesday JADA- WEDNESDAY Audio File:
The app would have a section for things depressed people can do in order to boost their serotonin levels like guiding daydreams, being around others, going to social events, treating yourself (go to the movies, take a bath, shopping), talking to religious leaders and taking time to help yourself (cry, talk to someone, take a sick day, sleep in). We would also want to include some recipes that include salmon, chocolate and eggs since these are high in producing serotonin. These activities can be used in any classroom where you have the kids making food to serve to a shelter or making a school effort to pair up with other places to encourage healthy minds and build dreams. According to Psychology Today, people who focused more on compassionate goals for six weeks (helping others and having compassion towards mistakes) found that they had lower stress and depression levels and improvement in their relationships.
Maddie Peterson-- Tuesday EMMA AND SAVANNAH-WEDNESDAY
Relationships, Technology, and Mental Health
Blue Valley Center for Advanced
How do kids with special needs benefit
from peer mentors in the classroom?
-Relationships outside the classroom
How do the students benefit from building
relationships with their teachers?
-Improves student attitude
-More likely to ask for help
of T E A C H E R S
reported receiving training in
according to a nationwide survey.
● Relationship building through
exchange of positive events
● More student/teacher
● Pressing into students + care =
Hattie, J. (2009). Visible Learning: A Synthesis of Over
800 Meta-Analyses On Achievement. Routledge.
Johnson, David W. “Student and Teacher Safety in Chicago Public Schools:
The Roles of Community Context and School Social Organization.”
Chicago's Charter High Schools: Organizational Features, Enrollment,
School Transfers, and Student Performance | UChicago
Middleton, M. J., & Midgley, C. (2002). Beyond
Motivation: Middle School Students’ Perceptions
of Press for Understanding In Math
THE POWER OF CREATIVE THINKING
- The use of imagination or original ideas to create something
- Build connections within a digital community
● Improved communication
● Provided digital models
● Encouraged online group
● Provided opportunities for open
How does technology improve the ability to
work, to learn, and to develop
● Change in student & teacher roles
● Increased motivation/self esteem in students & teacher
Technology Strengthens Classroom Environment
are addicted to the
have built through
it. Certain apps
can help enhance
and help them to
Positive use of
these apps can
Gaming In Classes
- Video games connecting teachers and
students alike (Optional Teaching
- Example: Battlefield 1, Valiant Hearts:
The Great War, Class Craft)
Children & Teens
Mental Health in the Classroom
● Addressing students to help their
● Express empathy
● Avoid argument
● Affirm, reinforce, and complement
● Positive Feedback
● Acknowledging failure and success
Activities that are helpful in the
● Walk in my shoes activity
● CBT thought record
● Mood tracker
Implementing Brain Breaks
What is a brain break and why should it be used?
● Incorporating short bursts of physical movement to stimulate neurological pathways and help both
hemispheres of the brain work together, helps with retaining knowledge and reducing stress
How can brain breaks help build relationships and better mental health?
● Long periods of sitting can stunt your learning and not allow your full brain to retain knowledge; brain breaks
help you become more focused when working
● Allows students a quick breather to relax and interact
● Helps reduce student stress load
● 60% of workers in America report being
stressed 3 or more work days a week
● Meditation helps you decompress
● You can meditate multiple ways at
1 minute meditation
Paws to Read
● Helps students with self confidence, fluency, and comprehension.
● Fee to become a
therapy dog- $30
annually and a one
time new member fee
● Special Needs
● Heavy Stress
Technology and the Impact on Mental Health
“Friendly reminder that doing your best does not mean working
yourself to the point of a mental breakdown.”
“You don’t have to be positive all the time. It’s perfectly okay to feel
sad, angry, annoyed, frustrated, scared and anxious. Having
feelings doesn’t make you a negative person. It makes you
human.” - Lori Deschene
”Healing takes time, and asking for help is a courageous step.”
Technology Promoting Positivity
Students can feel a sense of accomplishment.
Mental Health Technology Tools
Helpful Video Links:
Caring for the mental health needs of children
and young people
https://youtu.be/eitRd2Zlvz0 ~Student with
Benefits of Technology:
● Virtual Reality and computer games
● Cheaper solution
● Provides a comfortable and safe
Drop Down Options
● Mood Tracker
Thank you for coming to our presentation!
Relationship Building Activities 1
- The Human Knot
- Control Tower: guides the person with a blindfold through an obstacle course
- Scavenger hunt
- The Perfect Square: blindfolds trying to make a square
- Two Truths and a Lie
“Where do you stand”
Four Corners Game-Everyone chooses one option presented on the screen that they comply with. Once everyone gets in their
groups, they can introduce each other, talk about their favorite show or car, and build relationships with those people..
-Favorite Netflix Show
Human Scavenger Hunt- Everyone gets a paper with a list of people traits. We will tell people to walk around the room, find
people with those traits, and put their name next to that trait. Now, when you look at a person that you may have met in this
activity, you will think of that trait they have. It helps people get to know each other in a fun way.
Campfire Stories*- This is an activity that inspires storytelling and improves team bonding. Teams gather in a circle and share their
workplace experiences. Along the way, they learn things about each other and relive old memories. Gather your people into groups
of 5-10 people. Make some cards with trigger words such as “first day” or “work travel,” Everyone will get into a circle and pass
around the cards. One at a time, each person will look at a card, see the trigger word and tell a short story that connects to that.
Relationship Building Activities 2
Headbands: Have the students each take a piece of paper that has a career name on it and tape it to
their heads. Then they go around the room getting hints from other students while trying to guess the
career the have on their head. Or if the class knows each other well enough, have the papers have other
students in the classes name on them.
4 Quarter Stories: A Game where one student starts the story and then the story gets passed on to the
next student and the continue from where the other student left off.
Speed: SPEED – 1) Make THREE teams. 2) Each team will send one person to the board.
Read a “Speed” question (random trivia). 3) The person with the nearest answer gets ONE point. If their
answer is exact then they get THREE points. 4) After answering everyone must put the TOP on the
marker. First to do this will break all ties. 5) If you win that round, you stay at the board while the other
teams send up their next player. If you win three consecutive rounds, your team gets TEN points.
Video Games: Playing multiplayer/ co-op games such as “LEGO Star Wars” or “ Wii Sports” to bond by
creatively thinking of ways to overcome challenges and figure out what they like and dislike.
Who is my match? Prepare name tags for every guest with a "match" name tag to go along with it that
another guest has. Example, peanut butter and jelly; ketchup and mustard; pens and pencils. Participants
will go around the room and introduce themselves and describe the other person's tag to find out who they
are and their match.
Relationship Building Activities 3
Game of Possibilities
Time: 5-6 minutes
Number of Participants: One or multiple small groups
Tools Needed: Any random objects
Rules: This is a great 5-minute team building game. Give an object to one person in each group. One at a
time, someone has to go up in front of the group and demonstrate a use for that object. The rest of the
team must guess what the player is demonstrating. The demonstrator cannot speak, and demonstrations
must be original, possibly wacky, ideas.
Objective: This team building exercise inspires creativity and individual innovation.
Relationship Building Activities 4
Ally - Matching game: Hand out cards to everyone and have each card with a match like disney prince and
princess, lilo and stitch, etc. and each person tapes it to their back and you have to find your match
without talking, peers can be used but it is a quiet activity.
Marshmallow and Toothpick Challenge
Divide students into groups of equal numbers. Pass out an equal number of marshmallows
and wooden toothpicks to each group. Challenge the groups to create the tallest, largest,
or most creative structure in a set amount of time, each member taking turns doing the
actual building. Afterward, have each group describe what they made.
No-Hands Cup-Stacking Challenge
Decide how many students you want in each group and tie that number strings to a single
rubber band, making one for each group. Each person in the group holds onto one of the
strings attached to the rubber band, and as a group, they use this device to pick up the
cups (by expanding and contracting the rubber band) and place them on top of each other
in order to build a pyramid
Relationship Building Activities 5
The Mine Field- Divide the participants into groups of two, and find an open space (parking lot). Place
a variety of objects across the open area. One teammate will be blindfolded while the other will have to
verbally navigate their teammate through the obstacle without stepping on any of the items. The blind
folded participant cannot speak. There can be specific routes the blind folded member has to take to
make matters more difficult, or a certain objective the team has to complete. This games objective is to
improve on trust, communication, and good listening skills.
Team Storytelling - One person starts with a simplified starter sentence and you go around the room
clockwise or counterclockwise. Each person adds a word to the sentence and builds a story out of it.
You can go around as many times as the group wishes too, or until everyone feels the story should
Relationship Building Activities 6
● Match up into small groups/Partners and
talk about your hobbies or passions that
you don’t normally get to talk about. Make
time for questions from others. Encourage
non-educational subjects, while still being
I wish it
Fence Campout Embarrassing
Warning Dream Animal In a pickle 1st date LOL
Autocorrect Car At work Problems
Sleepover Broken bone 1st day Best advice Proud A student
*Sample Triggers for Campfile Activity
Relationships, Mental Health, and
Technology: A student-focused conversation
Technology has had a positive place in education with its resources for learning and communication, but it
also has received negative press considering addictions to devices, time on task, and isolation of
students. Students, however, feel that they are not connected to devices but rather connected to a
network and community in which they live. Educators could feel more comfortable with this concept if
technology could be viewed as an asset rather than a distraction. Join us to hear from students on how
teachers can leverage technology to not only build better relationships with students and each other, but
also as a way to promote mental health, confidence, positivity, and acceptance into a lifelong community
This session is created by and presented by eleventh and twelfth grade high school students who are a
part of a Teacher Education program at the Blue Valley Center for Advanced Professional Studies. They
work with practicing teachers and their students and also research and study innovations in learning.