ThenewPE



Day of Leadership

Warm-up - Telescope Tag

1. Form your telescope with two hands. On the word go, try and tag other people. You may dismantle the telescope only before you tag someone. If tagged, do 5 jumping jacks and then you’re back in.

Name Crazy

1. Know the name of the people next to you. 1) Say the name of the person to your left or right, they now have the same option. They can continue saying the name of the person in that direction or say the name of the person who said their name (reverse it). 2) Same except if you get stuck, you can say “wazoo,” point (all fingers, not just one) across the circle, and say their name. Now they continue. 3) Can use the word “shabam” where everyone changes place. The person who said shabam continues

Have You Ever

1. – Participants stand in a circle on spots; there is one fewer spot than participants. The participant without a spot stands in the center of the circle and states their name and an activity he or she has done. For example, “Matthew, have you ever watched a Phillies game live?” Those individuals who have must find a new spot on the other half of the circle. The participant unable to find a spot goes to the center.

a. Variation: Participants try and stay in the middle by saying unusual yet true things. The first person to raise their hand, meaning they have also done that, takes their place (better in small groups)

Connect the Dots

1. Distribute the Connect the Dots activity, one per person.

2. Participants should connect all four straight lines. Do NOT lift your pencil off the paper. Do NOT retrace any line. Lines may cross if necessary. 

• How did you do?

• What was a key here to being successful? (out of the box thinking)

• When might you need to employ this skill in __________?

Traffic Jam –

1. The object is to have the teams pass each other and trade places. The rules: you cannot go backwards, only one person on a square at a time, only one person can move at a time, you can only pass onto an open square, you cannot pass anyone from your own team or more than one person at a time. You can: move into the empty space right in front of you and move around a person facing you directly into the empty space behind them.

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• Conflict of leadership styles – the visualize/plan and the get in there. Discuss the advantages and the disadvantages of each.

• What process did you use to solve this challenge (examine process and product)

• Who assumed leadership roles during the activity? What did they do that caused you to think of them as leaders?

• What were the behaviors that you described as showing leadership?

Numbers

1. Hold up one finger, this is zero. Hold up two fingers, this is one. Hold up three fingers, this is two. Hold up four fingers, this is three. Hold up five fingers, this is four. Hold up six fingers, this is five. Continue to hold up between 1 and 5 fingers and ask students what number it is. The pattern is that the number is always the previous one shown.

Trust Activities

1. Dyad or Stiff as a Board – ready to fall, ready to catch, falling, fall away

2. Triad or Book Ends –

3. Mortar and Pestle – careful of falling sideways

• What had the most impact on the trust of the group?

• Trust (what builds, what destroys, trusting, trustworthy, earning, gift)

• Can you give examples of when you trusted someone in the group?

Face Value

1. Explain to the students that they will be given a card, but they are NOT to look at it. They will then hold it on their forehead so that everyone will be able to see it except for themselves.

2. Before passing out the cards, explain that the students will treat each other according to the card that they are holding. For example:

o 2 - The outcast that no body likes. You don't like to talk to this person and try avoiding him/her at all costs.

o 8 - An okay person. Not your best friend, but not your enemy. You usually make casual conversation with this person.

o Ace - Mr./Ms. Popular. You adore this person and want to talk to them whenever possible. You'll stop whatever you're doing just to say "hey".

3. Pass out the cards reminding students not to look at their own.

4. After all students have placed the cards on their heads, allow them to mingle. Remind them to treat others as described above.

5. Have them line up in order according to their perceived number.

• What cues, verbal and non-verbal, communicated your status.

• What emotions did you feel during this activity?

• How might this activity resemble real life and what might you learn from it.

Minefield

1. Form square with obstacles in the middle. Students gather around all sides of square. Freshman year, getting started, can say anything. Sophomore year, a few more restrictions, must use forward, stop, L, R, and their name. Third year, it’s a vet school, can only use animal sounds.

• What mines exist when it comes to your studies and why?

• What else was communicated besides what was said?

• Playing fair – what were some influences in the activity? (some honest if seen, others always honest). How does that influence the sense of accomplishment.

Diversity Shuffle

1. Arrange participants in one horizontal line in the middle of the “bus”

2. Stand in the front of the bus and say the following: "If you – [OBJECT PHRASE] please step forward."

. . . are a woman . . .

. . . grew up in a family with a substance-abusing parent . . .

. . . grew up in a low-income household . . .

. . . grew up in a single-parent household . . .

. . . has been the victim of a violent crime . . .

. . . has a handicap or bodily injury . . .

. . . has been labeled fat . . .

. . . are of a minority background . . .

. . . moved three of more times while growing up . . .

. . . knows someone who has attempted suicide . . .

. . . knows someone who has died of AIDS . . .

. . . knows someone who is lesbian, gay, bisexual, or transgender . .

. . . grew up in a family where neither parent completed college

. . . have ever been unemployed (not by choice)

. . . are Jewish or Catholic

. . . were born outside the United States

. . . have a first language other than English

• What is this activity meant to address?

• What are some of your feelings about being a member of a privileged or disadvantaged group?

• How did you feel about those members of the opposite group?

• When you were advantaged, what were some of the subtle and overt privileges and pay offs?

• Why do you think a bus was used to symbolize the space in which you were standing?

Team Knot

1. Tie knots about every three feet into a rope. Everyone grabs with one hand. They may not remove their hand from that location or slide it along the rope. Job is to untie rope and afterwards, tie back in two knots.

• How satisfied are you with the way your team worked together?

• What helped the team accomplish its task and what got in the way?

• Proximity influences how the team works together. Will it split up and act as two competitive teams or keep working together? Did they invite the middle to become involved?

Closure:

1. How can you implement some of the messages or experiences from today in your positions?

2. What did you learn about yourself

3. Car/House Parts – Ask each person to choose the part of a car or part of a house that best represents their role within the group or particular activity. For example, the foundation might be the person that is like the rock of the group, the computer provides information, the mirrors help see things that aren’t always obvious, etc.

Extra Time:

Longest line (resources)

Silent lineup – by middle name, birthday, and height (comfort and performance)

Turnstyle (goal setting)

Human knot

Entourage

Connect the Dots

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