Social Emotional and Team-Building Modules
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      Social Emotional and Team-Building Modules

      Social Emotional and Team-Building Modules

      Print Created by: Enrichment Scheduling

      The document below includes Team-Building activities that can easily be incorporated into your classroom. If there are any questions please contact either Amie.Beggs@greenbush.org or Emily.Roth@greenbush.org 


      Optional: Tips & Tricks for Successful Facilitation





      Key Concepts in this Video for Facilitators



                      1. Create the Environment: How to set the tone for success

          


      2. Be the Guide, Not the Leader: How to manage a group during gameplay 


      3. Powerful Reflection is Key: How to bring out the lessons


      The main goal of team building is to improve a group’s relationships and improve their ability to work well together. Team building uses group initiatives paired with intentional reflection to build on skills, behaviors, and mindsets of effective teams. 


      The following resources have been developed to assist you in facilitating a few fun, safe, and socially-distanced team building activities, whether that be as an administrator with staff or an educator with students.




      Activity 1: Are You Listening?




      Common Topics

      • Coping with constant change

      • Humor and grace to overcome stress


      Considerations

      • Ensure that there is enough space so that participants can maintain 6 feet of distance

        • Masks may/will be needed if distancing cannot be ensured

      • If conducting with a large group, make sure the surrounding area is fairly quiet

        • Your voice will need to be loud enough for everyone to hear

      Reflection Prompts

      • Coping with constant change:

        • At what point, if any, did you feel stressed or feel like this activity became difficult?

        • What made this task difficult or stressful?

        • During Part B of each round, what changed about the way you felt, responded, or behaved? What changed about how the group responded or behaved?

        • What did you have to do in order to be successful through that change? How did the GROUP help YOU be successful? How did YOU help the GROUP be successful?

        • In what ways does this activity remind you of our work setting or classroom? In those moments, how can we repeat this success in our work setting or classroom?

      • Humor and grace:

        • Did anyone complete the entire task without making a mistake? (probably not) How did you respond when you made a mistake? How did others respond to your mistake? How did you respond to others’ mistakes?

        • How did our group support one another? How did humor or grace play a role in this task?



      Activity 2: Pen Turning



      Common Topic

      • Natural roles and abilities

      • Teaching to the learner

      Considerations

      • As people problem-solve, they will naturally want to move closer to each other

        • Therefore, continue to remind participants of the 6 foot minimum distance rule

      • Remind players to not grab other players’ hands and/or pens or pencils

      Reflection Prompts

      • Natural roles and abilities:

        • What roles did people play as your team moved through this activity? Were all roles helpful? Were there additional roles that could have been played that were “missing”?

        • What strengths did you find in another person as you went through this task? What strengths did you find in yourself?

        • What limitations did the group experience? Did you recognize any limitations in yourself or others? (navigate this carefully - not intended to “call people out” in a harsh or negative way) 

        • How do these roles, strengths, and limitations present themselves in our workplace or classroom? In what ways could we (as a group or as individuals) use this new learning to our advantage?

      • Teaching to the learner:

        • Describe a way in which you taught someone or someone else taught you.

        • How were your learning styles different? How were they the same?

        • What adaptations did you have to make in order to teach someone else? Or what adaptations did someone make to teach you? Why were these necessary?

        • What can we learn from this about communicating with others?


      Activity 3: Back-to-Back (6 Feet Away) Drawing




      Common Topics

      • Miscommunication 

      • Communicating through barriers

      Considerations

      • When participating and when sharing end results, make sure participants move their chairs accordingly to maintain 6 feet of social distancing

      • Everyone should have their own paper, pencil, and clipboard (optional) for the whole activity; please avoid sharing supplies

      Reflection Prompts

      • Miscommunication:

        • Was there ever a moment when you believed you were perfectly clear but the other person “didn’t get it”? How do you know they did not understand? In what ways did you clarify?

        • Was there ever a moment when you thought you understood your partner but you were wrong? What effect did that have on your outcome? What could you or your partner have done differently?

        • How has/can simple miscommunication affect the workplace or classroom? What lessons can we learn from this activity to help these situations in the future?

      • Communicating through barriers:

        • What parts of communication were missing from this activity?

        • What effect did those missing parts have on your ability to communicate?

        • What ways did you have to adapt to overcome these missing parts?

        • How can we apply this learning to our workplace or classroom?








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