Classroom Activities: “Number Race” (Diversity)
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Classroom Activities: “Number Race” (Diversity)


>>MEGAN: My name is Megan. I teach 6th through 12th grade here in Georgia, and today I’m going to use the Teaching Tolerance activities to do some team-building with my class. Today, I’m going to start the day by just doing a greeting activity, so it gets the kids up and moving and talking to each other. So, I’m gonna give you a category. So, it might be “greet someone that has the same hair color as you,” so you go and you say… good morning, Addy!>>ADDY: Good morning, Megan!>>MEGAN: Good morning, Miranda!>>MIRANDA: Good morning, Megan!>>MEGAN: And you try to greet as many people. So I will give them a category, so it might be their shirt color, or their hair color, eye color, or their age, and they’re gonna have to find as many people to go and greet that have their same age or same shirt color until I change the category.>>MEGAN: Greet someone with the same eye color as you! After the greeting, we’re gonna move into a Venn diagram activity. They’re gonna put their name on one side, and then someone else’s name on the other side that they look up to or that they can trust or kind of a role model for them. And they’re gonna put characteristics of them and then characteristics of the other person so they can see the differences, and then they’ll put the similarities in the middle. Alright, does anyone want to share a couple– you don’t have to share everything you wrote– but just a couple differences and a couple similarities between you and the person you look up to or trust?>>STUDENT 1: I did Anne Frank, and I don’t like reading it, and she does like reading. I’m the oldest sister and she’s the littlest sister. We both have German in us.>>STUDENT 2: Mine was myself and Malala, and one of the things that was a difference of ours is that, since I was like born, I’ve had an opportunity to get a good education, but she had to fight for like girls’ education for everyone in her community, and something that we both like have in common is that we both want to stand up for people that don’t have a voice.>>MEGAN: After the Venn diagram activity, we’ll move into an activity really based around teamwork and communication. What’s gonna happen is we’re gonna have a big circle on the floor and inside’s gonna be stars that all have the numbers 1 through 10 on them. So one person’s gonna be in the middle of the room blindfolded, and their task is to pick up the stars in order from 1 to 10. The rest of their team is gonna be on the outside of the circle–like they’ll guide them to number 1, and have them pick up the star number 1 and then they’ll guide them to star number 2 and have them pick that up until they get all 10 of them picked up in order.>>STUDENT 3: Step forward. Bend down There you go.>>MEGAN: I think what the kids really took away was communication and teamwork. I thought it was great when their strategy was that each of the kids on the outside would take charge of one of the stars, so like one person would have star 1, and one person would have star 2, and then you could see that as their whole goal was to get all of the stars picked up, they were able to do that with one person talking instead of their goal being to– for them to personally get the person to all the stars. So just for them to really work as a team instead of having thoughts as individuals, that they could really come together and meet their goal pretty quickly. I’d love to hear a little bit about what you guys thought of that or what you got out of it. What did you learn from doing that circle star activity?>>STUDENT 4: Like, wait, which way? ‘Cause you’re saying like this way, and I’m like I can’t see you so then, like, I don’t know. I got a little frustrated, but…>>STUDENT 5: The hardest part was when they would stack them, and then they would be like “bend down and grab it,” and then I would bend down and have to figure out if it was like the 1st, 2nd, or 3rd or 4th one under it, but I think that was the hardest part for me.>>STUDENT 1: I was like “Come this way,” and I forgot he was blindfolded. Ty’son was like “you see me? You see me?” And he was like “no, he’s blindfolded.”>>MEGAN: I know it’s important to do these kind of activities because it really builds the trust in the community in the classroom, and I know that like, when they are able to work together and be a team, that’s really when they learn more effectively. And this really helps the kids like be able to work together and help each other out and have that really team mindset. And I know for me, in my class, like one of my first priorities is to get that good atmosphere within the kids, and it really– doing team building activities like this really helps because it gets them to know each other and to be able to talk with each other and work things out and talk through things. So, doing things like that really helps, and also, it just gets them up and engaged and talking and just kind of loose and open.

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