Personality Sacks

The objective of this activity is to help students know and begin to understand other group members, and to help individuals look at the obvious and the not-so-obvious sides of their personalities. Give each person a lunch-size paper bag and markers or crayons. Also have paper, scissors, etc., available. Instruct each student to draw or write things on the outside of the bag that represent who the student is, what he/she likes, and what he/she values. On the inside of the bag the student should place one or more pictures or statements that tell something about him/her that hardly anyone knows. When the bags are completed, break the group into dyads and have them discuss the outsides of the bags. Then bring the group back together so the dyads can introduce each other to the other students. When an individual has told the group about his/her partner's bag and personality, the partner will share something inside the bag.

Dice

A pair of dice can be used to encourage students to provide information about themselves. Explain that as a student throws the dice, he/she must tell as many things about him/herself as there are dots on one of the dice. The number on the other die is the number of questions the group can ask him/her.

Personality Posters

The objective of this activity is to help each student get to know one group member well, and also to get to know something about each group member. Divide group members into dyads. Give each dyad two large pieces of paper and some colored markers. Have each individual draw his/her partner in the center of the paper and then do the following:

* Write the partner's name under the drawing.
* At the top left, list three things the partner loves.
* At the top center, list two people who have influenced this person.
* At the top right, list one thing the person hates.
* At the bottom left, list three talents the person has.
* At the bottom right, list the place this person would most like to visit.

When the posters are done, let each person introduce his/her partner as he/she shows the poster. After he/she is done, hang the poster on the wall for the other students to write notes on throughout the period, day, or weeks.

Toilet Paper

This activity is done in much the same way as the M&M Game (but is less expensive). The student tears off a portion of toilet paper (he/she chooses the amount, without knowing the task), and must tell a quality about him/herself for each square of paper.
Personality Cards

These cards are similar to the posters, but the student can fill out his/her own answers. The areas of discussion are typed on a half-sheet of paper and the student draws something that is symbolic of him/herself on the opposite side of the paper. The student then pairs with another student to discuss the card and introduces his/her partner, with the partner showing and explaining his/her own drawing.

Another option is to use the cards as go-rounds, with students answering one question at a time. After the activity is completed, students can then show and explain their pictures. Questions that can be asked include the following:

* Name two people who have influenced you.
* Name the place where you spent the happiest time of your life.
* Name the place you would choose to go if money were no object.
* "Life is a cafeteria in which you. . ."
* "Two values you hold important are . . ."

Jenga

Jenga is a wooden block game that can be purchased at most toy departments. The objective is to find out about fellow students, while working on the concept of teamwork, support, etc. With one hand, the student must remove a block from a level at least four below the top, then place the block on the top of the stack. As the student removes the block he/she can tell a quality about him/herself, respond to the statement "If you really knew me, you would know that I . . ." or any other statement that the facilitator believes appropriate.

Often a student will deliberately knock the blocks down. At that time, you can provide an object lesson such as: "In group we can knock each other down, or we can work together to support each other. . ." or "This is symbolic of the fact that we all need a strong foundation. Even though this is just a game, if we don't have a support system or foundation in our lives . . ."