Icebreakers are techniques used at the beginning of a session to help participants relax and get to know each other.
Participants introduce themselves and tell why they are attending the training course. Variations: Participants tell where they first heard about the course, how they became interested in the subject of hepatitis C, their occupation, favourite television program, the best book they have read in the last year or which football team they follow.
Participants introduce themselves and explain what they know about their name and why they were give their name (e.g. I was named after my Dad’s favourite actress). It could be the first, middle or nickname.
Divide the group into pairs. Each person talks about him/herself to the other, sometimes with specific instructions to share a certain piece of information. For example, "The one thing I am particularly proud of is..." After five minutes, the participants introduce the other person to the rest of the class.
Each participant writes one or two adjectives describing themselves. Put these on a stick-on badge. Participants need to find someone with similar or opposite adjectives and talk for five minutes with the other person.
Each participant introduces themselves by name and/or organisation and says one thing about themselves which they think others might be surprised to hear. The facilitator has to go first to set the level of disclosure appropriate. You expect things like strange hobbies or funny events in their lives. People love talking about themselves.
Each participant introduces themselves and then states something they have done that they think no one else in the group would have done. If someone else has also done it, the student must think of something else until he/she finds something that no one else has done.
Each participant writes on a blank index card one to three statements, such as favourite colour, interest or holiday destination. Pass out the cards so everyone has someone else's card. Have that person find the person with their card and introduce themselves.
Participant writes a famous name on a piece of paper and pins it on someone else's back. Person tries to guess what name is pinned on his/her by asking others around the room yes or no questions. Variation: Use famous place instead of famous person.
Prepare a question sheet before the session, which will involve writing 5 questions on a sheet of paper such as:
Ask participants to go around the room and fill in the names of people who fit the questions.
Lie a piece of rope on the floor, at one end have a piece of paper with “agree” written and the other end with “disagree” written. Ask the group particular questions or statements and get them to stand somewhere on the rope that represents their opinion in response to the question/statement. They can stand in the middle or anywhere on the line. After each question get some of the group to talk about why they stood where they did on the line.
This activity is not really an icebreaker but good to do after lunch prior to a session on discrimination.
This is a group activity that helps to establish the level of knowledge of the group and also allows exploration of the myths and facts around hepatitis C. Ask participants to brainstorm the words they associate with hepatitis C and the words they think people in the general community associate with hepatitis C. Write the words on the whiteboard or butchers paper.
An extension of this exercise includes participants listing their questions about hepatitis C: what they want to know about hepatitis C. This is good for exploring the myths that surround hepatitis C and establish the facts.
This ice breaker should only be used with mature young students and in a sexual health context.