Community+Building

1. Each student would create a flower, then they work together to arrange them in a large vase.

2. Provide students with a mini-questionnaire, inviting them to answer 3-4 questions – i.e. “If you could work at any job, what would it be?”, etc. Collect the papers and transfer each student’s answers to colored sticky notes. Assign a different color sticky note to each question and be sure to keep each student's answers separated. Pass out a set of answers to each student and task them with determining who the answers belong to based upon their knowledge of their classmates. Invite them to place the sticky notes on the bulletin board under the student’s name. Once each student has had a chance to guess, reveal the correct answers!

3. Words can hurt... Have a large red heart cut out of butcher paper. Get each student to sign it. Crumble up the heart. Then try to flatten it back out. Tell students that words heart and they leave a wrinkle on the heart that you cannot flatten out. Hang up the heart in your classroom and when needed point to it and remind the students of that lesson.

Could also use Chrysanthemum to discuss the impact unkind words have on our hearts. Cut out a giant heart using red butcher paper. Before reading the story, hand the heart to one of your kids and gave them instructions to crumple the heart every time they heard something unkind, and then pass it to the next person. By the time you finish the book, you will havee quite a sad looking little heart

4. Everyone Is Unique: Spin a Classroom Web At the beginning of the year, I focus on the idea of everyone being unique. On the first day of school, we get in a circle on the reading carpet. I begin by saying that I am going to say something about myself that is unique or something that is special and no one else in the room shares that quality with me (I tell them that it is ok if some people have the same ideas, but that we want to try to find ideas that make us different). I tell them that unique is another word for different. I ask them, what do you think about when you hear the word different? Often, they name things with a negative connotation. I tell them that I like the word unique, because it means the same thing, but that negative connotation hasn't ruined the word. I grab a ball of yarn and I tell them one thing I think is unique about me. I will say, "I competed in a tennis tournament this summer and won the whole tournament!" I will then hold my end of the ball and throw the ball to someone else in the circle. That person will say something unique, hold a part of the string and throw the ball to another person. By the time the ball of yarn has made its way around the circle, everyone will be holding a part and it will look like a web. When we finish, I will ask the kids, "What did we make?" They will of course say that we made a web. I will then ask them to tell me about the web. Through discussion, I will eventually have them discover that, even though we are all unique and special, we are all connected to each other like a web, because we are a class. Throughout the year, I will reference that activity when I feel like they aren't valuing each other's unique qualities. I will tell them that being unique connects us as a family just like the web did and that each of them bring something special to our classroom web to make it connect. By: //Melissa Walker, [|scholastic article]//

//5.// We're Different/We're Alike
 * 1) Ask students to think about ways in which they are similar to their classmates and ways in which they are different.
 * 2) Give each student an [|All About Me] worksheet and have students complete the worksheets.
 * 3) Arrange students in pairs. Give each pair an [|All About Us Venn Diagram] . Have them compare their All About Me lists and complete the Venn diagrams.
 * 4) Discuss the results as a class. Which pair had the most in common? Which pair was the most different?

6. Silent Puzzle Cut out multiple paper puzzles (like tangrams) Put each puzzle in a ziploc bag Give each table/group of students a puzzle Explain to them that they must complete the puzzles silently, if anyone talks they will have to put the puzzle back in the bag and start over.

7. Ask 3 Before Me Before coming to you, children are to ask three of their peers to assist them!**First,** childen who know how to do what is asked feel good with demonstrating their ability; **two,** children being helped or shown--see that they too will learn what their 'friends' can do; **three,** 'community helping and sharing' is encouraged; and **four,** children that have been 'helped' will reciprocate and help others when asked. Example: If Tommy can’t tie his shoe and he comes to you---question to see if he asked three of his friends to help. If no—say, “Tommy needs help in tying his shoe…can someone help?” This will NOT embarrass the child as it will be part of program routine and he’ll learn from his friend. In things that Tommy can do--he will return the favor and assist others when asked. For this to work it needs to be consistent. (Post a sign with the 1-2-3 as a reminder) Yes, it does work. Children become a more cohesive unit, independent, and self esteem soars as they learn from and help each other! [|Ask 3 Then Me] 8. Class Quilt Distribute a piece of art paper or construction paper along with various art supplies (crayons, markers, paint, glue, glitter and yarn) to each

student Explain that they will have one class period to decorate their paper in a way that represents who they are. The students could draw a picture of themselves, or they could create representations of their interests, abilities, goals, family and friends. During the next class period, allow each child to show her picture to the class and explain it. Discuss how we are all unique but that we can all work together and support each other. Glue the squares together to form a "quilt," and display it on the wall inside or outside the classroom.

9. Bucket Fillers At the beginning of the year read "Have You Filled A Bucket Today" by Carol McCloud Then show them our classroom bucket (will have already premade and decorated) Also show them the sheets that will be located by the bucket " filled my bucket today because ___" Each time someone fills their bucket they will fill out a sheet and put it in the classroom bucket At the end of the week or if we have free time during the day I will share some of the bucket fillers

10. M&M Introduction This activity is an icebreaker for children who need to be introduced to each other. Either pass out a handful of M & Ms to your students or purchase the small packs of M & Ms for your students. Do not let them eat their M & Ms yet. Each color M & M must symbolize a certain aspect of their life, such as red is for things you love to do, green is for things you hate, brown is for favorite foods, blue is for friends, etc. The students can go around the room sharing about themselves. Be aware that if you do each individual M & M as a fact, this will take forever to finish. You may want them to just share about the color that they have the most of instead or keep going until your time runs out. Either way, it makes sharing a lot easier when you get rewarded with M & M candy!

11. Autographs [|Community Building Idea's]
 * Materials:** One pencil, clipboard, and autograph form (see example on the following pages) for each group member
 * Play:** Give each participant their materials. Instruct the group to fill in their forms by finding people in the group who fit each of the categories on the form. Have people sign on the line by the category that they fit. In addition to just an autograph, group members should ask one other questions about the category and write this information under the category. (ex. If the category was "being born out of the United States” you could ask what country someone was born in.) Make some guidelines about how many signatures of the same person the group members can get; this will prevent the group from only talking to one person.
 * Variations:** The group members can be required to formally introduce themselves to other group members before they ask a question.
 * Autograph Form:** Use the form on the following pages.


 * With help from Pinterest and Teacher Pay Teacher