Creating Community: Culturally Responsive Icebreakers

Creating Community: Culturally Responsive Icebreakers

There is no discounting the importance of the first days of class. What happens during those first days sets the tone for the rest of the course.  While there are several essential tools that can be used to create an inclusive classroom community, culturally responsive icebreakers can serve as another valuable instrument to foster a positive tone and establish an environment for learning.

First, let’s describe what we mean by “culturally responsive” in the academic context.  Johnson (2022) provides this useful framework, “culturally responsive teaching is comprised of three interconnected elements (a) high academic standards that focus on students’ total intellectual growth, (b) cultural competence and inclusion, and (c) critical or sociopolitical consciousness” (p. 1). As such, culturally responsive icebreakers are well thought-out, intentionally inclusive activities that allow all students to bring their full selves and identities into the classroom.

Many faculty at Bentley have been using icebreakers in their courses for some time, and we recommend that you connect and discuss those that have worked well.  During August’s new faculty orientation, instructors spent time examining and sharing effective strategies for their initial class meeting.  The top strategies shared were student/faculty introductions and icebreakers.  Some specific icebreakers discussed included the t-shirt design activity, personalized name tents, and asking students to include a fun fact and their pronouns in their introductions.

Previous expert speakers at Bentley, including Dr. Lisa Nunn and Dr. Kevin Kelly, shared that icebreakers and introductions foster a sense of college belonging.  To really promote this sense of belonging, you too should participate in the activity that you engage in. This allows your students to get to know you a bit better and promotes a strong faculty/student connection.  As such, it is important that you pick an icebreaker activity that feels comfortable for you as well.

Integrating icebreakers are beneficial for in-person and online learning modalities.  In an online learning environment, icebreakers can facilitate meaningful engagement and social presence for students and faculty.

Examples of Culturally Responsive Icebreakers

Note: Descriptions of activities are copied from websites and articles. To read further, please click the links provided.

Web of Connectedness (In-person)

In this activity, the class sits in a circle while the facilitator poses a discussion question or questions. A ball of yarn, twine, or string is passed to each person who speaks. This can be done with a low-stakes question like “what is your favorite hobby?” or to track the discussion of more course-centric topics.

Name Story (In-person/online)

In this icebreaker activity, students will have the option to share their first name, middle name, last name, nickname, or any name that has a history or story, such as the name of a pet or nickname given to a friend or family member. Students might consider the significance of the name, where the name comes from, or what particular meaning the name has for them. Please read further about considerations when implementing this activity.

The Five Minute Poem (In-person/online)

In this activity, students spend five minutes writing a brief four-stanza poem about where they are from. The poems can be shared in the large group as students introduce themselves to the class, in pairs or small groups, or could be posted to a class blog or forum. This activity can also be used as a prompt for a discussion about how where students come from impacts them in the classroom. Please read further about considerations when implementing this activity.

The #Ricebreaker (In-person/online)

From the abstract: “this activity asks students to answer a straightforward question: “how does your family or your culture cook rice?” By using the example of a simple ingredient found across the globe, the activity demonstrates how students can hold different perspectives on the same topic based on their own experiences, and models for the class how to approach conversation throughout the semester when perspectives on a given topic may vary. This activity provides an example of how a classroom icebreaker can be used in a way that facilitates dialogue, promotes participation, and models intellectual respect.”

Please contact the Learning Design Team for further information and resources for icebreakers.

Citations:

Johnson, A. (2022). Culturally responsive teaching in higher education. The International Journal of Equity and Social Justice in Higher Education, 1, 25-29. https://doi.org/10.56816/2771-1803.1008