School and Group Programs

Cooperation, Teambuilding, and Writing

 

1.    Students will understand how cooperation can help groups accomplish their goals.

2.    Students will create a group contract for appropriate behavior at the Headlands Institute.

3.    Students will be empowered to set the rules and know the consequences of breaking them.

 

The activity involves keeping the ball in the air - in the process of solving the challenge students have to work as a team. This initial experience of cooperation becomes the reference point for creating a group contract about how students will behave at the Headlands Institute. If desired, teachers can use a different group challenge instead of the ball activity, as long as it provides a solid basis for creating a group contract.

 

1.    Large lightweight beach ball

2.    Large piece of butcher paper

3.    Rubber band to hold the paper when its transported

4.    Markers

5.    Tape


1.    Explain the rules of the game:

    a.    The object of the game is for the students to keep the ball in the air as long as possible.

    b.    Each member of the group may hit the ball only once.

    c.    If the ball touches the ground, the entire activity starts over.

    d.    Students may hit the ball with any body part, but they cannot kick it.

2.    Debrief with the discussion questions below.

3.    Consider adding variations for additional rounds: not using their hands, lying on their backs far apart using only their feet, moving the ball aloft from one side of a large area to another for points, or timing how long the activity takes.

4.    Debrief:

5.    Emphasize cooperation, communication, competition, support, and self-esteem. Questions include:

6.    Did everyone participate and try their best? Share one thing that worked and one thing that was challenging.

7.    Did the group cooperate to successfully accomplish the goal? In a respectful manner, give specifics.

8.    In what ways could we improve if we did the activity again?

9.    Did the group think of a plan together? What were the steps in communication?

10.    How does a person taking a leadership role verbalize an idea effectively?

11.    How did the group support each member? Did anyone help you at any time?

12.    How does it feel to be successful as a team? As an individual in the team?

13.    Create the group contract:

14.    On individual pieces of paper, each student writes down what she or he has learned from the last activity and how it will help them at the Headlands Institute. On the large piece of paper, students write down the following information:

15.    Things that helped them work together as a team?

16.    Essential components of a solid team, such as positive attitudes, full participation and cooperation.

17.    Encourage each student to analyze and specify what she or he wants to achieve based on individual needs.

18.    Have all students sign the contract to symbolize their understanding and agreement.

19.    Discuss consequences for breaking the rules of the contract.

20.    Create an 8.5" by 11" copy of the contract for all students to tape into their journals.

21.    Bring your group contract to the Headlands Institute and post it in a highly visible area.

1.    Use a group forum, in which students respectfully give individual or group feedback, to hold students accountable for both positive and negative behaviors.

2.    Have students share aloud in the circle or silently write a compliment to everyone in the group.

 


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