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Breaking the Ice: Using Ice-
breakers and Re-energizers
with Adult Learners
ver the past several years, a help group members get acquainted
number of researchers have
O and begin conversations, relieve in-
theorized that students vary signifi- hibitions or tension between people,
cantly in how they approach classroom allowing those involved to build
learning and that each learner has a trust with and feel more open to
distinct and definable way of engaging one another. Icebreakers encourage
in the learning process (Conrad & participation by all, helping a sense
Donaldson, 2004; Dunn and Dunn, of connection and shared focus to
1978; Gardner, 1983; Gregorc, 1986; develop. Re-energizers can be used as
Kolb, 1984; Merriam, Caffarella, & transitions or a time to "clear the mind"
NN zyxwvutsrqponmlkjihgfedcbaZXWVUTSRQPONMLKJIHGFEDCBA
Baumgartner, 2007; Palmer, 2007; encouraging vitality and enthusiasm
tÊÊÊÈti zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA
Vella, 2002). Adult learners often (Boatman, 1991). Both activities also
Ml"
arrive in our classrooms with precon- lead to a free exchange of informa-
ceived notions of learning that are tion and enhanced communication
hard for them to let go. Additionally, between group members (Zwaagstra,
teachers can and often do fall into this 1997). In addition to simply helping to
category as well, allowing a dynamic learn students' names, we have found
of opposition to develop. Almost all using icebreakers brings humor into
of us have faced the reluctant learner the class, establishes rapport, fosters
By Dominique T. Chlup who refuses to participate in class, a safe learning environment, and
Tracy E. Collins where nothing helps to draw him or overall assists with content learning.
her out of a protective shell. Educators Therefore, it would follow that
Dominique T. Chlup, Ed.D. is an
will often seek out instructional strat- implementation of icebreakers and
Assistant Professor of Adult Education
egies designed to build rapport, help re-energizers in the classroom might
at Texas A&M University. Her interests
students get to know one another, and well contribute to improved student
include methods of teaching, women s
create safe classrooms for learning participation, increased student per-
learning, corrections education, and the
where everyone feels comfortable sistence, and ultimately enhanced
history of education.
participating. Individuals facilitat- student learning.
(Email: dchlup@tamu.edu)
ing adult learning need a medley
This article centers on theories
of teaching methods to be effective
Tracy E. Collins, Ed.D. is an Assistant of adult learning methods and how
(Galbraith, 2004). This is when the
Professor of Early Childhood Education
they relate to the practice of using
at Texas A&M University. Her interests instructional strategies of icebreak-
icebreakers in the adult classroom.
include pre-service teacher education,
ers and re-energizers can enter the
While our language is geared toward
reflective practice and issues of childcare
learning environment.
the adult learning world, our experi-
quality.
While much of the strategies for ence has been that these practices also
(Email: tecollins@tamu.edu) zywvutsrponmlkihgfedcbaXUTSRPNMLKJIHGEDCBA
using icebreakers and re-energizers work well in a variety of classroom
effectively focus on children, several and group settings, both traditional
techniques are applicable to adult and non-traditional, including profes-
learners as well (Collins, 2010; sional development sessions, staff
Ukens, 1997; Zike, 1992;). Icebreaker and faculty meetings or retreats, and
activities, as the name implies help with non-professional groups. This
"break the ice" in various ways. They paper aims to support adult educators zyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA
Δ 34 Adult Learning
by developing their theoretical understanding of ef five categories to qualitatively describe what it means "to
fectively implementing icebreakers and reenergizers in teach" (p. xii). Described as perspectives as opposed to
their classroom. While educators may inherently know methods of teaching, each represents "a unique constella
the benefits of using icebreakers, this article is intended tion of actions, intentions, and beliefs" (p. xiv) (see Table
as a guide to assist practitioners in applying them to their 1). Each one of these perspectives offers the opportunity
daily instructional activities. We also hope this article for unique icebreaker and reenergizer activities.
will fill a gap as there is a lack of recent work on this
topic in the adult education literature. A keyword search Table 1: Teaching Perspectives
of ten library databases for articles published in the past Transmission: Effective delivery of content
five years revealed only three articles on the topic of
icebreakers. One was a three paragraph book review of a Apprenticeship: Modeling ways of being
book published in 2000, another was a list of icebreakers
not to use, and the third was a relevant one page article
on icebreakers appropriate for training and development Developmental: cultivating ways of thinking
seminars.
It is our contention that icebreakers are not onetime Nurturing: Facilitating selfefficacy
events to be used solely on the first day of class. In fact,
we use both icebreakers and reenergizers as needed at Social Reform: Seeing a better society
various times throughout a course. Reenergizers can be
used when energy is low and class morale is lagging, when
everyone is not participating, or after a break to refocus a Regardless of the perspective one's own teaching falls
group. Our use of icebreakers is guided by our understand under, effective teaching needs to have clear and signifi
ing of adult learning and teaching principles. This article cant intentions that are respectful of learners. Icebreakers
connects the methods of using icebreakers as instructional allow instructors to plan and implement a teaching method
that is related to a teacher's intentions and beliefs while
strategies to the literature on teaching adults. zyxwvutsrqponmlkihgfedcbaZYXWVUTSRPONMLKJIHGFEDCBA
also considering learning outcomes that are relevant and
Perspectives on Teaching Adults considerate of adult learners. Since types and strategies
Palmer (2007) in the tenth anniversary edition of of icebreakers are flexible in nature, the onesize model
his book,zyxwvutsrqponmlkjihgfedcbaZXWVUTSRQPONMLKJIHGFEDCBA The Courage to Teach, reminds educators that
is easily avoided.
teaching cannot be reduced to a singular technique: Additional research also supports avoiding a onesize
Good teachers possess a capacity for connected model. Thistlethwaite (1960) looked at critical variables of
ness. They are able to weave a complex web of positive learning experiences reported by students. Strong
connections among themselves, their subjects, knowledge of a subject, commonly associated with good
and their students so that students can learn to teaching, was outweighed by all of the following factors
weave a world for themselves. The methods used found in positive professor evaluations (Jordan, 1982, in
by these weavers vary widely: lectures, Socratic Weisz, 1990):
dialogues, laboratory experiments, collaborative Enthusiasm
problem solving, creative chaos, (p. 11) Personal elements
It is the same with icebreakers. Icebreakers are not Good communication skills
relegated to a single type or a "best method." Rather having Enjoyment of teaching
an arsenal of icebreakers and reenergizers designed to If the effective teaching of adults involves an un
meet a variety of needs serves adult educators well. derstanding of intentionality, plurality, and knowing that zywvutsrponmlkihgfedcbaXUTSRPNMLKJIHGEDCBA
Similarly, Pratt and associates (1998) offer
five perspectives on teaching adults. The authors
argue for a "plurality of perspectives on teaching
adults that recognize diversity within teachers, It would follow that implementation of icebreakers
learners, content, context, ideals, and purposes" and re-energizers in the classroom might well
(p. 4). Based on data from over two thousand contribute to improved student participation,
teachers, they caution that what is to be avoided increased student persistence, and ultimately
is the onesizefitsall notion of good teaching enhanced student learning.
(Pratt, 2002). Pratt and his associates developed
35 A
both learners and teachers are diverse, how then can Brzuzy & Gerdes, 1999). Social context also affects the
one go about deciding which type of icebreakers and re choice of icebreakers and reenergizers to use. Six of these
energizers to use? factors (see Table 2) help explain the "intricate interplay
of various guided human experiences" that take place in
Vella (2002) in her book,zyxwvutsrqponmlkjihgfedcbaZYWVUTSRPONMLKJIHGFEDCBA Learning to Listen, Learning
to Teach, outlines numerous principles for effective adult group learning (Yalom, 1985, p. 3 in Zwaagstra, 1997).
learning including safety, sound relationships, respect for These theories, concepts, and perspectives of teaching
learners as decisions makers, teamwork, engagement, and adults inform our use of icebreakers and reenergizers
accountability. Research paralleling Vella's is found in the with our learners. At this point in the article, we present
social interaction method by which students are encour suggested icebreakers and reenergizers that have proven
aged to participate in "creating a more open classroom successful for us in a wide variety of settings (see Table
climate" (Eble, 1976; Good & Brophy, 1987; Purkey 3). Table 3 highlights some icebreakers that are designed
& Novak, 1984). Social interaction teaching methods for the online classroom. And finally aspects of group
are instructional strategies used by teachers to facilitate dynamics can have curative factors in adult learning
studentcentered group work. Students help their peers to settings. This is just a brief selection of those activities
construct meaning through group projects, group discus available for group learning environments. In addition to
sion, and cooperative learning (Burden & Byrd, 2007). giving the activity name and brief description, we have
organized the table to indicate the effective learning prin
Table 2: Group Dynamic Curative Factors ciples that come into play while doing the activity. Also
Connections with others, included is reference information linking the learning
Universality common concerns & principles. Our hope is that these suggestions with their
problems corresponding learning principles will assist instructors in
their quest for effective teaching.
Didactic Learning Information giving, sharing Conclusion
knowledge
Icebreakers are essentially short activities defined as
Altruism Helping others, can raise one's getting to know you activities and designed to break down
self esteem barriers before starting an event. Many teachers find they
use icebreakers as a way to get a better understanding of
Benefits from interactions with their students and to help their students connect to each
Socialization others other. In this article, we attempted to give adult educators
several examples of icebreakers and reenergizers to
People often learn better from use in their adult classrooms. We tied these activities to
Peer Learning one another principles for effective adult learning, social interaction
methods of teaching, and the notion of the teacher as
Acceptance from others, belong facilitator. No single method or strategy is a panacea for
Group Cohesiveness ing, support difficulties we might encounter in our classrooms. Rather,
educators' benefit from a stockpile of instructional strat
egies. Icebreakers are one such strategy that can help
Research on teacher as facilitator in higher education teachers blend into the fabric of their students' lives. If
supports strong communication and problem solving skills we want to grow as teachers we must open ourselves up,
(Delozier, 1979; Rubin, 1985; Schon, 1983, in Weisz, find ways to connect with our students, and allow them to
1990). Additionally, cooperative learning strategies aid connect with one another. By creating space that allows
in teaching smallgroup skills, effective communica students to establish trust, develop safe learning environ
tion, and critical thinking skills. Elements of cooperative ments and assist with content learning, icebreakers and
learning can have profound effects in a learning environ reenergizers encourage learners to move beyond simple
ment—changing a classroom from an environment where rote, noninteraction with their peers and instructors to
students are passive recipients of knowledge, to one in meaningful interaction and learning. Instructors can relate
which they become active participants in their education. to their students in novel ways and gain respect and ap
Concepts of empowerment, interdependence and preciation for their adult learners.
diversity—historical centerpieces of US education goals
also support effective adult learning (Steiner, Stromwall,
Δ 36 Adult Learning
Table 3: Selected Icebreakers & Reenergizers
Activity Brief Description Effective Learning Principles Reference
Online students can:
Post a favorite quote; Vella, 2002
Post 3 words that describe Engagement and
their past, present & future; Accountability Conrad & Donaldson,
Online course Share a theme song repre 2004
Icebreakers senting their life
Describe a characteristic
unique to him or herself; Vella, 2002
Respond to the posts of other
students' that resonate with Sound Relationships Conrad & Donaldson,
them. 2004
How people in a group interrelate Safety Vella, 2002
and depend on each other. Facili ' Teamwork Collins, 2010
tator begins with a ball of yarn
keeping one end tossing yam to Eble,1976; Good&
others who introduce him/herself ' Social Interaction Brophy, 1987; Purkey &
continuing among the group. 1 Cooperative Learning Novak, 1984
Each person describes how he/ 1 Teacher as facilitator Delozier, 1979; Rubin,
Human Web she relates to others, holding on to 1985; Schon, 1983 in
the yam as it moves through the Weisz, 1990
group. Process continues until all ' Altruism
are introduced. To emphasize the Socialization Yalom, 1985 inZwaagstra,
interdependencies amongst the ' Group Cohesiveness 1997
team, the facilitator then pulls on
the starting thread and everyone's Interdependence Steiner, Stromwall, Brzuzy
hand should move. & Gerdes, 1999
1 Use a coin or paper money
' Look at date ' Engagement and Vella, 2002
Choose significant event accountability
Significant Event from your life that occurred
during same year Peer Learning Zwaagstra, 1997
Share event with peer ' Norming
Describe: Engagement and Vella, 2002
Shape of a wish accountability
ψ Imagine That! Color of today
Feeling of favorite song
Taste of happiness Critical thinking skills Steiner, et al., 1999
Effective communication
Have participants think ofzyxwvutsrqponmlkjihgfedcbaZYWVUTSRPONMLKJIHGFEDCBA one
ψ What's Unique thing about themselves they Yalom, 1985 inZwaagstra,
about you? believe no one else in the group » Altruism 1997
Find something else has in common. If someone else » Socialization
unique about you. has experienced same character Collins, 2010
istic individual continues to share
unique tidbits.
37 A
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