9
Chapter 1
25 Ways to Have Participants Introduce Themselves
Chapter Overview
The first few moments of class are fearful moments for some participants. For others, the
introductions that take place at the beginning of a new program are sources of interest, of possibilities,
of discoveries, of commonalities. While it’s perfectly acceptable to ask people to give their names and
tell a little about themselves, the process often lacks luster. You can enhance it by structuring the way
you ask for atypical information.
What NOT to do: Don’t try to be a comedian unless you are one. Henny Youngman got away with an
introduction like this: “And now, the band that inspired that great saying Stop the music!
” Don’t try thinly
veiled insults. They seldom work.
In this section, you will find 25 novel ways for students to share information about themselves, about
their purpose for being in your classroom, and about the things they hope to learn.
1.
U
se the course title.
Print the name of the course on the board or flipchart. Leave space between the letters. Then
ask each person to take one letter from the word and use that letter as the first letter of a word
that explains why he is taking the course or what he hopes to learn.
Example: If the course is about supervision (S-U-P-E-R-V-I-S-I-O-N), you might take the
letter ‘I’ and use it to introduce yourself in the following way: “I pride myself on being an
intelligent person. Intelligence means always gathering new information. I’m here to learn as
much as I can.”
Brainteaser:
There are eight learners in a room. Each one shakes hands just once with each
of the other learners. What is the total number of handshakes?
Answer: 28. Gather seven other people and start shaking hands if you don’t understand why the answer is 28.
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