Peer Icebreaker Prompt Cards

Use these prompt cards in pairs to help afterschool staff connect, build rapport, and set a positive tone for collaboration. Print, cut, and distribute one card per pair each round.

Cards:

1. Share a childhood game you loved and why it was special to you.
   
   
   
2. Describe one personal strength you bring to your group or team.
   
   
   
3. What’s a memorable peer relationship moment from your own school days?
   
   
   
4. If you could have any superpower to use while working with kids, what would it be and why?
   
   
   
5. Name one skill or hobby you’d like to develop this year.
   
   
   
6. Share a proud moment in your teaching or mentoring career.
   
   
   
7. Talk about a favorite team-building activity you’ve experienced (school or work).
   
   
   
8. What’s one trait you admire in others and how do you try to model it yourself?
   
   
   
9. Describe a challenge you overcame while collaborating in a group and what you learned.
   
   
   
10. If you could invite any historical figure to your afterschool program, who would it be and what would you ask them?
    
    
    

Positive Peer Relationship Strategies Handout

Use this handout to deepen your understanding of four core strategies for fostering positive peer relationships. Read each section, consider the examples, and complete the prompts by writing your responses in the space provided.

1. Empathy Building

Definition: Empathy building involves helping students understand and share the feelings of others through perspective-taking exercises and reflective discussion.

Example: In a group circle, students take turns describing a situation in which they felt left out, and peers respond with how they imagine the student felt and ways to include them next time.

Reflect and Plan:

• Describe one empathy-building activity you could implement in your afterschool program. How will you guide students to practice perspective-taking?

2. Active Listening

Definition: Active listening means giving full attention to a speaker, reflecting back what you hear, and asking clarifying questions to ensure understanding.

Example: During a conflict resolution moment, one student speaks while another paraphrases their words before responding: “So you’re saying that…”

Reflect and Plan:

• List two active listening techniques you will model for students. How will you encourage them to practice these techniques during group work?

3. Inclusive Language

Definition: Inclusive language involves choosing words that affirm all students’ identities, experiences, and contributions.

Example: Instead of saying “You guys,” an educator might say “Everyone” or “Team” to address the whole group.

Reflect and Plan:

• Write three inclusive phrases or questions you will use when facilitating group discussions or activities.

4. Collaborative Problem-Solving

Definition: Collaborative problem-solving engages students in identifying challenges, brainstorming solutions, and making group decisions together.

Example: When students face a classroom chore assignment issue, they work in teams to list tasks, discuss preferences, and agree on a fair rotation schedule.

Reflect and Plan:

• Outline a brief collaborative problem-solving scenario you could use with your students. Specify each step you will take to guide them from identifying the problem to choosing a solution.

Action Planning

Choose one of the four strategies above to focus on this week. Describe how you will introduce it, support students in practicing it, and measure its impact on peer interactions.

Thank you for your commitment to fostering positive, inclusive peer relationships. Revisit these strategies regularly and collaborate with colleagues to refine your approach.

Bridge Building Team Templates

Use these templates to guide your paper bridge design. Print one per group; assign roles, plan your structure, and record observations.

Bridge Name:

______________________________

Team Roles & Responsibilities

Assign each participant one role and have them initial next to their name.

• Team Captain: Oversees process, keeps group on task. ___________


• Materials Manager: Distributes supplies and tracks inventory. ___________


• Lead Engineer: Sketches design and directs assembly. ___________


• Quality Checker: Tests stability and provides feedback. ___________


• Timekeeper (optional): Monitors time for each phase. ___________

Materials List

• Paper strips (e.g., printer paper, cut into strips)
  
• Tape
  
• Markers or pens
  
• Scissors (optional)
  
  

Design Sketch

Draw your bridge plan here. Label key features (supports, deck, span).

Construction Steps & Notes

1. Step-by-Step Plan: Outline each major step.
   
   
   
   
   
   
2. Communication & Collaboration: Note how your team shared ideas.
   
   
   
   
   
   
3. Role Coordination: Describe how roles worked together.
   
   
   
   
   
   

Testing & Reflection

1. How stable was your bridge? What test did you use?
   
   
   
   
   
   
2. Which peer relationship strategies (e.g., empathy, active listening) did you observe or use?
   
   
   
   
   
   
3. One improvement for next time: ___________________________
   
   
   
   
   
   

Use this template to support teamwork, clear roles, and structured reflection during your Bridge Building Activity.

Peer Reflection Question Cards

Use these question cards in small groups to reflect on your Bridge Building Activity. Print, cut out, and distribute one card per group member or pair.

Questions:

1. Which peer relationship strategies (e.g., empathy, active listening, inclusive language, collaborative problem-solving) did you observe during the activity? How did they help your team work together?

1. Describe a moment when someone’s active listening or empathy changed the direction of your group’s decisions. What was the impact?

1. What was one challenge your team faced in communicating or collaborating? How did you resolve it as a group?

1. Think about your team roles. How did clear role assignment and shared responsibility affect your group dynamic?

1. Which inclusive language practices did you notice or use? How did they influence the group’s sense of belonging?

1. Identify one specific action step you will take to bring these peer relationship strategies into your afterschool setting. Include when and how you’ll implement it.