English teaching/learning

Sometimes the most important part of a meeting or event is making contacts, networking. This activity uses the format of a personals ad to have people introduce themselves and quickly identify people they wish to get to know.

The format is simple. On an index card, people write:

• Name:
• Attributes:*
• Turn-ons: **
• Turn-offs: **
• Seeking:***

  *This means relevant information about you for the purposes of this event, e.g., in a meeting of labor activists, your union affiliation or other organization, etc. People should feel free to play with this, though.

A "quick and dirty" evaluation activity.

In groups of three, people prepare a short (2 minute) role play based on this scenario:

It's the day after class. One person meets his/her two friends who attended class. S/he asks them, "How was class last night?", pressing them for details. The role play ends when the friend asks, "will you go to the class next week?" and the person replies.

Like in any role play, it helps to choose a specific place and time of day, so people can imagine a context for their meeting.

My reading of the Marfán cartoon, as a would-be ignorant schoolmaster:

Every activity is a box into which I put people -- of course, as in any game (except the Hunger Games or Battle Royale), people choose to participate at some level, but as Huizinga said about sorcery, that one chooses to be duped, it is a constraint nonetheless. Whether people will "get out" of the activity and, if so, how, is to be seen. My job is to uphold the integrity of the box and support the individuals as they seek their way(s) out.

In this game, three people have a conversation with one person playing the role of interpreter. In fact all three are speaking the same language, but two pretend they do not understand each other, so they need the interpreter.

The interpreter's role in this game is to misinterpret everything the speakers say, producing the maximum of confusion and misunderstanding.

Example:

Person 1: I am very pleased to meet you.

Interpreter: He says, "what took you so long?"

Person 2: I am not late; I think our meeting was for 4pm and it is 4pm now?

It is difficult to describe this activity because it is so rich in content and so great a way to practice "horizontal" pedagogy. It is a mash-up of Jacotot's "What do you see? What do you think of it? What do you make of it?" and ???

Materials: color copies of Miguel Marfán's cartoon on the cover of Técnicas Participativas Para la Educación Popular, with the book title removed.

The flow:

Joker gives people a copy of the Marfán cartoon and ask them to look at it closely. Give them five minutes or so.

A playful communication exercise.

Participants each write a sentence on a sheet of paper: e.g. "I am hungry" "It looks like rain." "Obama wants to bomb Syria."

When all are done, they pass the paper to the next person, who writes another sentence that says the same thing as the first: e.g., "I want to eat something" "It's going to rain." "The president is talking about attacking Syria." Pass again, and so on, until there are ten sentences, or the paper gets back to the original writer.