Recently, I watched a TikTok from Ms. Johnson, a math teacher who’s become well-known online for creating positive relationships with her high school students. If you haven’t seen her videos, you should know that she’s bubbly, upbeat, and always trying to connect with her students.
I truly appreciate Ms. Johnson’s videos. She offers an uplifting perspective on teaching and often highlights the significant impact a great teacher can have on a student’s life. However, in a recent video, she discussed her approach to the first week of school, and I must admit, it made me feel a bit uneasy.
Rather than jumping straight into lessons, Ms. Johnson prefers to start with icebreakers. She often invites students to introduce themselves by stating their name and responding to a lighthearted question she has selected. Later, she circulates a bowl of Starburst candy; the color a student chooses corresponds to another question they must answer. This allows them to reintroduce themselves, share the color they picked, and respond to the associated question.
I understand that Ms. Johnson aims to create a fun and interactive environment for her students to help them feel more at ease. However, listening to her describe her favorite icebreakers brought back memories of high school, where such activities often made me want to hide under my desk.
I’ve always been a quiet person. I wasn’t the type to raise my hand unless I absolutely had to. I did my work, and I did it well, but I never wanted to participate just to “look engaged.” When teachers pulled out those “get to know you” games, I rolled my eyes. In college, if I saw an ice-breaker coming, I conveniently excused myself to the bathroom just to skip it.
I’m not alone in my feelings about ice-breaker games. Many people in Ms. Johnson’s comments admitted that they felt the same way that I do. In response to the negative comment, she posted another video, “clapping back,” saying that all she asks is that students say their name and answer a simple question. In her words, “It’s school. Kids need to talk.”
She’s not wrong. School is about speaking up, sharing ideas, and learning to communicate. But it’s not that simple for every student.
I was the student who dreaded being called on by the teacher. I loathed “popcorn reading,” where classmates selected who would read the next paragraph of a book, and I especially disliked it when teachers used popsicle sticks with our names, forcing us to answer questions without any warning. The persistent anxiety of wondering, “Will I have to speak next?” was overwhelming.
For students like me, icebreakers don’t create connections. They create discomfort.
As an adult, I can answer questions without a knot in my stomach. I can play along with ice-breakers, even if I still roll my eyes when someone asks me to share a “fun fact.” But just because I’ve grown out of my discomfort doesn’t mean that I’ve forgotten what it felt like to be the quiet student at the back of the room, praying for the teacher not to call on me.
I’m now a substitute teacher. When I find out that the teacher wants me to do “popcorn reading” with the kids or use popsicle sticks to pick who answers next, I always check in with the kids to ask if they’re comfortable with me calling on them. If I choose to call on a student, I ask them if they feel comfortable answering questions or reading a passage. No one deserves to be put on the spot without their consent. That’s why I always look out for the “quiet kids.”
Ms. Johnson is undoubtedly a dedicated teacher who genuinely cares about her students. Her icebreakers are inventive and likely help many students feel more at ease. However, I believe she could benefit from a more nuanced approach to these activities.
Saying that “everyone has to talk in school” doesn’t show the full picture. Yes, kids should learn to speak up. But forcing participation can hurt students who struggle with anxiety or learning disabilities. Sometimes connecting with students means creating space for them to choose when and how they want to participate in class.
Not everyone is bubbly like Ms. Johnson. Some students are “quiet ones” — and that’s OK. Ice-breakers can be fun, but giving students the space to participate in their own ways is just as important. That little bit of freedom and understanding can make all the difference in a classroom, especially for the kids who need it the most.
Photo by Baptista Ime James on Unsplash
I find ice breakers can be both helpful and challenging from a quiet student’s perspective. I value activities that encourage mern stack training institutes in kochi participation without pressure. I focus on creating inclusive environments where thoughtful contributions are recognized, allowing me to engage comfortably while building connections and easing social anxiety in group settings.