Key Takeaways:
Using tasks like the “choose one” activity helps tutors connect with students emotionally, fostering strong relationships that enhance learning engagement.
The activity promotes critical social-emotional learning (SEL) skills such as self-awareness and relationship-building, essential for students’ personal and academic growth.
Acknowledging students’ emotions and individual coping strategies creates a supportive, adaptable environment where educators can empathize with their students’ feelings and understand their unique learning needs. This approach helps students feel safe to express themselves and focus on their learning.
A Transformative Experience in Teaching
The “Choose One” activity is an efficient conversation starter exercise. Tutors share a grid of visuals, each representing a different answer option. Students choose the image that best aligns with their response to the question. It’s important to emphasize that there are no right or wrong answers. This activity is designed to create a non-judgmental space, encouraging students to express themselves freely and learn about one another in a relaxed, supportive setting.
“Choose One” Step-by-Step
Step 1: Present the Activity Prompt and Visual
Begin by showing students a question paired with two or more images. For example, ask, “Which of these images do you feel best represents your current mood?” or “Which image do you relate to most, and why?” This prompt, along with the visual, gives students a tangible point of engagement.
Step 2: Allow Time for Reflection
Give students a moment to reflect on the question. Encourage them to either think quietly or jot down their thoughts. This gives space for thoughtful responses and helps students organize their ideas before sharing.
Step 3: Facilitate Sharing
Invite students to take turns sharing their answers with the group. Let them know they’re welcome to elaborate on their responses as much as they’re comfortable with. If they prefer to pass, that’s fine too—this maintains a respectful, low-pressure environment. Encourage students to ask each other questions or respond to what others share to foster a more collaborative and interactive discussion.
Step 4: Share Your Answer as the Tutor
Conclude the activity by sharing your answer to the question. Your personal response is a key part of this activity, as it can help students feel more connected and understood. Aim to find ways to connect your response with theirs, building rapport and reinforcing a sense of community in the group.
Vignette: Building Relationship Skills with a "Choose One" Activity
The following vignette illustrates how to engage students using this conversation starter activity at the beginning of your tutoring sessions.
Imagine this: It’s a tutoring session, and your students, Alex and Jordan, both ninth graders, have just logged in. The tutor uses the “choose one” prompt at the beginning of the session to build self-awareness and relationship skills.
Tutor: “Hey Alex, hey Jordan! Before we dive into today’s lesson, I thought we could start with a quick activity to check in with how you’re both feeling today. I’ve got this image here with eight different pictures. Take a moment to look at them and pick the one that best represents how you’re feeling right now. There’s no right or wrong answer—just go with what speaks to you.”
(Alex looks at the images and picks the picture of the dog hidden under a blanket. Jordan picks the picture of the turtle swimming.)
Tutor: “Alright, Alex, you chose the dog hiding under the blanket, and Jordan, you picked the turtle swimming. Let’s talk about those choices. Alex, can you start by sharing why you picked the dog under the blanket?”
Alex: “I guess I’m feeling a bit like that dog today—just wanting to hide away. I’m pretty tired, and I’m not really in the mood to deal with everything.”
Tutor: “Thanks for sharing that, Alex. It sounds like you’re feeling a bit drained and may need some space. Sometimes we all feel like that dog under the blanket, just wanting to retreat for a bit. What’s been making you feel this way today?”
Alex: “I’ve just had a lot going on lately—schoolwork, stuff at home. It’s all piling up, and I just feel like I need a break.”
Tutor: “I hear you, Alex. It’s important to recognize when you feel like you need to step back. We can talk more about how to manage that in a bit. Now, Jordan, you picked the turtle swimming. What made you choose that one?”
Jordan: “I picked the turtle because I feel like I’m just going with the flow today. I’m kind of in my own zone, trying to stay calm and just move through everything without getting too stressed.”
Tutor: “That’s a great mindset, Jordan—staying calm and steady even when things are busy. It sounds like you’re trying to manage your day in a balanced way. How do you think you can keep that calmness, especially when things get tough?”
Jordan: “I just try to take things one step at a time and not worry too much about what’s coming next. I guess I’m just focusing on what’s in front of me right now.”
Tutor: “That’s a really smart approach, Jordan. Taking things one step at a time can help keep you from getting overwhelmed. It’s interesting to see how both of you are dealing with the challenges in different ways.
“You know, it’s okay to have different ways of coping with things. Alex, maybe taking a short break to recharge could help you feel more ready to tackle what’s ahead. And Jordan, keeping that steady pace can be really helpful in staying on top of things without getting too stressed. How about we start our session today by focusing on one task together? We can work at a pace that feels good for both of you.”
Alex: “Yeah, that sounds good. I could use a little help getting started.”
Jordan: “I’m good with that. Let’s get started.”
Tutor: “Great! Let’s take it one step at a time, and remember, we’re all in this together. If either of you needs a break or wants to talk more, just let me know.”
In this vignette, the tutor uses the “choose one” activity to engage Alex and Jordan in a meaningful conversation. The tutor helps to build the students’ relationship skills and reflect on their emotions. Alex expresses a need for space, while Jordan talks about staying calm. Acknowledging their emotional states and providing personalized support, the tutor fosters a supportive learning environment that makes both students feel understood.
Why Social-Emotional Learning (SEL) Matters
Social-emotional learning (SEL) plays a huge role in education. It helps students develop healthy relationships with peers, teachers, and themselves. SEL teaches them to process emotions, make responsible decisions, and navigate social interactions. For tutors, incorporating SEL into sessions deepens trust and builds students’ confidence to succeed academically.
Bringing It All Together: The Power of Connection in Tutoring
The “Choose One” activity is just one example of how conversation starters can build self-awareness and relationship skills in tutoring. By creating a safe space for students to share their feelings and opinions, tutors help students grow emotionally while improving academic engagement.
Read More: Social-Emotional Learning Reflection Prompts
Stay tuned for more activities and techniques in our “Conversation Starters” series to enhance your high-impact tutoring sessions.
