When a group of people are preparing to participate in social change, there needs to be some breaking down of inhibitions before they become group participants. "There is no 'I' in T-E-A-M" and all that. Before a group can build effective solutions to the problems facing their communities, they need to trust each other and communicate.
Cooperative games also help set the tone of an action. Social change work is often hard-driven and energy-consuming. Many groups find that cooperative games offer a brisk, friendly way to couple passionate task-oriented goals with driven, group-minded teambuilding. In other words, fun and games help propel social change.
Another purpose of games is to get people to think together, as a team, so that everyone in the group has input and shares ideas. When we have input we have ownership, and when more people have ownership there is more success.jocuri cu camioane jocuri fotbal jocuri mario jocuri impuscaturi jocuri logice jocuri de gatit jocuri cu avioane jocuri de colorat jocuri 3d jocuri barbie jocuri cu masini jocuri cu roboti jocuri cu scooby doo jocuri tenis jocuri cu tom si jerry jocuri cu vedete jocuri wrestling jocuri cu biciclete jocuri cu curse jocuri cu hannah montana jocuri cu ferme jocuri cu naruto jocuri cu spiderman
Aren't Games Distracting?
When used right, games can actually accentuate the purpose of your day's work or your group's purpose. Through a technique called "framing," games become relevant and powerful tools to break down barriers, build up focus, and make your group's process more effective and inclusive of all involved.
In all settings games should be used to build a sense of purpose, passion, and opportunity. Without those pieces as goals, games become pacifiers for the grown, as their potential to stave off the appetite of a group that hungers for power is immense. In classrooms where teachers use games as "fillers" the students mope lazily back to their desks, as they know the grueling pain of continuity is about to continue. In classrooms where teachers use the games in context of the lessons, students aim to learn with eagerness and a sense of purpose.
The purpose of the games is often set during the introduction, or framing, of the activity. Participants may be forewarned of the deeper meanings, or the activity may be introduced as a metaphor. Another way to inject purpose into activities is in the reflection or debriefing of the activity. An easy way to see the relevance of reflection is to picture games as a circle: you start with an explanation of the activity, framing its purpose and goals to the group. The activity progresses, with the facilitator taking a more hands-on or less guiding approach as needed. Finally, the group reflection helps participants see how they met the goal, and to envision the broader social change implications. Then the group has come full-circle.