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The ability to formally introduce oneself is an integral skill not only in school but also in business and society. It is important for students to learn and practice formal introductions, especially at the beginning of the school year. Two variations of an Introduction Handshake activity are included here to give
students the opportunity to practice this skill.
SET UP:
A large, open space, possibly outside of the classroom
Prior viewing of the Introduction Handshake video example
STEPS:
Begin with appropriate modeling by inviting a student to come up and model a professional introduction. Coach the student and discuss the process aloud—squaring the shoulders with the person to whom they are introducing themselves, making eye contact, firmly shaking hands, and speaking at an appropriate volume as they state their full name.
For the Introduction Train variation of this activity:
Have students line up in a single-file row.
Have the first student go down the row, offering a formal introduction to each student in the row.
Then, have the next student proceed down the row in the same manner.
Continue this process until all students have had an opportunity to introduce themselves.
For the Inner/Outer Circle Introductions variation of this activity:
Divide the class into two even groups.
Have one group create a circle and face outward.
Have the other group create a circle surrounding and facing that initial, inner circle.
Begin the activity by having the students in the outer circle formally introduce themselves to the student across from them in the inner circle.
Have the outer circle rotate to the next person and repeat the introductions.
Repeat this process until the outer circle returns to its original position.
Now, have the inner-circle students switch roles and introduce themselves to the outer-circle students one at a time by rotating after each introduction.
Close the activity with a debrief, either verbal or written, using a few of the questions from the Stage 1 Debrief Prompts.
EXTENSION:
To increase rigor, have students research introduction customs from other countries and cultures, and then compare and contrast those with introduction customs that are common in the United States. Then, have students analyze what types of introductions could be appropriate in different situations.
To increase scaffolding, require students to introduce themselves whenever there is a guest in the classroom.
VIDEO:
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