Game 1: Reverse Blind Count Off

Mechanics:
The whole participants will participate in this activity. The goal is to count from the highest unit number
of participant up to 1 with each and every one has their own number. The twists here are all the
participants are blind folded, placed in a random place inside the venue, and they are counting in
decreasing manner. Note that when two or more individual speaks at same time the game shall start
again.
Reflection:
In this station the student leaders’ subtlety will be put into test. Every school year student leaders tend
to take small things for granted not knowing that these simple things may have a big impact in their
organization of event to themselves. As what Filipinos say, “Walang maliit na bagay ang hindi nakaka
puwing.”
Student Leader should be able to answer and understand the following:
1. Did you have fun playing the game?

2. What aspect in the game touched you the most?

3. Were you able to have only one number in the game? If not, what pushes you to start again
first or late? (Should students always be on hand first in all things or should they learn how to
observe things first before doing actions?)
4. What do you think is the importance of this game in your organization? Do small things in
your organization lead into big consequences? (Choose at least 2 student leaders to answer)
Game 2: Silent Charade

Mechanics:
In this game the group of students will be divided into to three (3), and each of the group will be
drawing two respective categories.
The three categories in this game:
a.) A Person Per Word
b.) Pass The Message Charades
c.) Pass The Message Charades (Question Type)
- The participants can either pass the questions or the answer.
Each categories has their unique sentences that has minimum of six (6) words.
After drawing their two subgame categories, the game shall start. The team(s) will not progress into the
second round (having their game categories) without getting the first game exactly correct as what has
been given to them.
Reflection:
This activity aims to test the talkativeness of a student leader using a Silent Charade Test. Sometimes,
Student Leaders, mostly new, tend to have lots of ideas and plans in an organization. They tend to be
the “banka” in a conversation or meeting. But what is the lesson? Do we really have fruitful and feasible
ideas to whatever we say? Will this help the organization or will this just waste the organization’s time
and effort?
1. What have you observed in the game? (They should observe that it is hard to play charade
without talking)
2. Did everyone give input or is it one person only?
3. What was your plan? Were you successful or not?

*Process for Number 3 (c/o NG) : Student Leaders should realize that Talkativeness can be good
and can be bad depending on the situation. Good because talkativeness is needed for good
suggestions, comments, or reactions towards things but bad because sometimes, it can be irritating.
Sometimes, we are mentioning words but not putting those words into actions.
"Don't Talk, Just Act; Don't Say, Just Show; Don't Promise, Just Prove".
4. How can talkativeness be useful to us student leaders?

Process for Number 4 (c/o Gian): Every student leader should have and must have a quality that
negates negativeness. Talkativeness may be bad but good, may be irritating but useful, may be
impractical but fruitful. It is a must for us student leaders to invest positiveness towards anything.
You can't solve a problem if your way of thinking is the problem. Why not think outside the box?
Why not have another perspective that beautifies the ugliness of something?
Our endeavor of speaking our mind must be from the heart. It is a small thing to talk but it can lead
to a big impact.
It is also a game of chances. What if you have an idea that you know could lead to great things but
not confident enough to speak up? It is most likely you'll lose.
See, it's the small things that count. As to what the late Albert Einstein has said: "It only takes a
small pin to burst up a big balloon." What if your idea could lead to more ideas? What if your idea
started a revolution against ignorance? You'll probably inspire others; especially the youth who we
know are very silent. You'll never know you might be the inspiration to that child who has ideas that
are even more powerful! Be the reason of a cycle of innovation. Be that force that keeps the world
revolving.
Be the seed that starts a tree. Be YOU.
Being a student leader that talks a lot has no bad in it. It's the listeners who hinder your success. So
why not be the inspiration to others to stand up? Why not be that small pin that could burst a big
balloon?
Game 3: Card Passing Through Lips

Mechanics:
Playing cards and of course yourself is a very important factor in this station. The main team will
not be divided in this station, it will be composed of a maximum of 30 members. All players will be
instructed to form a circle. After the circle is constructed and the adjacent players are finalized, they will
be instructed to hold hands. A card will be given to the first person in the circle. The first person will
receive the card through his/her lips ONLY and will be passed around the adjacent players the same
way. If the card falls, the round will start over. The goal is to have the most number of cards to be
passed around the circle.
Reflection:
In this station the student leaders’ vainness will be put into test. This game is actually just for fun but
comes with lots of meaning.
1. Were you able to finish the task without any doubt doing it?
2. Were you afraid that you might suddenly kiss the person right next to you?
3. Are you that “Maarte girl/guy” that doesn’t like to try new things? How do you think this
“kaartehan” will affect your organization?
4. Are you a dirty worker or just an instructor in your organization?

Student Leaders should be able to understand and realize the importance of taking risks in the
organization. These risks we are going to face in the organization maybe the key to our success and
growth as leaders. We should not always think of the benefit that we can get in an organization but not
benefits that we can offer in the student body. We should always try to explore new things. Don’t be too
“Maarte” because you might stain your clothes or ruin your make up or something that may cause
inconvenience to you. We should always think of the things that you could get to place in you life puzzle
that one day you can look back to and be proud of because you did experience things without any
“kaartehan.”
Game 4: Tower Building

Mechanics:
This is not an ordinary tower building and the students shall be divided into 4 groups that has assigned
materials each. The facilitators will make sure that the materials in front of each group will not be able
to build a tower.
The facilitators will state two (2) rules:
a.) Build a tower.
b.) When this activity starts the participants should not ask any questions to the facilitators, doing
so will result into expulsion into that specific room and shall wait outside until the 30 minutes is
done.
It is not stipulated in the rules that it is forbidden to help each other to build “A” tower.
Reflection:
In this station the student leaders’ pride will be put into test. Students should be able to understand the
following points:
1. How did the game go? Were you able to complete build the tower perfectly?
2. What was your strategy? Is it effective?
3. Did someone stand out as a leader? Who? Give your thoughts about him.
4. When was the last time I sought to lift another up?
Pride is more interested in receiving praise than giving it. Pride is either satisfied with self, or dissatisfied
with what another has. The covetous nature of pride cannot lift another up in praise or admiration or
honor, for in doing so it makes less of self. If you can't remember the last time you considered another
worthy of more honor than yourself, you may be proud.

Pride infects and afflicts us all to varying degrees. We need to take watch over our hearts to battle
against this father of all sins. But our hope is not mere knowledge nor willpower. Yes, we must know the
truth, and we must seek to kill pride, but ultimately we learn humility in and through Jesus Christ. So
consider Jesus; draw near to him, believe in him, and you will experience pride shrinking in his presence.
Game 5: Helium Sticks

Mechanics:

 Deceptively simple but powerful exercise for learning how to work together and communicate
in small to medium sized groups.
 Divide the group into two more sub groups. Each group shall form a small circle.
 Introduce the Helium Stick- a long, thin, lightweight straw inter connected.
 Ask participants to point their index fingers and hold their arms out.
 Lay the Helium Stick down on their fingers. Get the group to adjust their finger heights until the
Helium Stick is horizontal and everyone's index fingers are touching the stick.
 Explain that the challenge is to lower the Helium Stick to the ground.
 The catch: Each person's fingers must be in contact with the Helium Stick at all times. Pinching
or grabbing the pole in not allowed - it must rest on top of fingers.
 Reiterate to the group that if anyone's finger is caught not touching the Helium Stick, the task
will be restarted.
Let the task begin....
 Warning: Particularly in the early stages, the Helium Stick has a habit of mysteriously 'floating'
up rather than coming down, causing much laughter. A bit of clever humoring can help - e.g., act
surprised and ask what are they doing raising the Helium Stick instead of lowering it! For added
drama, jump up and pull it down!
 Participants may be confused initially about the paradoxical behavior of the Helium Stick.
 Some groups or individuals (most often larger size groups) after 5 to 10 minutes of trying may be
inclined to give up, believing it not to be possible or that it is too hard.
 The facilitator can offer direct suggestions or suggest the group stops the task, discusses their
strategy, and then has another go.
 Less often, a group may appear to be succeeding too fast. In response, be particularly vigilant
about fingers not touching the pole. Also make sure participants lower the pole all the way onto
 the ground. You can add further difficulty by adding a large washer to each end of the stick and
explain that the washers should not fall off during the exercise, otherwise it's a restart.
 Eventually the group needs to calm down, concentrate, and very slowly, patiently lower the
Helium Stick - easier said than done.
Reflection:
In this station the student leaders’ stubbornness will be put into test.
If the group was able to complete the task within the given period of time:
1. What was the initial reaction of the group?
2. How well did the group cope with this challenge?
3. What skills did it take to be successful as a group?
4. What creative solutions were suggested and how were they received?
5. What would an outside observer have seen as the strengths and weaknesses of the group?
6. What roles did people play?
7. What did each group member learn about him/her self as an individual?
8. What other situations (e.g., at school, home or work) are like the Helium Stick?
If the group was unable to complete the task in the given period of time:
1. Since you were not able to solve the problem, does it mean your group is a failure? (Push the
group to respond with more than a “yes” or “no” and to instead point out and discuss what they
learned.)