FUNdoing - Activities for Team Builders
  • FUNdoing
  • About
  • Blog
  • Resources
  • Books
  • Trainings
  • Ricochet
  • Contact
  • Store

Human Square: Practicing Communication Behaviors

5/9/2025

0 Comments

 
Picture

I finally programmed time to lead this challenge with a group of 23 adults. It was a group of people who regularly connect so they knew each other’s names and they had established a comfortable level of trust with each other (I asked about this during the needs assessment).

Short Version: (published at FUNdoing, June 2014)
Move everyone together into a close-together clump (graphic on the left). Ask them to put their bumpers up and close their eyes. Challenge them to get into a square without opening their eyes (get to the graphic on their right). 


Long Version – Behind the Scenes:
One of the objectives of this group was to explore communication behaviors. They wanted to confirm which behaviors were working for them, which ones they could improve upon, and which ones they were missing. I thought that Human Square would help with detailed communication, purposefully checking in with each other, and the importance of listening.

​
Midway through the experiences of a three-hour program, I asked everyone to find some personal space, and be close enough to each other so if they reached out, they could touch the people around them on the shoulders (graphic above left). Then we all practiced the art of ‘bumpers up.’ This is where our hands are up in front of us, elbows are slightly bent, and palms are open with our fingers are pointing to the sky and thumbs are touching. This position gives us a little safety cushion when we are walking around in tight spaces with other people (especially when our eyes are closed – after bumpers up practice).
First, we mingled (I was in the crowd modelling some behaviors) with eyes open, around the activity area for about a minute saying hello to each other as we bumped bumpers and shoulders from time to time. I asked everyone to stop, shake out their hands and arms, and then put their bumpers back up. Then, I asked them to close their eyes and mingle around the group again. This time, being more purposeful with their movements and their traveling speed – slow.  

During this part of the practice, I had my eyes open watching the group’s behaviors and reactions and turning people back into the group (e.g., calling their name or using my bumpers to turn them) for more practice. After another minute I stopped everyone, had them open their eyes and shake it out. For the most part they ended up staying physically close to each other, so I was ready to introduce them to the Human Square challenge.
​
The Challenge: Starting from where everyone was standing, I asked them to bring their bumpers back up, thumbs touching……and close their eyes again. Then, I told them the challenge: “Now, I’d like you to move yourselves into a square formation – four straight sides of approximately equal length – without opening your eyes.” I paused for some dramatic effect and to notice (look and listen) for the participant’s reactions.  
I then took some time to discuss the ‘moment’ we were in. Here’s the gist of what I said:

​“Let’s take a short pause. Please open your eyes and lower your hands – shake them out a bit. Good. Let’s take a team breath. [We learned this at the beginning of the program.] Good. Now, some of you might have moved, figurativley, into a different zone of comfort when you heard what we’re about to attempt. Some of you might be ready to jump right into the challenge. [We learned about the comfort zones earlier as well.] I just wanted to take a moment to reflect. We’ve been working on some communication behaviors. What behaviors have been working for you? [We took time to discuss.] Okay. What communication behaviors haven’t been working for you, ones you’ve been starting to improve? [We took time here.] What communication behaviors do you think you will need for this next challenge? [We took time here.] So, you believe you can remember to use these behaviors to successfully move through the challenge? [Time for responses.] Knowing about the challenge, what other behaviors might you need to implement to support each other during the challenge? [Time for discussion.] Okay. Now that we have reviewed some helpful behaviors, where are you in the comfort zone levels? And if you are in the red zone, what might help you move to yellow? [Discussion here.] [NOTE: We didn’t have anyone identify themselves as being in the red, but we did have several yellows – they shared that the review helped to remind them they ‘had each other’s backs.’ It was inspiring to hear their comments.]
​
Before setting ourselves to start, I did remind them they had the choice to open their eyes if they needed to. However, if they opened their eyes they were required to stop moving and not speak. If they chose to close their eyes again, they could resume moving and speaking.
Ready! We set the bumpers up, closed eyes, and began. What I remember the most was the first verbal comment: “Does anyone have any ideas about this?” A bit of chaos began the adventure with people talking over each other, but they came up with a norm that helped. Someone stepped in to organize the comments, using names and taking turns. Eventually they formed four groups, each group linked arms into a circle then each opened into a line. Then, the ends of each line were identified and they organized themselves to connect by the ends.

I did step in to verbally share about being careful moving in their lines since some people did not have their bumpers up anymore – however, the ends of the lines did. Once they started, it took about 15 minutes for them to get into the square. (FYI: I was not allowed to share pictures of the process with this particular group. I’ll get some in the future.)

When they believed to be in their square, I asked them to open their eyes. After some celebration and the verbal release of comments and anectotes, we explored the questions we discussed before staring the challenge:
  • What communication behaviors were helpful?
  • What communication behaviors did not work?
  • And what was missing?
We spend the next 20 minutes in a productive review.

The Human Square, I felt, really helped to emphasize communication outcomes for this group. They collected data from their discussion on flip chart paper and planned to use this data as they worked on improving their interactions with each other.

As we all know, each group has a makeup of different participant’s preferences and persepectives. It’s up to us to make our best (educated) guess as to what experiences will help them reach their desired outcomes.

Thought Experiment: What are the factors that might have led this group (above) to a meaningful experience with Human Square? 

Please leave your thoughts and ideas in the Comments. 

All the best, 

Chris Cavert, Ed.D. 
0 Comments

Tools for Team Builders: Making a Hole Tarp (video)

4/27/2025

0 Comments

 
Picture

I learned the Hole Tarp activity from my friend Tom Heck, probably about 10 years ago. In the last three weeks I saw the Hole Tarp several times during some of my activity hunting boughts (and then realized I never got this one to the FUNdoing Blog). So it's still alive and well. HERE'S a retro video from Tom. In his video you'll see some white tape near each hole. His challenge for the group was to get them to roll the tennis ball across each piece of tape without the ball falling off the tarp. 

As you'll see in the video (below), I use lines of different lengths to cross. I have also developed a nice progression with the Hole Tarp (below) to account for the skills and abilities of each group in play. Each Hole Tarp can accommodate 6 to 8 participants. When you have more than 8 people in your group, be sure to have more Hole Tarps on hand. Each group is then free to work their way through the different challenge levels at their own pace. I like to see how many Levels each group can make it through in 15 minutes. (I hope to have a video of some groups in action soon.) 

Here is a quick summary of the challenge Levels:
  • Main Rule: The ball many not be touched while it's on the tarp.
  • Level 1: Cross as many lines as possible before the ball falls off the tarp. When all five lines are crossed, move to the next Level. 
  • Level 2: Circumnavigate each hole. This means, the ball must travel around each hole crossing the hole's line twice. When all five lines have been crossed, move to the next Level.
  • Level 3: Circumnavigate each hole ON BOTH SIDES of the tarp. After going around all five holes on side one, get the ball to side two, without touching it, and go around all side two holes. 
  • Level 4: Circumnavigate as many holes as possible. Go around the five holes on side one. Get the ball to side two and go around all five holes. Then, go back to side one and circle the five holes there. Then, back to side two, and so on. 

I'll do a full write up of other aspects of the Hole Tarp (like using two tennis balls) once I catch some groups in action. Until then, fill in the blanks as to what makes sense for the challenge Levels. 

And, you can reach out to me if you have questions.

Editorial Note: Shooting video by oneself is a bit tricky. Forgive the 'interesting' moments and absorb the intent. Thanks. 

Have fun out there!

Chris Cavert, Ed.D.  

P.S. A big thanks to Training Wheels for letting me film at the warehouse!

0 Comments

Word Building, Ltd. (CrowdWords)

4/10/2025

0 Comments

 
Picture

In 2015 I posted Word Building with Jumbo Letter Tiles. It was a more portable version of Word Building using 3.5 inch noodle chips (with letters written on them). I'm going to share with you (below), the next iteration of Word Building – using 'limited' (Ltd) resources. I recommend you take a little journey back in time and read the original post to get the big picture. This limited edition might be clearer with the additional information.

Needs & Numbers: 
  • You'll need a letter set. The prepped and ready large tile version of choice (for me) is CrowdWords (developed by Trevor Dunlap and Matthew Broda – their activity guide includes 26 ways to use the larger letter tile set). 
  • In this 'limited' version it might be faster to make your own letter set, based on the 'concept' words you have chosen, using index cards or small paper plates. See the original Word Building post for details. (Be sure the letters don't show though the paper product you are using. A light highlighter color works well.) 
  • Use a 50-foot activity rope or four cones to outline the 'letter pool' – a rope circle or cones at the corners of a square. 
  • One spot marker (hula hoop or carpet square) for each team. If inside, you could tape out a small square as a 'spot' for each team.
  • Flip chart paper (on a stand if you have one), tape and some colorful markers. 
  • This one plays well with 12 to 30 participants (you will be dividing into groups of 2 or 3 people). 
  • ​And a timing device. 

Set Up: The preparation for the game is a little more focused (additional time is needed to prepare). Choose a concept you want to work on and discuss (reflect upon) based on an objective a group is working towards. It could be teamwork, leadership, trust, collaboration, community, etc. For example, I asked an AI engine to give me 15 five-letter words related to behaviors of a cooperative community – the bonus included a little information on how the word fit – 'Blend' - harmonizing differences into unity.

Then, I picked 10 of them for the 'word list' I'm going to use with a group of 30 participants: 
  • Build
  • Reach
  • Share
  • Trust
  • Model
  • Value
  • Adapt
  • Align
  • Offer
  • Blend
In preparation for the activity, I'll write all of these words on one piece of flip chart paper. 

Once I have all the words, I'll need a letter tile for each letter in each word – I need 50 tiles to make all the words. With this particular list I would make my own tiles since there might not be enough 'Es' or 'As' in a set of CrowdWords(?). Then, here's the other time requirement. I want to include at least 15 to 20 extra letter tiles that ARE NOT in any of these words. So, I will make a couple of 'Js', a couple of 'Ks', and a few 'Ys', a couple 'Qs', 'Ws', 'Xs', and 'Zs'.

NOTE: If you are going to be working with less than 30 participants, you might not need as many words. Think of how many groups of three you will be making (and maybe there are one or two groups of two), and be sure to have a word for each team. For example, if you have a group of 16, you'll have four teams of three and two teams of two. You need six five-letter words.
Almost ready! Now that you have your letter set, place down your rope circle (or coned square) and place all the tiles, letter-side down, inside the shape of choice. This is the 'letter pool.' (See the header picture above.) Somewhere near the letter pool display the list of words your going to use with your group. Place down a spot marker for each team around the letter pool. Each spot should be about 5-feet from the pool. Now you're ready. 

Let's Play Word Building
When your group arrives, creatively divide them into small 'teams' of three (and some twos if needed). Invite each team to locate one of the spot markers and stand by it. They are ready for the rules. The rules for this limited version are just about the same as the original – just some minor additions. Your going to frontload the game this way:

"You are all on a small team. During this game, each team is required to gather enough letters to make one of the five-letter words on this chart." [Point out the chart.] "These words are related to some of the behaviors that take place within a cooperative community."

When you have purposefully planned time for this, discuss some of the words on the list – "How are these words related to a cooperative community?" You are priming the group with information about community behaviors. Some they might use during the activity, some they may not. Like this: Prime-Experience-Reflect. "What behaviors showed up for you and how were they helpful," for example. 

Then continue: "This is a timed event. Your group, all the teams, is challenged to complete the task as quickly, and safely, as possible. Time will start when the first person enters the letter pool in front of you. Time stops when every team has created a five-letter word. Here are the rules of play:"


RULES of PLAY
  • Only one player from each team can enter into the letter pool at a time (e.g., if there are 10 teams, up to 10 people can be inside the letter pool).
  • After entering the pool a player is only allowed to pick up one letter tile. 
  • If a player chooses to take this tile from the circle, no one in the 'group' may look at the letter until it is flipped over onto the teams spot marker.
  • All players on each team must take turns going into the letter pool - meaning, all players from a team must go into the pool once before someone can go in a second time and so forth. 
  • If a team decides to keep the letter taken from the pool it is placed down on their spot marker and must be touching the spot or be touching a letter that's touching the spot.
  • If a team decides NOT to keep a letter it is brought back into the letter pool and placed letter-side down inside the pool. In other words, if a letter is not wanted it goes back into the pool – letter-side down. This mean a letter tile may not be given to another team.  
  • Each team may have up to six letter tiles at their spot - when the seventh letter tile is brought to a team's spot one must be taken back to the pool on the next player's turn and placed letter-side down before picking up another tile.
  • When all teams have spelled out a five-letter word at their spot, the time stops.
Here's what I like about this variation:
  • My educated guess is (I haven't tried this version yet), many groups will not have the foresight to assign each 'team' a different word from the list at the start. They do not yet know there are just enough of the right letters to make all the words. To discover this fact, they will have to fail, identify the problem, and solve for it before the next attempt. NOTE: I predict I will get this question at some point: "Do we all need to build a different word?" I will answer (repeating the directions), "Every team will need to build a word from this list." (I do not want to solve a problem I'd like them to solve.)
  • There are resources that will not be needed to complete the task. What will they do with them? How will they discover they are not needed? What will they do with them? Will they be 'in the way' or will they put them somewhere so they they won't repeat work that is unnecessary? 
  • When will they discover that helping each other, within the rules, is essential to getting 'better.' Who will discover this and how will it be accepted by others? 
  • Will the participants focus more on the task, and getting faster, or will there just as much focus on the process and the people within the process – listening to and taking care of each other's needs. 

I'm guessing three or four games will shift the mental models needed and move groups to a faster time and acceptable interaction – process improvement. Check out the original post for some additional reflection questions I like to use with this activity. 

Let me know what you discover and if you find any other useful additions (or omissions). 

Thank you for what you do out there!! 

Chris Cavert, Ed.D. 
0 Comments

Relationship & Trust Building Cards (Print-N-Play)

2/28/2025

0 Comments

 
Picture

A recent client wanted me to begin their requested teambuilding program (for six people) with a trust activity. The client was concerned about the trust level in this particular management team. Instead of explaining my belief that every experiential group activity has the potential to focus on the concept of trust I simply agreed to include one.

Serendipitously, I ran across an activity called 'Trust' while searching SessionLab for reflection activities. [The link goes to a post called, '53 team building activities for work (and to have fun!)' – mentioned in the last FUNdoing post. Scroll down to the 'Team Bonding' section in the post to find the details for the Trust activity from the Thiagi Group.] I decided to use this one for a 'Consider & Tag' experience as a way to find out some of the top concepts and behaviors the team of six had about trust in the moment.


Building Relationships & Trust Cards – Consider & Tag (my name for the experience)

Needs & Numbers: One set of 30 R&T Cards (and some blank cards - included in the PDF) for a group of 6 to 24. You'll also need some markers (I like providing Sharpies), some masking or painters tape (easier to remove from the walls and the cards), and some small pads of PostIt notes). 

Set Up: My favorite way to set up the cards is to tape them on an open wall (safe to tape things onto – some places do not like things taped to their walls). I tape the cards with some good distance away from each other (if I have it), so when participants are doing a little 'Gallery Walk' to 'Consider' the information on each card, there is room to move around each other.

In the case of my group of six, I placed the cards around the the edges of the large conference room table in the room (another way to display the cards). I had enough room around the (gigantic) table to spread the cards out enough to make room for viewing. 

There have been Consider & Tag experiences where I scattered the cards around on the floor as well. Be creative with the space you have. Just be sure there's lots of room to move around the cards.  

Process: The basic frontloading I use for any Consider & Tag experience is to present the related concept the cards support and then provide some time for the participants to consider which cards are most important to them. This consideration period can be anywhere from 3 to 10 minutes (or more) depending on the groups objectives and the time you have.

Then, there will be a time for everyone to 'Tag' their top choices. The number of tags everyone gets varies based on the amount of time you have for the experience. For example, I tend to give groups larger that 12 three tags (each person's top three choices), and groups of 12 or less I ask everyone to tag their top five choices.

Tagging shouldn't take too long, participants will have a pretty good idea (after considering) of their top choices once they begin tagging. Before tagging, everyone will need a little pack of PostIts. (I take the standard pack of PostIts and break them up into 4 or 5 little packs and put all these little packs in a convenient place to pick up.)

Then, decide, based on the group, if you would like each person to write their first name on their PostIts or leave them blank. Is the group ready to let everyone know their choices, or will it be better to be (somewhat) anonymous? Once the tagging process is understood by the group, let them tag away.

When someone is done with their tagging, they can return to their seat (if you are set up for sitting), or they can spend more time 'considering' – walking through the cards some more to see if they want to change their mind, or take a little break until everyone is done. 
​
​
When the tagging is complete, it's time to look at the data. Let participants quietly return to some gallery walking to see what was tagged. I like to remind my groups that the data represents what their group members find most important to them in that moment – it doesn't mean cards without tags are not important. There have been a few times, based on a group's objectives, when we also spent a little time talking about diverse perspectives. 
Picture
Processing: After an appropriate amount of time to review the data (gallery walk), the group can discuss the findings. Here are my two favorite questions during this part:
  • What is the data telling you? 
  • What else is the data telling you? 

Of course, there are a variety of ways to discuss the group's experience based on their objectives. I like this process because it brings a BIG concept (in my latest experience with the cards, building trust) into some focus as to what is most important to the group at the time. In my example, my group of six started talking about the top tagged cards (above) and were ready to develop some future actions to put the concepts and behaviors into practice.​
Extending Idea I had a little time to try something with this management team of six to experience some consensus-building. I asked them to rank the six cards shown above in order of importance. I said, "If you were to use these concepts and behaviors as your immediate priorities and put team into action, which one would you start with, then, what would be your second, third, fourth and so on." 

After about 10 minutes, I stopped the group to notice the point that 'deciding' on priorities and actions takes time and commitment, as they already knew. So, I said, "As a group, how do you want to go about allocating the time you need to tackle the goals you have for yourselves in the coming months?" (This was a task I left them to think about and address during the second day of their retreat.) 

If building consensus skills was one of the group's objectives, I would have provided more time for them to work out the priority of the cards. But with the brief encounter with the exercise, the group recognized the point. (And I know I can extend this process with any Consider & Tag activity in the future.) 

Here are the Relationship & Trust Building Cards. Let me know how they work for you. Leave us a Comment. 
relationshiptrustbuildingcards_cavert_2025.pdf
File Size: 421 kb
File Type: pdf
Download File

All the best, 

Chris Cavert, Ed.D. 

0 Comments

The A-Files (Vol. 4)

2/14/2025

0 Comments

 
Picture

Here's another installment of The A-Files. I run across short activity snippets in my piles and files (both paper and digital) all the time, from conference workshops to ideas generated in that space between asleep and awake. Some fast (short-form) fun that might catch on. Check out the others volumes: Vol.1, Vol.2, Vol.3 
What You Say – Courageous or Play It Safe

What You Say is a staple icebreaker in my programming repertoire. It's a tell-things-about-yourself experience with some 'challeges' by choice built in. I often use it to frontload a program to talk about the adventures ahead, the opportunities everyone has to choose their level of challenge along the way, and the chance to explore ones comfort zones in a supportive environment. My friend Jon shared another challenge he includes with this one. (Jon told me he calls this Brave or Play it Safe. I use 'courageous' in order to weave in some of the work from Brene' Brown. See below.) 

Using a deck of standard playing cards, take out the face cards and then scatter out the Aces through 10s on top of a table or on the floor, rank side up (making a pool of cards). Before getting into the instructions of the activity, frontload the experience with a discussion about the concepts of courage and playing it safe. (Brene' Brown talks about 'ordinary courage' – the fact that most people make courageous (i.e., brave) decisions every day. Being courageous is not always about epic deeds. Just getting up each morning and facing the day can be a courageous act.) Then, provide the instructions and share this final directive with everyone before they choose a card: "Before you choose a card, I'd like you to make a choice. For this first round, will you choose to play it safe, or be courageous? If your choice to play it safe, and remember this is your truth, your choice, choose a lower number. If you want to step out of your comfort zone a bit, be courageous, choose a higher number. Once you've picked up a card, pair up with someone in the group to share the information about yourself. If there is still some time left after sharing, ask each other questions about what you heard your parter tell you." 

After the first round (e.g., 3 to 4 minutes), discuss with your group some of the reasons people chose the card/number they did. Be mindful about lining up this discussion with the program objectives of the group. After the discussion, collect all the cards, return them to the pool, mix them around, and then ask everyone to choose another card – playing it safe or being courageous. Play out a second round and then discuss the choices they made this time, and why? 

Note: I've used this version of What You Say a few times now. However, I've placed it in the middle of my program sequence, reasoning that participants should have some time interacting experientially with each other before they are given a choice between being courageous and playing it safe. Using this one too early could force them to choose a higher number than they really want in order to 'save face' and not look 'weak' or 'chicken.' Build up some psychological safety and group support behaviors before this didactic choice and make the conversations meaningful. 
Rope Challenge

I love to find (and develop) team building activities using webbing or rope. I found this energizer (my distinction) at the Develop Good Habits website (not a fan of all the adds, but I do run into content I like at this site from time-to-time).

Needs & Numbers: Use a 15-foot webbing (Raccoon) circle with groups of 4 or 5 or a 50-foot ropes circle with one group of 10 to 20.


Process:
  • Make a circle (tie the ends) out of your webbing/rope for each group in play.
  • Each group lays out their circle on the ground or floor.
  • Each group stands inside their circle and sets up their webbing/rope so it is taut on the back of their ankles.
  • The challenge, for each group in play, is to move the webbing/rope up from their ankles to their wrists without touching the webbing/rope with their hands.
  • When the webbing/rope reaches waist level, everyone in the group must raise their arms/hands up over their heads and keep moving the webbing/rope until it reaches their wrists.
'Hummdinger'

My circle of fun grew recently. My new acquaintance Silvio reached out and shared one of his adventures with me – the "Activities and Games by Silvio" YouTube channel. He's just getting started – you know I Subscribed. In his current batch of videos I found 'Hummdinger.' Love it! A nice interactive group clustering activity requiring audio communication – Humming. Do check out Silvio's video and explanation (link above). 

Quick Synopsis: Provide and practice, by humming, four well-known songs like Twinkle Twinkle Little Star; Row, Row, Row Your Boat; The Alphabet Song – "A, B, C, D, E, F, G....; Queen Songs, ABBA Songs, or Songs from musicals – anything popular with your group. Have some fun practicing the songs so everyone is humming loudly in preparation. Then, ask everyone to quietly choose one of the songs – don't tell anyone. When ready, ask everyone to start humming their chosen song, mingle around the group and find others in the group humming the same song. Same songs stay together, humming and gathering up others humming their tune. When everyone is in a group, go around and let each group hum a few lines of their song to identify themselves to everyone – nice and loud.
One Breath Feedback

I'm often asked about how to prevent (or limit) over-sharing (i.e., talking to much), especially during a reflection session when time is limited. Here is a crafty way to set a boundary on talking (click on title above for full details). I found this idea at the SessionLab Post 1/21/25 (This particular activity is way down in the 'Check Out and Recap' section of the page – I thought you might like to see the entire post. LOTS of activity ideas.)

Quick Synopsis: After sitting down for a reflection session, ask your group a question that will highlight some learning from the last activity. Tell everyone to quietly THINK about the question, then SHRINK down their thoughts into the important points, and then (breath deeply and) SHARE their highlights with the group using only one exhaled breath. After everyone has had the opportunity to share, ask another question participants can respond to in one exhaled breath of time.
Thank you for the work you do. Be courageous out there!

Chris Cavert, Ed.D. 

0 Comments

Key Pad Express 2

1/23/2025

0 Comments

 
Picture

I designed Key Pad Express (a.k.a., 'Chicken Express' when tossing a rubber chicken during the challenge), back in 2016 for a multi-group corporate program. We were working on process improvement through better communication. I finally posted it to the FUNdoing blog in 2020 after finding the (lost) video. This version really changed the old Keypunch (Rohnke) activity for me, getting more players moving throughout the activity and adding more 'problems' to solve (e.g., throwing, catching, more responsibilities). 

Recently I found myself thinking about other ways to use numbered spots and Pressure Play Too came to mind. With larger groups, of 30 to 50, participants work through the suits of playing cards moving from player to player in sequence. I think we can do the same thing with smaller groups using numbered spots. 

Key Pad Express 2

Needs & Numbers: I have yet to try this version of Key Pad Express (only a conceptual idea right now). When I do, I plan to use it with groups of 6 to 10 participants per number pool (a number pool looks like the graphic above). Of course, when I have a larger group, I'll divide it up into smaller groups. I'm going with sets of 30 numbered spots (or numbered index cards). This gives at least three 'responsibilities' to each participant in a group (see below). A 50-foot rope can be used as a boundary of the pool (shown above), but it's not required. 

Set Up: Scatter around 24 to 30 numbered spots (as shown above). If you are using a 50-foot rope, lay it out first in whatever geometric shape you like, and then scatter the spots inside – number sides up. (Again, the rope is not required.)

You can make numbered spots using small paper plates, index cards, or save those white plastic lids from yogurt containers (for example) and use a permanent marker to number them. Of course you can also buy yourself a set or two. Search online for 'numbered game spots' – there are lots to choose from!

The further you scatter apart the numbered spots, the more room players will have to move around others in the group. When the spots are closer together the physical risk factor of 'bumping' (i.e., crashing) into someone increases. So, choose the set up that is most appropriate for your group and their objectives. 

Play:
  • Gather the group(s) around outside the number 'pool' area(s) - maybe about 5-feet away.
  • The challenge they will have is to 'Tap Out' all the numbers in the pool as quickly and safely as possible.
  • This will be a timed activity. (Each number pool group separately or as an all-group challenge – decide based on group outcomes. Individual group process improvement or an all-group – time stops when the last group is done. See Facilitator Notes below.)  
  • Give each group in play time to plan without going into the number pool – they can move around it, but not step inside. 
  • Here is the Expectation: When planning time is over, one player stays outside of their number pool, the other players will go into their pool and each stand on the first numbers. For example, in a group of 10, one person stays outside their number pool (they are not standing on a number), the other nine go into the pool, each standing on one number, one through nine. 
  • When a player is standing on a numbered spot, the spot must be covered with the person's feet. The person can leave their number after being Tapped Out.
  • When everyone is set, "GO" is called and the facilitator starts the time.
  • The player outside of their number pool goes into their pool and Taps Out (i.e., tags) their teammate standing on the number 1 spot. Once tapped, this player leaves their spot to go Tap Out the player on the number 2 spot. Once tapped, the number 2 player goes to Tap Out number 3. Number 3 then goes to 4. This process continues until all numbers are Tapped Out. 
  • Once a player Taps someone out, they have the responsibility to go to their next number in the sequence that is open. (Hopefully during planning, all players have determined their responsibilities – the numbers they are going to stand on. If not, problem solving will unfold.)
  • The numbers, not covered before the activity started, 10, 11, 12 and so on need to be covered (stepped on) by the players who Tapped Out their teammates. Essentially, a number cannot be Tapped Out unless someone is standing on it. And the tapper cannot stand on the number and tap themselves out. (Clever, but against the rules.) 
  • When the number 30 is Tapped Out the player that was on 30 moves outside of their number pool and yells, "DONE!" 
  • If groups are woking independently, the facilitator calls out the time when a group shouts "DONE" and keeps time running in order to call out the next times for other groups in play. When working for an all-group time, the facilitator stops the time when the last group yells, "DONE!" 
  • After the first timed Round, the group(s) has (have) a baseline. Program enough overall time so at least two additional Rounds can be played in order for the group(s) to do some planning and problem solving to lower their time – process improvement.  

Reflection: Discuss learnings and insights around the Planning Process; Roles and Responsibilities; Problems and Solving Problems; Personal and Group Safety; Cooperation and Collaboration (e.g., when 'all-groups' timing), as well as, Failure and Success – What led to each? What do we want to keep? What do we want to change? 

Facilitator Notes:
  • Timing the Activity: When there are enough timing devices (e.g., stop watch, smart phone), you can require that each group keep their own time. This will necessitate the role of a timer. Then the question is: Will the timer be 'required' to participate in the process of Tapping Out? It's a bit challenging to multi-task during the activity, but it can be done. NOTE: When I have my groups time themselves, I provide stop watches. I prefer not to take the risk of a smart phone flying around the group. Make the best choice for your group at the time. 
  • Human Locomotion: The challenge states, "as quickly and safely as possible." Have a thoughtful conversation about safety and expectations – what is reasonable for the group. Keep an eye on the group(s) and slow things down when needed.

​We'd love to get some data on how this goes out there! Please leave a Comment below. 

Have fun out there! 

Chris Cavert, Ed.D. 
0 Comments

Figuratively Speaking Conversation Cards (Print-N-Play)

1/10/2025

0 Comments

 
Picture

During my continuous effort to understand how language is used to create meaning, I have run into a significant number of lists with two-word quotes or “phrases.” It became apparent that some of these phrases did not have a true literal meaning, they are used in a figurative context – an understanding of the phrase can take on slightly different meanings depending on the perception of the person using it. I’ve collected some of these figurative phrases (below) and put them on small cards to use as conversation starters in small and large group settings. The phrases can even be used as a way for one person to contemplate what shows up for them after drawing a card from the deck and reflecting on the phrases meaning and significant in the moment.

​
Activity Objective: Participants share the meanings of the phrases they hold during conversations with others in the group.
 
Facilitated Objective: Learn more about the ways peers, within a group, think about ideas and explore the use of figurative language.
 
Needs & Numbers: Print and cut out the 36 phrase cards below on light colored paper of your choice. For long-term use I suggest you laminated the cards. This set of 36 cards works well with one-on-one conversations and up to 36 participants in small group conversations.
 
Time: 15 to 20 minutes at any time during a program – longer if you plan for more ‘conversation’ practice.
 
Set-Up: On a table or open floor space, spread the cards out, phrase side up or phrase side down (for some mystery). When setting them out phrase side up, be sure all the phrases are visible for reading.

​
Procedure: These cards are simply prompts to short, or long, conversations – What does a phrase mean to the person holding it?
  • Initially, get a card to each person in the group. Cards can be scattered out on top of a table (as described above), or you can have a few people in the group deal out the cards to everyone.
  • Explain that these cards have a ‘figurative’ meaning (you might go into a bit more explanation if needed). Have participants take a moment to quietly reflect on the meaning of their phrase and how this meaning might be significant to them in their lives.
  • When ready, ask everyone to form groups of two or three people – encourage the group to be inviting and meet new people.
  • Let them know they will be sharing their thoughts about the phrases they are holding within this small group, and they will have about three minutes together to engage in short conversations about their thinking.
  • Remind everyone to stay curious and ask questions related to what others are saying to keep the conversation going.
  • At the end of the three minutes, ask the group to ‘shuffle’ their cards. Meaning, walk around and exchange cards with others mingling throughout the area.
  • When you say, “STOP” everyone should have a new card/phrase to reflect upon and talk about after getting into new groups of two or three people.
  • Provide time for several rounds as a way to put more new faces together.

NOTE: You’ll notice some blank cards included below for figurative phrases you’d like to add to your set.
Here is your Figuratively Speaking set of cards: 
figuratively_speaking_2025_cavert.pdf
File Size: 779 kb
File Type: pdf
Download File

NOTE: Clicking on the document link gets you to a preview – it does not automatically download. You can print yourself a master copy from the preview. If you want to save a copy to your computer, click the download icon at the top right of the preview page. 

Please let us know how these conversation starters work for you. Leave us a Comment below. 

Have fun!

Chris Cavert, Ed.D. 
0 Comments

The Best of 2024

12/27/2024

0 Comments

 
Picture

It's time for a little recap of the FUNdoing Blog posts that have garnered the most views in 2024. Historically I've shared the top 3 – this years it's 4 (I couldn't leave out Aga Zumba!)

​
Memory 30 – I've used this one myself a lot this past year. Here's why. It's a great problem-solving activity for groups of 6 to 8 people. So far I've worked with one to eight groups in play at the same time without any issues. It's a great tabletop activity for groups inside and great for a sit-on-the-ground activity outside. Gear is simple – each group needs numbered spots, 1 to 30. And you can make the numbered spots yourself with colorful index cards. Finally, it plays well with older elementary ages (with 20 numbers) on up to adults (all 30 numbers).

​
Claps Challenge – I learned this one early in the year at the ACCT Conference. Loved It!! It was presented as a closing activity – a way to bring the group together, ending on an active success. Since I added this one to my programming, I've also used it as a small group (8- to 12-person) challenge, with six groups active at the same time. It's a nice way to get participants solving problems together, it gets them talking to each other, and they can start building success with challenging tasks. I've done it with a group of 52 adults in one big circle and one group of 22 sixth graders sitting in a circle. It's motivating, fun, and challenging.

​
Fantastic Stories & Connections –  This is a very interactive and fun get-to-know-you print-n-play that was shared with me by a FUN Follower. I worked up a nice modern version of the original to encourage interactive conversations and connections. It's a version of the historic 'Human Bingo' – however, in this version, even though one could play to get one or more five-in-a-rows (at which point you are required to yell, "Fantastic"), it's more about participating in short meaningful conversations to get to know each other. You can play for 10 to 20 minutes with middle school ages and older.

​
Aga Zumba Zumba - Action Song – Since I learned this one in India from my friend Agyat (in October), I haven't had a chance to use it yet – but it got a lot a views (I think the 'video' caught attention). I love action songs. They move most people out of their comfort zones but in the end everyone realizes they were in it together, and it was actually okay. Really, most people end up having fun. I like using action songs in the beginning of a program to learn something new and take a little risk. Then, I like to end a program with "one more" round to get loud and active, bringing up the energy for a final celebration.

See you next year!

All the best, 

Chris Cavert, Ed.D.

0 Comments

3D Object Line Ups

11/29/2024

0 Comments

 
Picture

One of the things I love about being a team building facilitator is that I'm surrounded by toys. When I look around at the toys (i.e., tools), I'm prone to get ideas for new ways of using them. 

The other day I looked over at a shelf with a clear container of tossable items perched upon it. For whatever reason (the creative spirits get credit for sure), the idea of a 3D Object Line Up popped into my head. 

Historically, I've done lots of 'Line Up' activities. A couple involve Chiji Cards (or any other image cards). They are written up as Chiji Line Up and Biggest to Smallest in The Chiji Guidebook, Cavert & Simpson (2010). The Basics: In the Chiji Line Up activity, everyone from a group of 10 to 40 people pick a Chiji (image) Card and then they work together to line up alphabetically by the name of the image on the card - a name given to the image by the holder of the card. In Biggest to Smallest the group line up involves ordering by the 'real-world size' of the image on the cards - to be determined by the card holder or the group, depending on how the group wants to work together. There are other subtle details to the purpose of the activities, but you get the idea. 

When I saw the tossables on my shelf the two-dimensional image card line up activities made me think of trying them in 3D. The other thought that came to mind was programming one of the 3D line ups with other activities that involve the tossables. 

For example. The last FUNdoing Blog post, 'Toss-A-Name Game with PTP' could be done before a 3D Line Up. Work the active Toss-A-Name activity until you've added as many items as the group can manage. Process through the activity and then move to one of the 3D Line Ups, a more cognitive process, and then talk about how the group managed to organize themselves – what skills did they need to accomplish the task.

​Let's run you through the 3D Line Ups...
3D Object Line Up: Alphabetical Order

Activity Objective: As quickly and efficiently as possible, line up in alphabetical order based on the names of the objects. 

​Needs & Numbers: You'll want a bunch of different, safe, tossable items – at least one for every person in your group (most of the items in the picture above I will use – I will not use the Ricochet balls, they are a solid item we don't want to get hit in the face with). You will also need a timing device. 

From my experience with using image cards, this activity will work well with 10 to 24 participants, for about 15 to 20 minutes. 

NOTE: As I explained above, I will most likely use one of the 3D Line Ups after I've done an activity using the safe tossables – most of the gear is already in the groups possession so the 'gear-transition' is faster. 

Process: Before you can provide the information for this Line Up, everyone will need a safe tossable item. Determine a fun, fast way to get items to everyone. (My soul needs to ask you not to hand out one item at a time as you walk around a circled group of players. Make it fun and fast.) 

You can all be simply standing around in a small clump – participants DO NOT need to be standing in a circle formation to absorb the directions. When everyone is ready to listen, simply provide the Objective, then field questions about the task. Answer the ones that will not solve any of the 'problems' for the group. 

OBJECTIVE: "Line up, in a circle formation alphabetically by the names of the items you are all holding – a circle can be defined as a curved line. 

After sharing the Objective, you'll (most likely) get some questions about your expectations. For example, "What is the name of this object?" My response to this one is, "That's up to you." Remember, the idea here is to avoid solving 'problems' for the group. Let the group members identify and solve the problems they encounter. 

NOTE: I use this type of activity (2D or 3D) to get my participants to make choices (either independently or as a group), get people talking to each other, and solve a given task (as team building tasks go, this one, in my opinion, is a low complexity experience). 

When they are ready, let them move around to work out the Line Up. 

After the group has completed the task (standing in a circle formation alphabetically by the name of the objects), congratulate their efforts, then tell them this: 

"Now that we've practiced lining up, let's add a little challenge. When you're ready, mingle around and exchange objects with others in the group. Keep doing this until I tell you to stop – then, stop exchanging objects and stop moving. After stopping you will not be allowed to move until I say, GO!" 

NOTE: The language is important – especially, "When you're ready..." I'll get back to this. 

Now, start the group exchanging objects. (During this time, participants are making quiet connections with each other – subtle, and important.) Stop the group after about 30 seconds – everyone should be holding one object – and then provide this information: 

Remember, you are not allowed to move until I say, GO! When you're ready, you're going to line up again. This time, I'll be timing how long it takes you to get into alphabetical order by the name of the object you're holding. I'll start the time when you tell me you're ready and stop the time when you're your in alphabetical order. Are you ready? [There answer will determine your response. For example, if they say "Yes" then you say "GO!" starting the time.]

Let's get back to "When you're ready..." By saying this, I'm inviting the group (without telling them) to take some time and talk to each other – to identify one or more problems, make a plan to solve a problem, then "We're ready" to start the clock and work their plan. 

The main problems to solve, as a group, is naming the objects and then, taking time ("We're not ready yet!") to agree to and learn the names of the objects. If the names of objects change after the exchanges, getting into alpha-order can take more time. If the group is working with knowns, the time can be faster. This is just one example of what a group can do to lower their time – there are other ways, as well, to shave off time. 

HOW MANY ROUNDS TO PLAY? 

The answer to this question will depend on the kind of work you're doing with a group. The introduction Round and two more might be enough to see some improvement where the group can benefit from solving one, or more, of the problems they face. The processing will focus on what it takes to solve a problem together. 

When I can take the time to go deeper, I've used up to six Rounds to reach some 'Breakthroughs.' When I'm going for Breakthrough I give the group a time goal – "Under 30 seconds." Between each Round, problems are identified, planned for and followed, to lower the time. Based on the 'rules' above, I've seen a group solve the task in a little over 18 seconds. (Hint: All the planning can be done before the group says they're ready. And remember, once you say "Stop" to halt the exchange of objects, the group may not move until you say "Go!" – so all the planning is done in the place where each person has stopped.) 

The major key for any group is for them to discover what is preventing them from getting a faster time – they need to uncover the 'phantom rules' they are operating with in order to change the process. 

Here's the other Line Up: 

3D Object Line Up: Biggest to Smallest

For this Line Up, only the Objective changes. "Line up in a circle arranging yourselves by the real-world size of the objects you are all holding, from Biggest to Smallest."

Depending on the objects you are using, their sizes may not be a 'literal' representation of the item. For example, notice the Nose and the Eye Ball in the picture above. The sizes of these objects are bigger than their real-world counterpart. Other objects will take some conversations to determine where they fit. Like the Cat above. It could be actual size, larger, or even smaller. This is where the group can benefit from deciding together. 

Please let us know how this one works out and if you have any adaptations. 

All the best, 

Chris Cavert, Ed.D. 

0 Comments

Toss-A-Name Game with 'Proper Tossing Procedure'

11/8/2024

0 Comments

 
Picture

Make an educated guess here: What was the first team building (adventure game) activity you learned? Best guess? 

My educated guess is Toss-A-Name Game. Reflectively, my brain-database knows the first 'adventure games' book I opened up was Silver Bullets: A Guide to Initiative Problems, Adventure Games and Trust Activities by Karl Rohnke (1984), and the first activity in the book (which most likely I read as a way to get a sense of the book) is Toss-A-Name Game. Karl hooked me into his style of prose and playfulness after reading his first paragraph of the game: 
If you have trouble remembering a bunch of new names in a just-met group situation and you dislike name tags...as much as I do, this game provides an action-packed sequence that makes forgetting harder than remembering.
And, I know for a fact, Toss-A-Name Game was my standard opening activity for many years after my introduction to it. Hence, my educated guess.  
So, why the trip down memory lane Chris? Well, during my recent visit to India, I found myself using my favorite version of Toss-A-Name Game to emphasize connection and communication behaviors. (I've been focusing on the importance of 'conversation' skills lately, directly correlated with connection and communication). Upon my return to the States, I wanted to find my write-up to the 'TAN Game' to share with my most recent workshop participants. However, I could not find it. Meaning, it's time to get it into the FUNdoing archives. 
Toss-A-Name Game with PTP

Activity Objective: Learn the names of group members in a fun engaging way. 

Needs & Numbers: Lots of safe tossables (e.g., stuffed animals, stress balls, rubber chickens, yarn balls, beach balls...), about one for every three participants, and lots of open space – including lots of overhead space for high-flying tosses.

Plays well with 8 to 30 participants of any age (catching is not required in this game, so even if we're still working on fine motor skills we can play). 

Process: The TAN Game can be played with one big group or divided into smaller groups of 8 to 10 people (as described in the original Silver Bullets instructions).

Each group in play will start out with one tossable. Using this one tossable, provide some time for the players to learn some names and/or review names of the people in the group. (NOTE: Even if the people in the group know each other's names, it's still a positive behavior to share names as a way to warm up for the Game.) Here's a quick way to learn/review: 

One person in the group is given a tossable. This person holds up the tossable and says their first name. (NOTE: This version of the Game is done using only first names. Of course, you can add last names, adjectives - "Crispy Chris" - and/or actions.) After sharing the name, the person with the tossable HANDS it to the person on their right. This person holds up the tossable and says their name, then HANDS the tossable to the person on their right. The tossable is handed around the circle(s) in this fashion until everyone has shared their name once, or even twice (around the circle). When the tossable is back to the person who started the name sharing, the group(s) is (are) ready to play.

Here's an example script covering what I like to say:

Now we're ready to get into some more action. Hopefully, you have picked up, or know, a few names of the people in your group. To help us anchor these names and even more names, we're going to practice using them.

From this point on, to the best of your ability, during the Game, I'd like you to use 'Proper Tossing Procedure' or PTP as we like to call it. When tossing an object to someone always use an underhanded toss, like this...[provide a demonstration of an underhanded toss.]

Now, PTP has three ordered steps:
  • Step 1: When you want to toss an object to someone, first call out their name. 
  • Step 2: Make a connection with this person so you know they heard you and are preparing to toss something to them. This connection could be eye contact, a thumbs up, a hand up indicating a request to wait, or a verbal 'Ready' call. Anything that makes that connection. 
  • Step 3: When ready, toss the object to the person. 

One of the goals in this Game is to complete as many 'Toss-and-Catch' combinations as possible. Any deviation of the PTP procedure could lead to a mishap. A mishap could be a drop. A mishap could be running into another person. A mishap could be the object colliding with a part of the body not used for catching. Mishaps are bound to happen along the way. Do your best to use mishaps as learning opportunities and adjust your behaviors to avoid repeating a mishap and increase the number of Toss-and-Catch combinations. 

After you get started with one tossable object, I'll be adding more objects to the Game. All tossable objects added to the Game must be used, so the complexity of the Game will increase. And that's okay. Do the best you can. Learn from mishaps. Solve the problems that surface. And don't forget, learn the names of the people in your group. 

Finally, any time you hear me call, "FREEZE!" Please stop all tossing and listen for the information I want to share with you.

​What questions do you have about the Game?
 
When the group(s) has (have) clarity about the Game, let them begin. Observe for the level of understanding of the task and stop any behaviors that could lead to an unwanted outcome. When it comes to 'PTP' don't jump in too soon to fix mishaps – let the group(s) manage their own changes if they can. Observe and keep mental notes about the consequences (positive and negative) of the behaviors you notice. 

After about 90 seconds with the first tossable object, call "FREEZE!" Wait for all tossing to stop. Ask the group(s) how they think it's going. Are they maximizing the Toss-and-Catch combinations? What behaviors are working for them? What mishaps are occurring? What is causing the mishaps? What have they learned from the mishaps? 

After some enlightening (hopefully) discussion, let the group(s) know you are adding another tossable to the mix. Once they have that second tossable, they can start the Game again – "Don't forget, Proper Tossing Procedure."

Let the group(s) play again for another 90 seconds. Then call "FREEZE!"

If there is more than one group in play, ask each group for three volunteers, from each group, to switch groups – "Who would be willing to take a little risk and change groups? I would like to see three people from each group move to a different group. Those switching groups, move to the group next to you in the clockwise direction. Thank you." [You might need to help with the direction of the switch.]

Add a third tossable object to the group(s) and let them begin again. (No need to have any sort of discussion during this transition.)

Continue to observe behaviors and make mental notes about what's taking place – the stuff you want to talk about in relation to the group's processes and problem-solving abilities. After another 90 seconds call another "FREEZE!" 

First, ask for another three people (who are not holding a tossable object) in each group (when playing with multiple groups), to move to a new group. Then, pull in this specific communication metaphor: 

From this point on, PTP is now, 'Proper Talking Procedure.' The tossable objects are important messages you want to communicate to the person you're getting it to. Dropping the message means this person will not understand what you're trying to communicate to them. 

Before we begin again, after adding another message, what have you learned so far from this interactive exchange of tossing these objects that will increase our chances of clearly communicating our messages (talking to group members) – increasing the chances of more toss-and-catch combinations – to others in the group?

Work through some good discussions about what the participants want to see from each other during the final rounds of the Game. How will 'talking' to each other look and sound like? Then add another tossable object to the group(s) and let them begin. 

During this round, and one more final 90-second round, I will "FREEZE" the group(s) if I observe behaviors they have agreed to avoid. I'll ask them how they can fix the 'mishaps' and then start the Game again. If there is an agreement to change or behave in some way, I choose to hold them accountable, at first, for their behaviors. Over time, of course, we want them to hold each other accountable, but initially, modeling how that looks and sounds can be important. 

After the first 90-second 'metaphorical' round, "FREEZE" the group(s), add one more tossable object and let them continue. Again, I will "FREEZE" the group(s) if I see desired behaviors going unchecked.

After the final 90-second round, we'll wrap up the solid take-aways from the experience, focusing on the behaviors the group wants to continue and behaviors they want to avoid. Then we get right to the next activity. My preference is to dive deeper into discussions in between task-actions and do a brief review of learnings after the conclusion of the activity. I want to get them back into practicing desired behaviors so I don't lose engagement. 
A Final Note on Writing Activities: In total, I spend about 15 minutes with this activity at the beginning of a program – almost as long as reading and understanding this post. I like to: Play. Stop. Think. Discuss. Practice – then repeat.

Ultimately we take a bit of what we learned and practice it more using another experience. Writing out activities (long form), taking them deeper, exposing the details, I believe, reveals the nuanced purpose of what we want to do as educators. When we go deeper, we can discover more meaning and reasons to explore our behaviors and mental models. 

All the best, 

​Chris Cavert, Ed.D. 
0 Comments
<<Previous

    JOIN
    FUNdoing
    Fridays
    Team Building Activities sent to your email every two weeks! 
    Picture
    FREE Reflection Activity just for signing up! 

    Picture
    Processing for Beginners
    FREE Mini-Course

    Click for Information

    Some Team Building Tools at the STORE! 
    Picture
    Details & Purchase
    Picture


    Details & Purchase
    Picture
    Details & Purchase

    Blog Author

    Dr. Chris Cavert is an internationally known author, speaker, and trainer in the area of adventure-based activity programming and its relation to community and pro-social behavior development.

    Blog Purpose

    This blog is a space for hands-on programable fun - energetic activities and ideas that can be used as a means to bring people together; activities and ideas we as educators can add to our social development curriculums. 

    Categories

    All
    Action Songs
    Activities
    A Files
    A-Files
    Challenge Course
    Chiji Cards
    CUP Activities
    Ed Tech 4 Adv Ed
    Facilitation
    Fun Props
    Lessons
    Let's Talk About
    List Play
    Noodles
    No Props
    On Pedagogy
    Print N Play
    Processing
    Programming
    Puzzles
    Read This
    Repurposed
    Resources
    Small Group Activities
    Tools For Team Builders
    Top 10 Activities
    Variations
    Videos
    Virtual
    What? & Why?

    Archives

    April 2025
    March 2025
    February 2025
    January 2025
    December 2024
    November 2024
    October 2024
    September 2024
    August 2024
    July 2024
    June 2024
    May 2024
    April 2024
    March 2024
    February 2024
    January 2024
    December 2023
    November 2023
    October 2023
    September 2023
    August 2023
    July 2023
    June 2023
    May 2023
    April 2023
    March 2023
    February 2023
    January 2023
    May 2022
    April 2022
    March 2022
    February 2022
    January 2022
    December 2021
    November 2021
    October 2021
    September 2021
    August 2021
    July 2021
    June 2021
    May 2021
    April 2021
    March 2021
    February 2021
    January 2021
    December 2020
    November 2020
    October 2020
    September 2020
    August 2020
    July 2020
    June 2020
    May 2020
    April 2020
    March 2020
    February 2020
    January 2020
    November 2019
    October 2019
    September 2019
    August 2019
    July 2019
    June 2019
    May 2019
    April 2019
    March 2019
    February 2019
    January 2019
    December 2018
    November 2018
    October 2018
    September 2018
    August 2018
    July 2018
    June 2018
    May 2018
    April 2018
    March 2018
    February 2018
    January 2018
    December 2017
    November 2017
    September 2017
    August 2017
    July 2017
    June 2017
    May 2017
    April 2017
    March 2017
    February 2017
    January 2017
    December 2016
    November 2016
    October 2016
    September 2016
    August 2016
    July 2016
    June 2016
    May 2016
    April 2016
    March 2016
    February 2016
    December 2015
    November 2015
    October 2015
    September 2015
    August 2015
    July 2015
    May 2015
    April 2015
    March 2015
    February 2015
    January 2015
    December 2014
    November 2014
    October 2014
    September 2014
    August 2014
    July 2014
    June 2014
    May 2014
    April 2014
    March 2014
    February 2014
    January 2014
    December 2013
    November 2013
    October 2013
    September 2013
    August 2013
    July 2013
    June 2013
    May 2013
    April 2013
    March 2013
    February 2013
    January 2013
    December 2012
    November 2012
    October 2012
    September 2012
    August 2012
    July 2012
    June 2012

    RSS Feed

Proudly powered by Weebly