Tous extraordinaires!

Cards for Democracy
Published on
September 15, 2018
Subscribe to newsletter
Thank you! Your submission has been received!
Oops! Something went wrong while submitting the form.
Follow us on

Tous extraordinaires!

An activity to help team building and communication in class.

Audrey Cheynut

It is that time of year again when thousands of teachers and students head back to their classrooms, possibly enthused by the potential of a new school year but also somewhat anxious. As I see it, the first days of school are among the most exciting moments. Meeting my new students is always exhilarating and I take particular care to ensure that their first impression is a most positive one. Here is an activity that I have tried and tested successfully at the beginning of the scholastic year. 

The Activity at a Glance

  • Ice-breaking
  • Promote Confidence
  • Prep for Cooperative Work
  • Developing readiness to be open-minded and curious
  • Fostering active cooperation and the ability to promote convivencia
  • Developing self-knowledge and introspection
  • Approximately 3 time-tabled lessons 
  • Cooperative work after school
  • Two episodes from the YouTube series Virago: Eartha Kitt and Marguerite Durand (English subtitles available)
  • Video projector
  • Post-its (two different colours)
  • Video camera (such as a phone camera)


Whole Class Discussion Based on Short Film Extracts
Time: Approximately 1 hour

We started the activity by watching two episodes of Virago in class. Virago is an online series, led by the actress Aude Gogny-Goubert, and  it portrays women who took important actions in their life. Each episode lasts about 3 to 4 minutes and is realised in a humorous and dynamic way, Aude GG playing both the role of a chronicler and of the woman character. At the end of each video, I asked my students the following questions:

  • What action did the portrayed woman take?
  • What principal qualities did she show in order to accomplish this action?

The students were invited to answer the questions on  post-its on the board. We read them all together, and followed with a whole group discussion:

  • How would you qualify the action this woman took? Why do you think it is so?
  • Did her background help her? Do you think it was easy for her to do so?
  • What do you think about the personal qualities she showed: do you think these are common qualities?  Have any of you shown such qualities at any time?
  • What do you think she felt after having done what she did?

Here are a few comments my students came up with at the end of this discussion: :

  • We see an action as remarkable when it is something that we ourselves  have never done, but that corresponds to our set of values. In that sense, it is an inspiring action that we somehow admire.
  • Taking action depends less on one’s background than on the circumstances, and the ability to seize an occasion. In that sense, anyone can take action, if he/she accepts the responsibility to act in  a given situation.
  • The qualities that the presented women showed can be considered common qualities that anyone can have but not everyone can show in action..
  • The portrayed women must have been proud of what they did because they acted accordingly to their beliefs and values.

Pair Work
Time: 30 minutes

Secondly, I invited the students to stand in pairs for a first step towards  teamwork. Since the aim of the activity is to break the ice and meet with each other, I didn’t let them choose their mate.

The  pairs were invited to follow these instructions:

You are a journalist, and you have to  conduct an interview with your classmate. Each of you will have to find out  the following information about your partner:

  • Name, surname, age and place of birth;
  • A true story of something that your classmate has done and that he or she is proud of.

I advised all the students to take precise notes of what was  said.

Cooperative Work
Partly in class, partly out of school…

Once all the students had their interviews done, I mixed up the pairs to make groups of three students (four if necessary). I paid attention to the fact that no one would be in the same group as before. Here is what I asked them to do:

For each interview, you will create  a short film inspired by Virago’s format (1 minute-film maximum), which will present your classmate and   his or her achievement. In each group, there will be:

  • One or two filmmakers in charge of the scenery and the video.
  • One actor playing the role of the chronicler;
  • One actor playing the role of the student who’s being portrayed.

The roles have to be distributed among the group participants and can either be fixed or flexible.

The students had 10 days to make the videos and were finally asked to send the final products to me  by email

Watching the Videos
Time: A few minutes at the beginning of the lesson over several weeks.

The final step was to watch  all the mini-documentaries in class – two or three videos at a time at the beginning of the lessons, in order to create a convivial climate in the class.


At the end of the whole session, I facilitated  a debriefing with the students around the following questions:

  • How did you feel during the interview session? Was it easier to interview or be interviewed?
  • How did you distribute the different roles for the cooperative work? Why? Was distributing the roles easy or uneasy?
  • In general, how did you feel during this activity? And how do you feel now?

4 Reasons I Tried this Activity

When talking about “meeting the students”, I usually thought about my meeting them. But I realized  that one of the first classes of the year could also be an occasion for the students to meet, not only as friends or classmates  but as work partners, belonging to the same team. With this activity, I wanted to enable them to discover classmates with whom they wouldn’t spontaneously have talked. Furthermore, being presented by someone else and having the responsibility to present someone else  can be as much a way of strengthening contacts between the students as a way to give food for thought about truthful representations.

During this activity, the students were engaged  in different working methods that will be used during the year: whole class discussion, pair work, and cooperative group work.

By presenting actions the students are proud of, this activity emphasizes everyone’s strengths. It shows that everyone is able to succeed. his is necessary  in order to boost the students’ motivation  at the beginning of the year.

Secondly, the actions presented often  take place outside of the school. This shows  to the students that I am also interested in what they do beyond my lessons.

“Tous extraordinaires!” aims at presenting one another, but it also gave the students an occasion to use several skills and competences. Active listening and curiosity, when it comes to discussing and gathering information about a classmate; oral expression, when it comes to expressing one’s idea or  acting it out in front of the camera; analysis and creativity for what concerns the final Virago-like production.

Tips for Teachers

Some colleagues and friends who had a look at my project to give me some feedback raised two questions about it. Here they are, and the answer I gave them.

First, what if some students refuse to talk about  about themselves or say that they never accomplished anything that they could be proud of? Actually, I had to face this situation with one of my students. This gave me the opportunity to have a first informal talk with her, to see if I could help her. In the end, since she couldn’t find anything she was proud of, I ended up telling her that it didn’t matter for the activity, but that she would still be free to tell a story of her own if ever she could think about anything in the future. This helped  me realize that I have to pay extra attention to this student and find ways to make her more confident. Secondly, what if some students  produce videos that might mock the others or present a provocative action? Since the students have to  email me the videos, I’ll be able to screen such behaviours in advance. Tensions, conflicts, mockeries are things happening in a class. I think that it is better to face them as soon as possible. There again, my intention would be to lead a discussion with the students.

In any case, what I hope through this activity is to develop a good relationship with every student and promote dialogue, curiosity, respect and cooperation  to build a good community that can solve eventual problems together.


More from our blog

Q&A: Answers to Questions about our Collective

In this article we answer some questions regarding the decision to transform Learn to Change from an association to a collective.

Collective of Learn 2 Change in action

What we mean by Collective and how you can join us

In this article, we talk about what we mean by Collective – the new form chosen by L2C – and how you can join it.

Learn to Change is launching an exploration: Announcement for the Collective

Learn to Change’s members held a General Assembly in fall 2022, in which the decision was taken to transform the association into a less formal, and more agile entity. Therefore, we will change status, going from an ‘organization’ to a less formal entity that we name “The collective”

Be part of the change

If you feel you are committed to the vision and mission of the association, then your place is here.

We are sure that becoming a member will benefit you in many ways. Read the product description for more details or click sign up now.

Learn 2 Change's supporters