Energizer: “I Like My Neighbor”


k – 12


20 minutes; prepared questions at first, then students can generate. (If you let this energizer go on for more than 20 minutes…you deserve what happens!!…learning will be minimized, at least)

PROVIDE FOR INCLUSION – A You Question, Energizer, or Linking Strategy

Arrange chairs in a circle, or shape where all chairs are easily accessible.  One person is standing in the middle, all others are seated.  The person in the middle makes a statement that is personal, observable, thoughtful, and appropriate.  The statement begins with “I like my neighbor who…”

Example:  “I like my neighbor who has a pet.”  All those seated, who have a pet and who wish to participate, get up and quickly move to another seat, while the person in the middle (person who just said, “I like my neighbor…”) makes his her way to a seat.  Now there is a new person in the middle, and a new “I like my neighbor who….”

After 3-4 rounds, introduce prepared questions.


Content Standard: Any will work/apply

Collaborative: Participate fully, reflect on experience, think constructively, celebrate achievement

Personal: Share personal and academic information


I Like My Neighbor.

Have prepared questions/statements on strips of paper in some sort of container. This can be general (standardized test prep) or specific to subject area. This energizer can also be a simple lesson closure, review for a chapter test, etc. The student left in the middle after each question must answer that question correctly in order to draw and read the next. If the student gives an incomplete or incorrect answer, have him/her call on another student to take his/her place.

After two separate experiences with this energizer, have students compose their own questions/statements; have them sign their names to questions/statements for extra accountability (and authentic assessment). I gave extra credit for questions I chose to put on the test.

Do 8-10 rounds. Here are sample questions.

  • What does antonym mean? (OR, give an example of what an antonym is…)
  • What multiple of 6 ends with the number 2?
  • What is a proper noun?
  • Which fraction is larger, one half, or one sixth?
  • Why is it a good idea to read the questions before you read the story?
  • Who saw a good movie over vacation?
  • Who knows what the root word of “unstoppable” is?
  • What fraction means the same as 25%?
  • What happens on April 26th, next Thursday?
  • Who rode a bicycle over vacation?
  • What is a synonym for “talkative”?
  • Why is it important to eat a good breakfast on school days?
  • What is a good tip for taking the test?
  • When is it a good idea to use a semicolon?
  • Who can give two examples of polygons?
  • Who knows what day the last day of school is?
  • Who likes fruits better than vegetables?
  • Who likes to cook?
  • Who got some new clothes over vacation?
  • Who can estimate 53 x 19?
  • Who can explain the difference between acute and obtuse angles?
  • Who likes summer better than winter?
  • Who has a collection of something?


Content: What do you know now that you didn’t know before?

Collaborative: What was it like to be in the middle and be responsible for the answer?

Personal: What did you like about this kind of review/reflection/check for understanding? How did this help you learn or remember?


After each correct answer, applause.


Give recognition/extra credit for well developed questions (have students sign names to questions)


  • Group Development Process (Community)
  • Cognitive Theory
  • Multiple Intelligences
  • Cooperative Learning
  • Constructivism
  • Reflective Practice
  • Authentic Assessment