Diving into your first Breakout EDU game can seem like a daunting task. However, once you get started, you realize how powerful Breakout EDU can be in your classroom. To help you get started we've gathered tips from fellow Breakout EDU community members of facilitaing your first game.  

  • Jo-Ann Blinkey Fox: I always explain that a successful game relies on good communication. And good communication requires two things: 1. The ability to share your idea clearly and (the MOST important component) 2. The ability to listen to other's ideas.And afterwards I tell them we will reflect about their communication skills. Gives them something to think about
  • Rachel Livesey: I generally introduce the game to them prior to presenting them with a game. Depending on the group, we may complete a puzzle as a task… You can present students with 1-2 puzzles prior to setting them off into a group breakout. I think the key is getting them comfortable with inquiring and collaborating while building their own self efficacy.
  • Rita Hennessey: I emphasize the collaboration and communication aspects, and that respectful teamwork is more important than being the first to finish.
  • Sandi Berg: Don't include prizes in the box. Prizes end up being the end goal instead of group success.
  • Leah Herold: For our elementary kids we introduced by telling them they would be doing a game of problem solving. The 3 big concepts we were going to practice were teamwork, perseverance and problem solving. We also reminded them that they weren't competing against the other groups, but that they are competing against the clock…. 
  • Danielle Conlen Sabato: Set off limits areas. My high school kids got into EVERYTHING the first time because they thought it all was a clue.
  • Mattie Olsen: I teach 10th and 12th grade boys. I don't tell them much at all. I like to see them try to struggle through it and figure it out on their own. The very first time, I showed them this video I made and answered any general questions. I told them off limits areas or concepts (like don't disassemble a desk) and allowed them to ask general questions, but I refused to answer many of them saying, "you'll discover that." I showed them the locks…. 
  • Rebecca Root: For elementary, introduce all the locks and give them a chance to try them - reduces stress and accidental resets.
  • Dana Stenzel:  Teach them how to properly use locks before they get started. Let them each try to open them all knowing the combination.
  • Becky Brennecke Muller: For K-1, beginning with a guided Breakout EDU game with individual and group clues were successful as we introduced/reinforced concepts of cooperation and inquiry.
  • Lisa Suhr:  Plan for documenting your experience with photos and/or video. It is easy for the teacher/facilitator to get wrapped up in the enthusiasm and management and miss some great things to share later. If you have an extra adult, maybe make it their "job." Also: resist the urge to help too much! And one final one: I put the combinations, codes, etc on a small note paper and stick in my pocket so I can quickly check…. 
  • Dianna Ross Chamberlain:  Collect the locks as soon as they are opened! Students are fascinated by the locks and could unknowingly reset the combination…. One of the hardest parts for the facilitator is to keep your mouth shut during the game. It is important to let the struggle happen. Students aren't always used to struggling as much as they will during a BreakoutEDU game, but the pride they will feel when they succeed is a great payoff. Have a camera ready to capture their faces when they realize they have figured it out...without your help! Those moments are priceless.
  • Jessica Marie: I start with puzzles as warm ups for a few days and the first Breakout EDU game  we do isn't content related but more a breakout to help them experience what a breakout is and can be. Then as the year progresses we do content Breakout EDU games. 
  • Shai McGowan: I don't tell my 7-11th graders much at all. I read the story line, and tell them they have to figure out the clues. I do say that the clues can be high, low, this area, that area, etc, but don't tell them what the clues are.
  • Jason Jacobs: Build it up, don't do it the first day. Talk about hollow victories and taking pride into solving each Clue. No guessing-  it takes away from the fun. Stay positive and embrace the chaos. Don't give up. If you get stuck, move on and go back to it. Have fun! 
  • Jana Rogers: Smaller groups work better. Have teams divided by color.
  • Jennifer Zimny: Tell students they WILL get frustrated at points but not to give up. That way the expectation is set for them that this won't be easy all the way through and they are going to have to think!
  • Lisa Browne Joiner: I wrote on the board "Breakout in 30 days," and counted down. They had no idea what it was, but it built excitement. They did nothing to practice//prepare...just came in and there it was. It was brand new to both them and me. Somehow, we all survived...and did at least one breakout a month the rest of the year.
  • Dana Sides Pressnell: Demonstrate how to open the different locks - where to line up the numbers etc. 
  • Donna Wells: For elementary kiddos... smaller groups work much better. Also found it helpful to work through one puzzle "together" in steps so every group opened a lock. Then started the timer.
  • Chuck N Lisa Creamer: Reflection is key!
  • Ronda Gamble: Set boundaries for the kids. That will save them time and you from them getting into things that they don't need to get into. Explain how each of the locks work. Explain the importance of working together and dividing up the tasks…. Have a lock parking lot and explain to the students to leave the locks unlocked and placed immediately on the parking lot....
  • Alissa Schoblaski Johnson: Most of my students (high school) have never done an escape room before so it wasn't helpful to say, "it's an escape room for the classroom." It helped my students understand the end goal better to explain the general concept and show them a video of an escape room before I explained the rules of the Breakout EDU game. 
  • Jodi Miller Foreman: For my 1st and 2nd graders, I put out the locks with a simple code and told them it was "improving fine motor skills practice." They learned how the locks worked. Then one day, all the locks were in a box... they could focus on the puzzles and not the locks.

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