When Tom Dittl confirmed as much as college carrying a full dinosaur head, his college students have been thrilled. The Wisconsin trainer had promised his class a shock reward in the event that they stuffed their “good selections” fuzzy jar, an entire‑group incentive constructed round teamwork and optimistic habits. After they reached the purpose, he adopted by means of by instructing in a dinosaur head all day lengthy.
The second rapidly turned a spotlight for college students—and a reminder of how highly effective low‑price, artistic incentives might be in constructing classroom tradition. We requested this trainer to speak concerning the dinosaur‑head day, how he thinks about motivation in his third grade classroom, and why he loves all these rewards. Right here’s our Q&A with Tom. Plus, you may discover him on Instagram right here.
Q: How did the dinosaur‑head concept come about?
I truly discovered the dinosaur mascot head whereas thrifting earlier than the college yr began. As quickly as I noticed it, I knew it might be an incredible class reward.
I like enjoyable and foolish surprises within the classroom. Particularly in late fall and winter, scholar engagement can begin to drag. Typically a bit of spontaneity is strictly what you must reset the vitality and restore that every day sense of surprise. The dinosaur head felt good.
Q: What did college students need to do to earn that reward?
I exploit an entire‑group reward system referred to as a fuzzy jar, which I’ve used for years. The category earns a fuzzy pom once they work collectively and make good selections that mirror our faculty values.
When different academics praise the category as we transfer all through the constructing, we add a fuzzy. The thought is that success is collective. We earn rewards collectively by exhibiting up as a group.
Q: Why do free rewards like this work?
I feel it’s the shared expertise. The novelty and humor seize their consideration, however what actually sticks is that everybody earned it collectively. It’s not concerning the object or the associated fee. It’s about making a second all of us get to get pleasure from and keep in mind as a gaggle.
Q: Apart from the dinosaur head, what different cheap incentives have you ever used?
Some favorites have been Artwork Day, Fort or Learn‑In Day, and the Wheel of Shock.
Artwork Day works as a result of I like artwork, and my college students know that—it’s enjoyable to interact round a ardour. Fort Day entails bringing in bedsheets and transferring desks, tables, and chairs to construct forts and skim.
The Wheel of Shock is a spinning dry‑erase board with easy prizes like a GoNoodle of the category’s alternative, a Rock‑Paper‑Scissors problem with me, or the fan favourite: “Thriller Shock,” which typically means profitable my comfortable trainer chair for a lesson.
Q: Do you employ totally different rewards for entire‑class incentives versus particular person college students?
Sure. Complete‑class rewards are sometimes issues like a GoNoodle motion break, a music‑and‑dance work session, or additional recess.
For particular person college students, I tailor rewards to what they get pleasure from—like lunch with a small group of mates and the trainer, serving to embellish the wall behind my desk with artwork, or delivering one thing to the workplace or one other trainer.
Q: How do you resolve what is going to encourage this specific group of scholars?
Listening is large. Throughout crew or class circle time, I take note of what college students speak about—films, songs, video video games, books, sports activities, toys. I exploit these pursuits to search out footage to print and shade, music to play, and even subjects for “Would You Reasonably?” questions. What’s motivating is consistently altering, so I’ve to essentially hearken to what’s “hearth,” as they are saying.
Q: What affect have these artistic incentives had in your classroom tradition?
When college students understand they’ve actual energy as a gaggle, they’re extra more likely to internalize expectations, rise to challenges, and redirect themselves when issues go sideways.
And when particular person college students want one‑on‑one help for habits, it helps to level again to group incentives they wish to be a part of. It reinforces that their actions ripple outward.
Q: Have any rewards stunned you by being more practical than you anticipated?
Scratch‑and‑sniff stickers. I liked them as a child, and I by accident created a complete sticker financial system in my classroom. College students began monitoring which “fruit smells” have been out, buying and selling them, and making an attempt to gather all of them. Once I realized what was taking place, I leaned into it and added particular “as soon as‑in‑a‑blue‑moon” stickers for uncommon days. It makes me smile.
Q: Are there any reward concepts you haven’t tried but however actually wish to?
At all times. I’m fairly adventurous. If I see an concept—like shaving cream on desks—I normally attempt it. One factor I haven’t performed but is a scholar‑chosen trainer problem. I do know that might be memorable.
Q: For academics who really feel strain to spend cash on incentives, what would you inform them?
A few of the greatest incentives are time and connection. Shared actions, lunches within the classroom, one‑on‑one time studying a few scholar’s pursuits, or benefiting from the climate for experiments with snow or freezing issues exterior—these moments create pleasure and belonging with out costing a lot in any respect.
Q: Anything academics ought to learn about motivating college students in artistic, price‑efficient methods?
If a reward takes too lengthy to earn, motivation disappears. That units college students up for frustration as a substitute of success. Assist your college students expertise success repeatedly, and so they’ll wish to earn and have a good time extra usually. The actual payoff of classroom pleasure is powerful relationships—and people relationships are what aid you deal with the onerous educational work later.
