When Tom Dittl confirmed as much as college sporting a full dinosaur head, his college students had been thrilled. The Wisconsin trainer had promised his class a shock reward in the event that they crammed their “good selections” fuzzy jar, an entire‑group incentive constructed round teamwork and optimistic conduct. Once they reached the aim, he adopted by way of by educating in a dinosaur head all day lengthy.
The second shortly grew to become a spotlight for college kids—and a reminder of how highly effective low‑price, inventive incentives may be in constructing classroom tradition. We requested this trainer to speak in regards to the dinosaur‑head day, how he thinks about motivation in his third grade classroom, and why he loves most of these rewards. Right here’s our Q&A with Tom. Plus, you possibly can find him on Instagram here.
Q: How did the dinosaur‑head concept come about?
I really discovered the dinosaur mascot head whereas thrifting earlier than the college 12 months began. As quickly as I noticed it, I knew it could be an amazing class reward.
I like enjoyable and foolish surprises within the classroom. Particularly in late fall and winter, scholar engagement can begin to drag. Generally somewhat spontaneity is strictly what you could reset the power and restore that each day sense of marvel. The dinosaur head felt excellent.
Q: What did college students need to do to earn that reward?
I take advantage of an entire‑group reward system known as a fuzzy jar, which I’ve used for years. The category earns a fuzzy pom after they work collectively and make good selections that mirror our faculty values.
When different lecturers 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 displaying up as a neighborhood.
Q: Why do free rewards like this work?
I believe 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 in regards to the object or the fee. It’s about making a second all of us get to take pleasure in and bear in mind as a bunch.
Q: Moreover 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 includes bringing in bedsheets and shifting 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 selection, a Rock‑Paper‑Scissors problem with me, or the fan favourite: “Thriller Shock,” which generally means profitable my comfortable trainer chair for a lesson.
Q: Do you utilize completely different rewards for complete‑class incentives versus particular person college students?
Sure. Entire‑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 take pleasure in—like lunch with a small group of associates 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 determine what is going to inspire this specific group of scholars?
Listening is large. Throughout crew or class circle time, I take note of what college students discuss—motion pictures, songs, video video games, books, sports activities, toys. I take advantage of these pursuits to seek out photos to print and coloration, music to play, and even subjects for “Would You Moderately?” questions. What’s motivating is consistently altering, so I’ve to actually hearken to what’s “hearth,” as they are saying.
Q: What influence have these inventive incentives had in your classroom tradition?
When college students understand they’ve actual energy as a bunch, they’re extra prone to internalize expectations, rise to challenges, and redirect themselves when issues go sideways.
And when particular person college students want one‑on‑one assist for conduct, it helps to level again to neighborhood incentives they wish to be a part of. It reinforces that their actions ripple outward.
Q: Have any rewards shocked you by being more practical than you anticipated?
Scratch‑and‑sniff stickers. I cherished them as a child, and I by chance created a complete sticker economic system in my classroom. College students began monitoring which “fruit smells” had been out, buying and selling them, and attempting to gather all of them. After 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?
All the time. I’m fairly adventurous. If I see an concept—like shaving cream on desks—I often attempt it. One factor I haven’t achieved but is a scholar‑chosen trainer problem. I do know that might be memorable.
Q: For lecturers who really feel stress to spend cash on incentives, what would you inform them?
Among the greatest incentives are time and connection. Shared actions, lunches within the classroom, one‑on‑one time studying a couple of scholar’s pursuits, or benefiting from the climate for experiments with snow or freezing issues outdoors—these moments create pleasure and belonging with out costing a lot in any respect.
Q: The rest lecturers ought to find out about motivating college students in inventive, price‑efficient methods?
If a reward takes too lengthy to earn, motivation disappears. That units college students up for frustration as an alternative of success. Assist your college students expertise success recurrently, and so they’ll wish to earn and have a good time extra usually. The actual payoff of classroom pleasure is robust relationships—and people relationships are what aid you deal with the exhausting tutorial work later.
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