Penobscot Foreign Language Collaborative Motivational Strategies Compiled January 15, 2003

“Different students will work for different things.”

“Person of the Day”- (Leslie Fiveland)- Chosen at random and in rotation. As an ice breaker, ask 3 random questions (may be current events or recap of previous lesson). In other games and activities, the person of the day receives preference.

“Goody Bag”- (Leslie Fiveland)-- Keep on hand a bag of trinkets (gathered from yard sales, Marden’s, close out sales, give-aways, coupons for free homework etc.). Ask random question for class warm up. The student who has the first correct answer gets to visit the goody bag. In case of a tie, the designated “Person of the Day” takes precedence.

“Treasure Box”- (Karen Lavoie)- Students earn stickers for correctly answering their repertory of questions. When a student has collected five stickers, s/he may visit the treasure box to clam a prize (similar to above goody bag).

“Bonus Board”- (Audrey Swanton)- A colloquial expression in the target language is posted each week on one section of a dry erase board. Each time a student uses the saying in an appropriate situation, the class earns a point. 50 accumulated points earns the class a “fiesta”. Another section of the board has spaces to note names of students who correctly answer questions posed by the teacher. Questions may be over culture, grammar, thought questions over expressions seen or heard in the class, etc. The teacher notes names of students who are first to correctly answer bonus questions. These receive extra points on their next exam.

“Signed posters”- (Claudette Kydd)- Students who correctly master tasks assigned by the teacher (e.g., count to 100) may sign a poster made of colored construction paper cut in a particular shape. Posters stay on the wall throughout the term.

“Puppets”- (Lynda Millar)- Lynda has a large bear puppet to motivate her elementary school students to interact. She is currently using the bear to teach body vocabulary.

“Homework Grade”- (Janice Clain)- A homework average is calculated by determining the percentage of homework assigned that the student has completed, regardless of errors. This is averaged into the quarter grades. Students who do all homework benefit from the practice and from the additional grade. Students who do not do homework, even if they are able to do well on tests and quizzes, are penalized by their low homework averages.

“Relevance”- (Paula Tarr)- Paula shows students a copy of a recommendation form teachers are often asked to complete for students applying to college, scholarships or for a job. She reads the criteria as defined on the form, and asks students to consider which of their teachers they could ask to complete such a form. and what teachers might say about their performance, habits and character. A further step to this activity might be to ask students to complete a sample recommendation based on what their teachers might observe about their habits and characteristics. Anette Rodrigues adds that businesses are asking employees to complete a similar form in a “Self analysis and optimization process”, requiring workers to establish priorities and set standards for evaluation.

“Hot chocolate”- (Paula Tarr)- Keep the makings for hot chocolate in the room. Reward the class for good behavior or outstanding participation by letting students make hot chocolate.

Attention getters:“Flag”- (Karen Lavoie)- Using tape or magnets, post a replica of the flag (France, Spain, Mexico, Germany) on the board. If students get carried away, remove one section of the flag as a signal. When students return to order, replace the flag section. It they should get worse, remove one or two more sections. “Raised hand”- (Claudette Kydd and Lynda Millar) Raise hand with fingers extended as a signal to return to order. Fingers represent one mouth (thumb), two eyes, two ears, then grasp lips to signal quiet. This will have been practiced early in the year. Students may learn to automatically respond to the teacher’s raised hand by raising their own.

TPR activity (Karen Lavoie): Write several commands in the target language) on different colored sheets of paper, laminate, then cut into strips (several sets). Divide the class into teams, and choose the number of commands corresponding to the number of students on each team. Assign each team a color, then place them in different areas in the classroom. Throw the strips of paper together in a pile in the middle of the room. Students must, in relay, run to the middle of the room to retrieve a paper, return to the team and have all members perform the activity. When all commands have been performed, team members sit on the floor to signal completion.

Student pairings to increase motivation: Let students choose their own partners. Issue cards randomly, differentiated either by numbers, colors or figures. Have students find their partners who have the same markings. Write students names on the ends of popsicle sticks, then draw them randomly. The teacher who keeps students’ work in folders may group student folders prior to class. Students sign up for times on clock drawn on paper. The teacher randomly asks students to work with the student whose name appears on their clock at a particular hour.