Why Is This Teacher Wearing a Dinosaur Head?

When Tom Dittl arrived at school wearing an enormous dinosaur head, his students couldn’t contain their excitement. The Wisconsin teacher had made a promise to his class: if they filled their “good choices” fuzzy jar—a collective incentive centered on teamwork and positive behavior—they would receive a surprise reward. Upon achieving their goal, he honored his commitment by teaching in the dinosaur head for an entire day.

This moment became a cherished memory for the students and served as a powerful illustration of how low-cost, imaginative incentives can enhance classroom culture. We spoke with Tom to delve into the inspiration behind the dinosaur-head day, his approach to motivating his 3rd graders, and the reasons he values such creative rewards. Here’s our Q&A with Tom.

Q: How did the dinosaur-head idea come about?

I discovered the dinosaur mascot head while thrifting before the school year kicked off. The moment I spotted it, I knew it would be an ideal class reward.

I have a passion for fun and quirky surprises in the classroom. Engagement tends to wane in late fall and winter, and sometimes a dash of spontaneity is just what’s needed to rejuvenate the energy and reignite that sense of wonder. The dinosaur head felt like the perfect fit.

Q: What did students have to do to earn that reward?

I implement a whole-group reward system known as the fuzzy jar, which I have utilized for several years. The class earns a fuzzy pom-pom when they collaborate and make choices that mirror our school’s values.

Whenever other teachers commend the class as we move through the building, we add a fuzzy. The philosophy behind it is that success is a collective effort. We earn rewards together by embodying a sense of community.

Q: Why do free rewards like this work?

I believe it’s all about the shared experience. The novelty and humor capture their attention, but what truly resonates is the fact that everyone contributed to earning it together. It’s not about the item or its cost; it’s about crafting a memorable moment we can all relish as a group.

Q: Besides the dinosaur head, what other inexpensive incentives have you used?

Some of my favorites include Art Day, Fort or Read-In Day, and the Wheel of Surprise.

Art Day is a favorite because of my love for art, and my students are aware of that—it’s engaging to revolve activities around a common passion. Fort Day involves bringing in bedsheets to transform desks, tables, and chairs into forts for reading.

The Wheel of Surprise is a spinning dry-erase board featuring simple prizes like a GoNoodle session of the class’s choice, a Rock-Paper-Scissors challenge with me, or the much-loved “Mystery Surprise,” which sometimes means claiming my comfy teacher chair for a lesson.

Q: Do you use different rewards for whole-class incentives versus individual students?

Absolutely. Whole-class rewards often include activities like a GoNoodle movement break, a music-and-dance session, or extra recess time.

For individual students, I customize rewards based on their interests—such as enjoying lunch with a small group of friends and the teacher, helping to decorate the wall behind my desk with art, or delivering messages to the office or another teacher.

Q: How do you decide what will motivate this particular group of students?

Listening plays a crucial role. During crew or class circle time, I pay close attention to what students are discussing—movies, songs, video games, books, sports, and toys. I use their interests to find pictures to print and color, music to play, or even themes for “Would You Rather?” questions. Motivation is ever-evolving, so I must be attuned to what resonates with them.

Q: What impact have these creative incentives had on your classroom culture?

When students understand their collective power, they are more inclined to internalize expectations, embrace challenges, and self-correct when situations become difficult.

Additionally, when individual students require one-on-one behavioral support, it’s helpful to reference the community incentives they aspire to be part of. It reinforces that their actions have broader implications.

Q: Have any rewards surprised you by being more effective than you expected?

Scratch-and-sniff stickers. I adored them as a child, and I unintentionally created a sticker economy in my classroom. Students began tracking which “fruit smells” were available, trading them, and striving to collect them all. When I noticed this trend, I embraced it and introduced special “once-in-a-blue-moon” stickers for rare occasions. It brings me joy.

Q: Are there any reward ideas you haven’t tried yet but really want to?

Always! I’m quite adventurous. If I come across an idea—like using shaving cream on desks—I’m likely to give it a shot. However, one concept I haven’t yet explored is a student-chosen teacher challenge. I can imagine it would be quite memorable.

Q: For teachers who feel pressure to spend money on incentives, what would you tell them?

Some of the most effective incentives are rooted in time and connection. Engaging in shared activities, having lunches in the classroom, spending one-on-one time discovering a student’s interests, or utilizing the outdoors for experiments with snow or freezing—these moments cultivate joy and belonging without incurring substantial costs.

Q: Anything else teachers should know about motivating students in creative, cost-effective ways?

If a reward takes too long to earn, motivation swiftly diminishes. This can lead to student frustration rather than success. It’s crucial to facilitate regular experiences of success, which will encourage students to want to earn and celebrate more often. The true benefit of classroom joy lies in fostering strong relationships—these relationships are foundational for tackling the more challenging academic work down the line.

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