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101 THINGS YOU CAN DO

THE FIRST THREE WEEKS OF CLASS
By Joyce T. Povlacs
Teaching and Learning Center, University of Nebraska-Lincoln

Introduction

Beginnings are important. Whether the class is a large introductory course for freshmen or an
advanced course in the major field, it makes good sense to start the semester off well. Students
will decide very early - some say the first day of class - whether they will like the course, its
contents, the teacher, and their fellow students.

The following list of "101 Things You Can Do..." is offered in the spirit of starting off
right. It is a catalog of suggestions for college teachers who are looking for a fresh way of
creating the best possible environment for learning. Not just the first day, but the first three
weeks of a course are especially important, studies say, in retaining capable students. Even
if the syllabus is printed and lecture notes are ready to go in August, most college teachers
can usually make adjustments in teaching methods as the course unfolds and the
characteristics of their students become known.

These suggestions have been gathered from UNL professors and from college teachers
elsewhere. The rationale for these methods is based on the following needs: 1) to help
students make the transition from high school and summer or holiday activities to learning
in college; 2) to direct students' attention to the immediate situation for learning - the hour
in the classroom: 3) to spark intellectual curiosity - to challenge students; 4) to support
beginners and neophytes in the process of learning in the discipline; S) to encourage the
students' active involvement in learning; and 6) to build a sense of community in the
classroom.
Ideas For the First Three Weeks

Here, then, are some ideas for college teachers for use in their courses as they begin a new
semester.

Helping Students Make Transitions

1. Hit the ground running on the first day of class with substantial content.
2. Take attendance: roll call, clipboard, sign in, seating chart.
3. Introduce teaching assistants by slide, short presentation, or self-introduction.
4. Hand out an informative, artistic, and user-friendly syllabus.
5. Give an assignment on the first day to be collected at the next meeting.
6. Start laboratory experiments and other exercises the first time lab meets.
7. Call attention (written and oral) to what makes good lab practice: completing work to be
done, procedures, equipment, clean up, maintenance, safety, conservation of supplies,
full use of lab time.
8. Administer a learning style inventory to help students find out about themselves.
9. Direct students to the Learning Skills Center for help on basic skills.
10. Tell students how much time they will need to study for this course.
11. Hand out supplemental study aids: library use, study tips, supplemental readings and
exercises.
12. Explain how to study for kind of tests you give.
13. Put in writing a limited number of ground rules regarding absence, late work, testing
procedures, grading, and general decorum, and maintain these.
14. Announce office hours frequently and hold them without fail.
15. Show students how to handle learning in large classes and impersonal situations.
16. Give sample test questions.
17. Give sample test question answers.
18. Explain the difference between legitimate collaboration and academic dishonesty; be
clear when collaboration is wanted and when it is forbidden.
19. Seek out a different student each day and get to know something about him or her.
20. Ask students to write about what important things are currently going on in their lives.
21. Find out about students' jobs; if they are working, how many hours a week, and what
kinds of jobs they hold.

Directing Students' Attention

22. Greet students at the door when they enter the classroom.
23. Start the class on time.
24. Make a grand stage entrance to hush a large class and gain attention.
25. Give a pre-test on the day's topic.
26. Start the lecture with a puzzle, question, paradox, picture, or cartoon on slide or
transparency to focus on the day's topic.
27. Elicit student questions and concerns at the beginning of the class and list these on the
chalkboard to be answered during the hour.
28. Have students write down what they think the important issues or key points of the day's
lecture will be.
29. Ask the person who is reading the student newspaper what is in the news today.

Challenging Students

30. Have students write out their expectations for the course and their own goals for
learning.
31. Use variety in methods of presentation every class meeting.
32. Stage a figurative "coffee break" about twenty minutes into the hour; tell an anecdote,
invite students to put down pens and pencils, refer to a current event, shift media.
33. Incorporate community resources: plays, concerts, the State Fair. government agencies.
businesses, the outdoors.
34. Show a film in a novel way: stop it for discussion, show a few frames only, anticipate
ending, hand out a viewing or critique sheet, play and replay parts.
35. Share your philosophy of teaching with your students.
36. Form a student panel to present alternative views of the same concept.
37. Stage a change-your-mind debate. with students moving to different parts of the
classroom to signal change in opinion during the discussion.
38. Conduct a "living" demographic survey by having students move to different parts of the
classroom: size of high school. rural vs. urban. consumer preferences...
39. Tell about your current research interests and how you got there from your own
beginnings in the discipline.
40. Conduct a role-play to make a point or to lay out issues.
41. Let your students assume the role of a professional in the discipline: philosopher, literary
critic, biologist. agronomist. political scientist. engineer.
42. Conduct idea-generating or brainstorming sessions to expand horizons.
43. Give students two passages of material containing alternative views to compare and
contrast.
44. Distribute a list of the unsolved problems. dilemmas. or great questions in your discipline
and invite students to claim one as their own to investigate.
45. Ask students what books they've read recently.
46. Ask what is going on in the state legislature on this subject which may affect their future.
47. Let your students see the enthusiasm you have for your subject and your love of learning.
48. Take students with you to hear guest speakers or special programs on campus.
49. Plan "scholar-gypsy" lesson or unit which shows students the excitement of discovery in
your discipline.

Providing Support

50. Collect students' current telephone numbers and addresses and let them know that you
may need to reach them.
51. Check out absentees. Call or write a personal note.
52. Diagnose the students' prerequisites learning by questionnaire or pre-test ant give them
the feedback as soon as possible.
53. Hand out study questions or study guides.
54. Be redundant. Students should hear, read. or see key material at least three times.
55. Allow students to demonstrate progress in learning: summary quiz over the day's work. a
written reaction to the day's material.
56. Use non-graded feedback to let students know how they are doing: post answers to
ungraded quizzes and problem sets, exercises in class, oral feedback.
57. Reward behavior you want: praise, stars, honor roll, personal note.
58. Use a light touch: smile, tell a good joke, break test anxiety with a sympathetic comment.
59. Organize. Give visible structure by posting the day's "menu" on chalk- board or overhead.
60. Use multiple media: overhead, slides, film, videotape, audio tape, models, sample
material.
61. Use multiple examples, in multiple media. to illustrate key points and . important
concepts.
62. Make appointments with all students (individually or in small groups).
63. Hand out wallet-sized telephone cards with all important telephone numbers listed:
office department, resource centers, teaching assistant, lab.
64. Print all important course dates on a card that can be handed out and taped to a mirror.
65. Eavesdrop on students before or after class and join their conversation about course
topics.
66. Maintain an open lab gradebook. with grades kept current. during lab time so that
students can check their progress.
67. Check to see if any students are having problems with any academic or campus matters
and direct those who are to appropriate offices or resources.
68. Tell students what they need to do to receive an "A" in your course.
69. Stop the work to find out what your students are thinking feeling and doing in their
everyday lives.

Encouraging Active Learning

70. Have students write something.

71. Have students keep three-week-three-times-a-week journals in which they comment. ask
questions. and answer questions about course topics.
72. Invite students to critique each other's essays or short answer on tests for readability or
content.
73. Invite students to ask questions and wait for the response.
74. Probe student responses to questions ant wait for the response.
75. Put students into pairs or "learning cells" to quiz each other over material for the day.
76. Give students an opportunity to voice opinions about the subject matter.
77. Have students apply subject matter to solve real problems.
78. Give students red, yellow, and green cards (mate of posterboard) and periodically call for
a vote on an issue by asking for a simultaneous show of cards.
79. Roam the aisles of a large classroom and carry on running conversations with students as
they work on course problems (a portable microphone helps).
80. Ask a question directed to one student and wait for an answer.
81. Place a suggestion box in the rear of the room and encourage students to make written
comments every time the class meets.
82. Do oral show of-hands multiple choice tests for summary review and instant feedback.
83. Use task groups to accomplish specific objectives.
84. Grade quizzes and exercises in class as a learning tool.
85. Give students plenty of opportunity for practice before a major test.
86. Give a test early in the semester and return it graded in the next class meeting.
87. Have students write questions on index cards to be collected and answered the next class
period.
88. Make collaborate assignments for several students to work on together.
89. Assign written paraphrases and summaries of difficult reading.
90. Give students a take-home problem relating to the days lecture.
91. Encourage students to bring current news items to class which relate to the subject
matter and post these on a bulletin board nearby.
 Building Community

92. Learn names. Everyone makes an effort to learn at least a few names.
93. Set up a buddy system so students can contact each other about assignments and
coursework.
94. Find out about your students via questions on an index card.
95. Take pictures of students (snapshots in small groups, mug shots) and post in classroom,
office, or lab.
96. Arrange helping trios of students to assist each other in learning and growing.
97. Form small groups for getting acquainted; mix and form new groups several times.
98. Assign a team project early in the semester and provide time to assemble the team.
99. Help students form study groups to operate outside the classroom.
100. Solicit suggestions from students for outside resources and guest speakers on
course topics.

Feedback on Teaching

101. Gather student feedback in the first three weeks of the semester to improve
teaching and learning
 SIX WAYS TO IMPROVE YOUR NONVERBAL COMMUNICATIONS
By Vicki Ritts, St. Louis Community College at Florissant Valley
and James R. Stein, Southern Illinois University, Edwardsville. Reprinted by permission.

It is not only what you say in the classroom that is important, but it's how you say it that can
make the difference to students. Nonverbal messages are an essential component of
communication in the teaching process.

Teachers should be aware of nonverbal behavior in the classroom for three major reasons:

 An awareness of nonverbal behavior will allow you to become better receivers of

students' messages.
 You will become a better sender of signals that reinforce learning.
 This mode of communication increases the degree of the perceived psychological
closeness between teacher and student.

Some major areas of nonverbal behaviors to explore are:

 Eye contact
 Facial expressions
 Gestures
 Posture and body orientation
 Proximity
 Paralinguistics
 Humor

Eye contact:

Eye contact, an important channel of interpersonal communication, helps regulate the flow
of communication. And it signals interest in others. Furthermore, eye contact with
audiences increases the speaker's credibility. Teachers who make eye contact open the flow
of communication and convey interest, concern, warmth and credibility.

Facial expressions:

Smiling is a powerful cue that transmits:

 Happiness
 Friendliness
 Warmth
 Liking
 Affiliation

Thus, if you smile frequently you will be perceived as more likable, friendly, warm and
approachable. Smiling is often contagious and students will react favorably and learn more.

Gestures:

If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated.
A lively and animated teaching style captures students' attention, makes the material more
interesting, facilitates learning and provides a bit of entertainment. Head nods, a form of
gestures, communicate positive reinforcement to students and indicate that you are
listening.

Posture and body orientation:

You communicate numerous messages by the way you walk, talk, stand and sit. Standing
erect, but not rigid, and leaning slightly forward communicates to students that you are
approachable, receptive and friendly. Furthermore, interpersonal closeness results when you
and your students face each other. Speaking with your back turned or looking at the floor or
ceiling should be avoided; it communicates disinterest to your class.

Proximity:

Cultural norms dictate a comfortable distance for interaction with students. You should look
for signals of discomfort caused by invading students' space. Some of these are:

 Rocking
 Leg swinging
 Tapping
 Gaze aversion

Typically, in large college classes space invasion is not a problem. In fact, there is usually
too much distance. To counteract this, move around the classroom to increase interaction
with your students. Increasing proximity enables you to make better eye contact and
increases the opportunities for students to speak.

Paralinguistics:

This facet of nonverbal communication includes such vocal elements as:

 Tone
 Pitch
 Rhythm
 Timbre
 Loudness
 Inflection

For maximum teaching effectiveness, learn to vary these six elements of your voice. One of
the major criticisms is of instructors who speak in a monotone. Listeners perceive these
instructors as boring and dull. Students report that they learn less and lose interest more
quickly when listening to teachers who have not learned to modulate their voices.

Humor:

Humor is often overlooked as a teaching tool, and it is too often not encouraged in college
classrooms. Laughter releases stress and tension for both instructor and student. You should
develop the ability to laugh at yourself and encourage students to do the same. It fosters a
friendly classroom environment that facilitates learning. (Lou Holtz wrote that when his
players felt successful he always observed the presence of good humor in the locker room.)

Obviously, adequate knowledge of the subject matter is crucial to your success; however,
it's not the only crucial element. Creating a climate that facilitates learning and retention
demands good nonverbal and verbal skills. To improve your nonverbal
How the Language Really Works:
The Fundamentals of Critical Reading and Effective Writing

Reading / Critical
Inference Choices Ways to Read Grammar
Writing Reading

What is Critical Thinking?

No one always acts purely objectively and rationally. We connive for selfish interests.  We gossip,
boast, exaggerate, and equivocate. It is "only human" to wish to validate our prior knowledge, to
vindicate our prior decisions, or to sustain our earlier beliefs. In the process of satisfying our ego,
however, we can often deny ourselves intellectual growth and opportunity. We may not always
want to apply critical thinking skills, but we should have those skills available to be employed when
needed.

Critical thinking includes a complex combination of skills.  Among the main characteristics are the
following:

Rationality

We are thinking critically when we

 rely on reason rather than emotion,

 require evidence, ignore no known evidence, and follow evidence where it leads, and
 are concerned more with finding the best explanation than being right analyzing apparent
confusion and asking questions.
Self-awareness

We are thinking critically when we

 weigh the influences of motives and bias, and

 recognize our own assumptions, prejudices, biases, or point of view.

Honesty

We are thinking critically when we recognize emotional impulses, selfish motives, nefarious
purposes, or other modes of self-deception.

Open-mindedness

We are thinking critically when we

 evaluate all reasonable inferences

 consider a variety of possible viewpoints or perspectives,
 remain open to alternative interpretations
 accept a new explanation, model, or paradigm because it explains the evidence better, is
simpler, or has fewer inconsistencies or covers more data
 accept new priorities in response to a reevaluation of the evidence or reassessment of our
real interests, and
 do not reject unpopular views out of hand.

Discipline

We are thinking critically when we

 are precise, meticulous, comprehensive, and exhaustive

 resist manipulation and irrational appeals, and
 avoid snap judgments.

Judgment

We are thinking critically when we

 recognize the relevance and/or merit of alternative assumptions and perspectives

 recognize the extent and weight of evidence

In sum,

 Critical thinkers are by natureskeptical. They approach texts with the same skepticism and
suspicion as they approach spoken remarks.
 Critical thinkers areactive, not passive.  They ask  questions and analyze. They
consciously apply tactics and strategies to uncover meaning or assure their
understanding. 
 Critical thinkers do not take an egotistical view of the world. They areopento new ideas
 and perspectives.  They are willing to challenge their beliefs and investigate competing
evidence.

Critical thinking enables us to recognize a wide range of subjective analyses of otherwise objective
data, and to evaluate how well each analysis might meet our needs. Facts may be facts, but how
we interpret them may vary.

By contrast, passive, non-critical thinkers take a simplistic view of the world.

 They see things in black and white, as either-or, rather than recognizing a variety of
possible understanding.
 They see questions as yes or no with no subtleties.
 They fail to see linkages and complexities.
 They fail to recognize related elements.

Non-critical thinkers take an egotistical view of the world

 They taketheirfacts as the only relevant ones.

 They taketheir ownperspective as the only sensible one.
 They taketheir goalas the only valid one.

EFFECTIVE TECHNIQUES OF QUESTIONING

Wilen, Effective Techniques of Questioning, 1986

 Plan key questions to provide structure and direction to the lesson. Spontaneous
questions that emerge are fine, but the overall direction of the discussion has been
largely planned.

Example: a "predicting discussion" (Hyman, 1980)

1. What are the essential features and conditions of this situation?

2. Given this situation, what do you think will happen as a result of it?
3. What facts and generalization support your prediction?
4. What other things might happen as a result of this situation?
5. If the predicted situation occurs, what will happen next?
6. Based on the information and predictions before us, what are the probable
consequences you now see?
7. What will lead us from the current situation to the one you predicted?
 Phrase the questions clearly and specifically. Avoid vague and ambiguous questions.
 Adapt questions to the level of the students' abilities
 Ask questions logically and sequentially
 Ask questions at various levels
 Follow up on students' responses

1. Elicit longer, more meaningful and more frequent responses from students
after an initial response by -
 Maintaining a deliberate silence
Making a declarative statement
Making a reflective statement giving a sense of what the students
said
 Declaring perplexity over the response
 Inviting elaboration
 Encouraging other students to comment
o Give students time to think after they are questioned (Wait Time)
o The three most productive types of questions are variants of divergent
thinking questions (Andrews, 1980):

1. The Playground Question

 Structured by instructor's disignating a carefully chosen aspect of the
material (the "playground")
 "Let's see if we can make any generalizations about the play as a
whole from the nature of the opening lines."
2. The Brainstorm Question
 Structure is thematic
 Generate as many ideas on a single topic as possible within a short
period of time
 "What kinds of things is Hamlet questioning - not just in his
soliloquy, but throughout the play?"
3. The Focal Question
 Focuses on a well articulated issue
 Choose among a limited number of positions or viewpoints and
support your views
 "Is Ivan Illych a victim of his society or did he create his problems by
his own choices?"

THE TEACHER AS AN ORGANIZER

From:
The Center for Teaching Excellence at the United States Military Academy

Introduction

Teaching may best be defined as the organization of learning. So the problem of

successful teaching is to organize learning for authentic results. Teaching may be
thought of as the establishment of a situation in which it is hoped and believed that
effective learning will take place. This situation is complicated and made up of many
parts.

1. There must be a learner, or more usually a group of learners.

2. There must be facilities; a stated place and time for meeting, and books and other
printed materials for learning.
3. There must be an orderly and understood procedure (routine and regular, or highly
 varied) for presenting, discussing and evaluating.
4. There must be some way of grading so that the teacher and more importantly the
pupil, will know how the learning is coming along.
5. There must be an organizer who brings these parts into a whole -- in other words,
the teacher.

Teaching is the organization of learning. Thus it follows that a teacher is essentially an

organizer. The task of any organizer is to enable a group and the individuals in it to
function effectively together for the achievement of a common purpose. This is precisely
your proper role as a teacher.
Characteristics of a Teacher as an Organizer

1. A good organizer is not an autocrat. He or she does not make all the decisions or
try to tell everybody in detail what to do and how and when to do it.
2. A good organizer, however, does not simply behave like any other member of
the group, without any special rights, privileges, or powers. The group needs
positive leadership in order to function effectively, clarify its purpose and achieve
its desired results.
3. A good organizer helps the group and the individuals in it to discover, to
formulate, and to clarify their own purposes. He or she will not merely tell the
learners that they must learn and do this and do that.
4. A good organizer delegates and distributes responsibility as widely as possible.
He or she will try to educate the group to manage its own affairs just as far as it
can. With an immature and inexperienced group a good organizer will function to a
considerable extent as a director, because he must function this way for the class to
get anywhere. As the class learns how to work together, and as individuals in it
learn to steer their own course, the function of the organizer merges more and more
into guidance.
5. A good organizer encourages and values initiative. But the initiative is not just
drifting and getting off the path. It is initiative that is always within in the
framework of the purpose of the class.
6. A good organizer builds on strengths rather that emphasizing weakness. He or
she goes on the constant assumption that everyone is capable of some achievement,
some contribution, even though that achievement may be very modest, and perhaps
very different from what the organizer expected or intended.
7. A good organizer fosters self-criticism and self-evaluation within the group.
As leader, as director, as guide, the organizer must often take it upon himself or
herself to reveal to the group where they have succeeded and where they have
failed. However, he must develop the ability to hold a mirror up to the group do
they can see and judge their own accomplishments and failings.
8. A good organizer maintains control, because without control and as controller,
and constantly strives to develop within the class its own self-control in terms of its
common purpose.
 These are some of the operating characteristics of any good organizer. They are the
operating characteristics of a first-rate teacher. A teacher organizes learning. Thus, a
teacher's work is different in many important specific and detailed respects from the work
of a factory manager, the head of a business department, or the administrator of a school
system. But the teacher, like any other organizer, works primarily with people, and his
task and responsibility are to create situations in which people can do their best and
achieve their best.

Games! for the classroom.

Okay, these games have been modified to get the whole class involved.
One of the worst things you can hear is, "I never get picked."
The popular kids claim they don't get picked enough, the unpopular
kids complain they never get picked. These games solve the problem.
------------------------------

The Drawing Game

(This is a game I made up)
If you have a whiteboard, you can use 3 markers, if not use a chalkboard
and 3 pieces of chalk.
On the board you write the numbers 1, 2, and 3 near the top.
Basically as high as an average child in the classroom can
reach while straining. Don't write it at normal writing height.
Space the numbers about 2-3 feet apart. Enough room
so 1 kid can stand under a number and have elbow room.
You also set up a chair at the opposite end of the room
from the boards. Pick a student and sit them in the chair.
Turn the chair so the person sitting in the
chair looks away from the board. You don't want them to see
the ones who you will pick now. Pick 3 kids now. Being silent
as to not give away who the child is. (You'll see why) The first
kid picked goes to 1, second to 2, third to 3. If you need to
point and remind, go ahead. If you use 3 different colored markers,
you can write the numbers using a different color. That way,
it is obviuos who goes where. Okay. So now you have 3 kids
up at the board and 1 at the back. You instruct the ones at
the board to "Draw a ____." Fill in the blank with your choice!
Cat, dog, tree, mouse, etc. Something fast and simple. Give
them 30 seconds to draw. When they are finished, they sit
down quietly. The person at the back turns around and
picks their "favorite." It will not always be the best! Whoever
has drawn that picture is the new "judge." From the other
two, choose 1 to erase the board (leaving the numbers) and
choose the other to pick the 3 next players, waiting of course
until the "judge" turns the other way. And you pick something
else to draw, and continue on as long as you like!
*Note: You can use the ticket system that is described for
Heads Up 7-Up below. Since 3 kids are "used up" each
each time, you can quickly go through the whole class.
-------------------------------

Heads Up 7-Up!
You know the game. Pick 7 students. 1 is the leader. They
come to the front. The leader says, "Heads down, thumbs up."
The 7 go around and touch 1 thumb each. Then when all are
back to the front, leader calls, "heads up, 7 up."
The 7 chosen students stand and one by one are asked to
guess who picked them. If they are right, they switch places
with 1 being part of the picking students. If they guess wrong,
they sit down. After all guess, students reveal who picked who.
And it starts again.
*Ticket system: Cut out colored pieces of construction paper,
about the size of a raffle ticket. Pass 1 to all students who are
not part of the first 7 chosen. Instead of touching a thumb, the
7 students take a ticket. Collect them in a pile or can each round.
So, for each round, instruct the group of 7 that they need to
pick ones with tickets. They don't need to pick all tickets all
the time. Just some tickets all the time. When all tickets are
used, each student has had a chance. Pass out the tickets
again, and do the same thing. That way, all students get
picked, multiple times, no matter what!
You can even do 1 extra round after all tickets are gone to
give students a free choice if you wish.
---------------------------------------

Who is missing?
You pick one student to be "it."
They sit in a chair and face away from the class, closing their
eyes.
You need a closet or cabinet or wall that a student can
"hide" behind and not be seen by the person in the chair.
You quietly point to a student to "hide." While they are
hiding, you count to 10. The rest of the students change
desks. At 10, all must sit down. You can speed up the
count if you need to maintain the chaos.
You then ask the person who is "it" to turn around and guess
who is missing. It is actually harder than it seems. Sometimes
I found myself forgetting who was hidden. What makes it hard
is that all students are mixed up now.
If they guess right, they get to stay.
The person who was hidden picks the next hider.
If they guess wrong, they pick the next student to hide
then sit down.
You can make a max number of right guesses allowed so
a good guesser does not hog it all. I like 3. If they guess
2 in a row, they get to play just one more no matter what.
That way, you use up a lot of students and keeps it moving.
Again, you can use a modified ticket system to keep track
of who has been chosen.
--------------------------

Four corners
Put the numbers 1 to 4, fairly large on pieces of paper. That is,
one number per paper. Tape one paper in each corner of the
classroom. Sometimes a cupboard will block the corner, so
tape it accordingly. You then have 4 corners, each numbered from
1 to 4. Cut a paper into 4 equal pieces. Put the numbees 1 to 4, one
on each piece. Fold them up and put these 4 papers in a box, bag,
can, or similar. Now, you tell all students in the class to go to a corner.
You pick a number from the bag and read it. All students in that
corner must sit down. You tell the class to switch corners. The rule
is they cannot stay at the same corner. You count to 10 (or less)
and pick another number. Remember to put chosen numbers back
in the container. Again, all students at that corner sit down.
You keep repeating this until you have 4 or less. When there are
4 or less, on each draw they must switch their corners and they
cannot be at the same corner as someone else. Sometimes at
the end, you will need to draw a few times as some corners will
be empty. Eventually, you will call the last corner with a student
in it and the other student will be the only one left--the winner!
You can then play again, with the winner picking numbers.
------------------------------

Silent ball
Used to be my favorite.
You need a nerf ball or very soft ball. Students sit on desks and
toss the ball around. If they talk, they are "out" and must sit down.
If they drop the ball, throw it so it is uncatchable, or interfere with
a throw or a catch, they are out and must sit down. If they drop
a cathcable ball, they are also out. Soon, all but 1 student is left
as the winner. You can modify this if you wish. One problem is
students sitting down get bored. Bored student=loud student.
You can have it so nobody gets out, just needs to be quiet.
Tossing a ball around in the classroom is its own reward!
You need more rules, however to make it safe:
-If you drop the ball, then you ARE THE ONLY student to go
and get the ball.
-No standing, waving hands, calling out, or other unsafe
practices.
-You need to keep a handle on this game as it can do some
harm to the classroom.