The previous post mapped out the three-week loop of preparation, application, and assessment that gives the class its shape. This one is about the things that fill it: a bit of competition, some unapologetic bribery, and the dry humour I've stopped trying to suppress. The loop is what makes the room run. These are what make the room a place students want to be in.

The league: a little competition goes a long way

I run a classroom league, printed and stuck to the whiteboard. Kahoot earns 3 points for a win, 2 for second, 1 for third. But I also built Splycr, which randomises outcomes enough that the fastest finger doesn't always dominate. Consistency is rewarded, not just reflexes. I give out points for starter activities too, but I keep it compartmentalised: scatter points throughout the whole lesson and students get needy; keep it to defined moments and it stays fun.

Gamification works best when it increases intrinsic motivation rather than replacing it, a gentle hum of competition that makes things enjoyable without taking over.

Snacks are not optional

Students are growing, hungry, and biology is considerably more enjoyable on a full stomach. I keep snacks around. Birthdays (especially in a boarding school where students are far from home) get a . It's a small gesture, but thoughtfulness like that sticks. There's also nothing wrong with building a positive association between biology and sugar. It's how my kids' tennis coach first got them hooked.

Humour and compassion are underrated teaching tools

I can't fully switch off my British sarcasm, and I've stopped trying. When it's warm rather than cutting, humour builds rapport quickly. Teacher-student relationships are among the strongest predictors of student outcomes, and a classroom where students feel comfortable enough to laugh is one where they feel comfortable enough to ask questions and get things wrong.

Compassion matters just as much. I don't chase students over missed deadlines, I ask how they're doing. If a usually reliable student forgets to hand something in once, that's probably not a discipline problem. If a strong student is clearly struggling and I already have enough evidence of their ability, do they really need to sit another test right now? Students thrive when they feel like humans rather than grade-producers. Autonomy-supportive teaching consistently shows up in the literature as a driver of deeper engagement, and honestly, it just makes the classroom a nicer place to be.

The loop and the warmth aren't independent. Routine is what frees up the bandwidth to notice a quiet student is having a bad week; humour is what makes the routine bearable. They run on each other.