I recently started using the App ClassDojo to track student participation/incentivize 
students to speak only Spanish. I know some teachers give participation points, some use a system where they hand out tickets/fake money, but this is novelty for students.
I have added the following ways to earn points:
+2 Answer a question in Spanish
+1 Ask a question in Spanish
+3 Circumlocution, describing something without having the specific vocabulary for it; a skill we are starting to work on
+1 Comprehension Check, such as when telling a story or going over an activity/homework
+1 React, using the reaction words that are posted on their desks (we described this in our last post)
+4 Risk Taking, when a student is taking a risk with difficult language
-1 Uses English
Upload your roster to each class and then click on the student name to be able to see the selection of points.
I am using the website from an iPad, but there is also an app, or you can access it from a computer. I keep the volume on for positive reinforcement as they hear a <BING> if they get a positive point or a <WAP> if they lose a point. So far, it is keeping students in the target language. I think this is something that I would use for a short period of time until students are in the habit of ‘Spanish only’. You can also assign a student to be the “point giver”.
Another feature is the timer. I know many TPRS classrooms have their classes earn a point for every 8 minutes that they do not use English. You can have the timer on your computer, (or even project it on the screen). If the timer goes off you can add a point to the “Whole Class”. This would have to be separately from students, otherwise it will add a point to every student. But you could create a “class” and enter your classes as students (for example, your students would be “1st hour”, “2nd hour”, etc.). You can also set up groups of students as well.
SpanishPlans.org 
One question: is answering a question worth more because it demonstrates both listening and speaking skills? I was thinking of making asking a question higher, because it’s a more intermediate skill than answering, but I can also see the dual-mode aspect as well.
I am thinking about using this next year as well. My main concern is just how much of a distraction it is and if you have students constantly reminding you to give them a point every time they say something in Spanish! So you use it throughout the entire class period? Is it a high school class? Thanks!
To be honest, I ended up using it for about two weeks. I’m sure there are plenty of teachers that can effectively use this, but I’m not one of them. For me, I’m Not one to keep a phone out to be pressing buttons all period. Plus as the provider of input I don’t have time to be doing this. solution: would be to let it be a student job, which might work. I dunno…..
Hello. I teach Spanish at the elementary school level and have used DOJO for the past three years or so. To be effective one must adjust it to suit the teacher’s needs. I use it as a tool for teaching Spanish as well as to encourage participation. For the class opener, I use the “random” selection under “Tools” to select students. Students respond to questions about the date, weather, attendance and so forth and earn points. We also practice using numbers by telling how many points the class has earned thus far. When we are working in cooperative groups or pairs, I give points to the group(s) who are working best, speaking Spanish etc. Regarding keeping track of points, I often just write names on the boards, or have a student do it, and record the points later. One thing I DON’T do anymore is permit parents to access DOJO. It’s strictly for in-house use. The constant emails from helicopter parents-and most of them are helicopter parents, became too much. Parents would get all bothered when their kid lost a point or when they didn’t earn as many as Mom or Dad thought they should. I us phone calls or emails to communicate with parents. In summary DOJO is just a tool and it can be used as you see fit.
Thank you for sharing! Interesting point about the parent component! We certainly don’t need to stress ourselves with parent issues if we can avoid it. But certainly, it can be a motivator for students!