EDU6250 Tool Project

 Tool Project

What is ClassDojo:

-A FREE online behavior management tool
-Provides instant feedback for students and parents
-Creates reports and an additional messaging system
-Individualized profiles for each student with an avatar character
-Assigns points (positive or negative) based on behaviors
-Can be used from Early Childhood to STEP
-All you need is a computer, laptop, smartphone, or tablet with internet access

Used For:

-Communicating to parents about behaviors
-If used on SMARTBoard, instant visual and audio stimulus for students
-Data for updating Behavior Intervention Plans (BIPs) or Annual Reviews
-Data for Meredith before she comes to your classroom to observe

Benefits in the Classroom/School

-Immediate feedback (can be used as a daily reward system)
-Clear expectations for parapros who may not know how to take data
-Can be shared with Adaptive PE teachers during planning period

Benefits in the Community

-ClassDojo is an app free on Android and Apple Devices
-Consistent data can be taken easily on CBI trips
-Parapros can have download the app, get access to the class, and take data
-No need for clipboards and pencils when trying to keep up with students!

Obstacles in Implementing

-Not appropriate to display as whole class in high school and STEP
-Parents not signing up to view data
-Resistance from parapros to use in the school building and community
-Students who are “mother hens” focusing on the negative behaviors of others
-A staff member who does not have a smartphone or Windows phone
-Not as detailed in antecedent and conclusion of the behavior

References to Support

-“These [best] practices include developing relationships with students, creating a respectful classroom community amongst the students, organizing interesting lessons around a meaningful curriculum, and teaching moral development” (2011, p.1).

-“Longitudinal research has revealed that teachers who utilize a more proactive classroom management style, rather than attempting to control negative behaviors through coercive means such as punishment, have students who are more committed to school, more academically engaged, and have better achievement” (2011, p.2)

Florin, Laren D. 2011. “Kindergarten Teachers' Classroom Management Beliefs and Practices       and their Implications on Students' Social and Academic Outcomes.” PhD dissertation,        Department of Philosophy, Old Dominican University.

-“The role of feedback on task completion cannot be overstated. It provides immediate and regular feedback on the given task, and not only tells students how they are doing, but points them in the right direction” (2011, p. 6).

-“Engagement not only increases academic performance, but it also lessens misbehaviors” (2011, p. 4).

Burson, Tyrone. 2011. “The Effects of Backward-Designed Curriculum and Instruction on           Classroom Management.” PhD dissertation, Department of Education, Lindenwood   University.