Interactivity B: Class Dojo

I used class dojo in my class last year to manage particularly challenging grade 4/5 classes. Positive points quickly encouraged correct behaviours. There are a couple of things to be careful with when using this system though.

- Expectations need to be very clear

- Only take away points after using other reminders

- Be careful not to focus all of your positive points on your "keeners". Look for the kid who needs the reinforcement first and try to catch them doing something worth rewarding.

Philosophically, this program does need to be used with care as it can single kids out. I often reset the points bubbles at the end of the week (two classes) and gave a small reward to students that accumulated a set number of points.

I have used points systems in my classroom in the past. The general idea, as with Class Dojo, is that points were given for desirable behaviours and taken away for undesirable behaviours. When I began my career, I used only a negative points program. I would chalk this up to inexperience in the classroom and would ultimately call it a failure. The more negative behaviours were pointed out the more I noticed negative behaviours. This evolved into a system where I attempted to reward desirable behaviours and give points to students that would be accumulated towards a classroom goal. I sent home notes to parents each night letting them know with a "happy face" or a "sad face" how their child's behaviour was for the day. I would also chalk this system up as poor practice as some students would very often go home with a "sad face" or would get to enjoy the classroom reward without having contributed to a positive classroom atmosphere. I also found that students became interested in demonstrating good behaviour because they could earn points and buy rewards. I have found similar results with class dojo. While I enjoyed the instant hush class dojo brought to the classroom when I turned it on, I found that students were making particularly certain that I was observing the desired behaviour and might temporarily suspend undesirable behaviours, but the undesirable behaviours would return when they thought I wasn't keeping track. I attempted to observe each child demonstrating desired behaviour that was relevant to their learning style and shared the results with parents via the online tool so that every child had a similar number of points, and I generally didn't take away points for negative behaviours, concentrating instead on positive behaviours, but ultimately found that Class Dojo amounted to buying good behaviour from my students and it runs counter to my philosophy of classroom management. While I would say I still use some behaviourist techniques in my classroom (praising desired behaviours, practicing routines), I do not personally feel that tracking it is necessary.

I teach grade primary/one, and in the past have taught grade 1, 2, and 3 (NOT at the same time!). In my grade one classes I used to use a visual behaviour chart where each student was listed, and beside their names were 3 green boxes. As the day progressed, and negative/positive behaviours occurred, yellow and red squares were placed on top of the 3 boxes indicating warnings, recess detentions, and phone calls home. At the end of the day students with red squares received a phone call home. Those with 2 green got a sticker, those with all green got 2. Behaviours drastically improved when I introduced this to the classroom, and my lessons were less interrupted by constantly addressing 'THOSE' students - all I did was continue the lesson while taking down, or putting up a colored square. Clear expectations and consequences were established at the beginning of its use. Students were personally accountable for monitoring and changing their behaviours, much like Class Dojo. However, much like the Class DOjo critics you wrote about, my school board mentor poo-pooed it and I was made to remove it - 'it negatively displays poor behaviour chooses, it hurts their self-esteem and feelings!'
Om one hand, NO, I do not want THAT child to feel poorly about losing points all the time. I did want them to be more aware of their actions, acknowledge them, and alter them without having to take too much time away from instructional time. They were accountable for their actions! Many responded well to the colour cards, and classmates banded together to help the struggling ones make positive choices. It was heart-warming. Not perfect, but heart-warming.
My class now, such are the personality dynamics, would not do well with Class Dojo. I think it would be a little too in-your-face, attention grabbing, finger pointing, blame-laying for my grade Primary and One students. However, I think the simple visual would work wonders for them... but again, I might hurt their feelings. Also, as Tracy mentioned, I too felt like I was buying good behaviours with the sticker reward at the end... so I altered my system to be based on altruism - 'Do it because you should.... or don't because you shouldn't!' Now, there is neither system in my classroom, and one little person is running rampant!

Thanks for sharing your experiences everyone.

Dan, I really like your reminder of the importance of not letting the class "keeners" get all the points. I think that it would be a challenge to find regular instances of desirable behaviour in some students. When you did take the time to do this, did you notice any shaping taking place? Did you get more positive behaviours out of them?

Tracy, thank you very much for sharing both your successful and unsuccessful attempts at using behaviourism practices. I learned so much from your post. I was impressed that you have tried so many different forms of behaviour modification. It was disappointing to hear that you didn't get administrative support when you seemed to find a system that worked. How frustrating! You say that you continue to positively reinforce good behaviours. Do you find that you do this regularly or do you have to remind yourself to practice this technique from time to time?

Thanks again to everyone for your participation in this thread.

You've all done a great job outlining some of the main concerns with a point system. As with many classroom management strategies, you cannot rely on Class Dojo alone and it needs to be used with caution.

Question: I'm curious if anyone has developed a classroom management strategy where the entire class earns points as a group? Was this successful? Why or why not? --- A colleague of mine used to have her class earn points against her. If they completed a task within a certain amount of time or if everyone completed their homework, then the class earned a point and if not, she would earn the point. I have yet to try this technique, but I see its potential value.

I really like the idea of the classroom DOJO. I think it would be a fun to implement but I know that in the military classroom structure it would not be as effective as it would be in a different classroom structure. If I am lucky enough to work with a younger ground, I will try the DOJO out. Thanks for the examples and lessons learned from experience.

Daniel