Setting behavioral expectations and procedures are the backbone for classroom management. It is an essential element to creating a learning environment where all students can learn. Seasoned teachers and newbies often look for ways to reinforce positive behavior so that their students replicate it on a daily basis.

We have highlighted ClassDojo in the past, but feel it continues to be a beneficial tool for teachers of all levels. The following three videos highlight how ClassDojo is used to support PBIS, elementary, and high schools.

How to Get Started

ClassDojo allows you to:

  • Award points for specific behaviors in real time
  • Communicate student behavior progress with parents and students
  • See full classroom engagement in minutes
  • Get hassle-free behavior reports
  • Let students track their own progress
  • Send reports to parents with one click
  • Track points with any Android or iOS device

To sign up for free, go to:   www.classdojo.com

This video shows you how to set up ClassDojo.

Why it Matters (Teaching Rubric)

ClassDojo is aligned with the essential teacher competency of  Domain 3:   Learning Environment  3.2 Managing Student Behavior  d) Teacher regularly uses positive behavior strategies including classroom interventions (i.e. immediate specific praise, acknowledgement, contingent activities, and appropriate consequences) to increase and maintain appropriate student behavior.

Additional Resources

There are some excellent classroom management ideas on Pinterest.

Your Challenge

Today’s challenge is to watch the three short videos that highlight how the teachers are using ClassDojo and reflect on how you could use this class management system in your content area. In the comments below share your reflections and tell how you currently promote positive behavior.

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Dee is a member of EVSC’s Innovation, Curriculum and Technology Specialist (ICATS) team. She supports teachers to integrate ActivClassroom technology in their classrooms and serves as the district’s Promethean trainer. She also works with teachers in the areas of Google apps, Compass Learning Odyssey, itslearning, Symbaloo, Adobe video editing tools, and creates tutorial videos for the ICATS YouTube channel.

22 COMMENTS

  1. At the high school level, I can see this working when we were doing projects of group work. I would take the stance the first teacher did by using the positive rewards. You would not think that high school students would care about this anymore, but sometimes I give them badges in Edmodo and they get so excited about them. They brag when they have them and ask what they can do to get them if they don’t have any. I agree with the second video that these positive reinforcements will make students feel valued. I have an Ipad I can use to this too. I like that the 3rd teacher uses it to keep his students actively involved. I think this is where I could use this tool to my benefit. I do have those students that don’t get involved when put into groups. I would hope that this positive reinforcement would help.

    • I agree that students want to feel valued. Class Dojo can be used in all grade levels and I like the fact that you can customize the behavior awards to reflect your individual classroom.

  2. As a member of my school’s PBIS team, I’ve spent a lot of time reflecting on which behaviors I reinforce in my classroom. Some of my classes, like Yearbook and Journalism, require very little behavior redirection. However, I work very hard to reinforce positive behaviors in my remedial freshman classes. I don’t currently have a system for tracking this; I just try to apply the techniques and phrases we’ve discussed as a PBIS team. I think having a system like Class Dojo would provide students with a visual representation of their behavior, and a goal to work toward. It might help students take responsibility for their actions and realize that they have a great deal of control. Using Class Dojo would also provide an opportunity to praise students who do what’s expected daily–the students I have a tendency to focus less on.

  3. I used Class Dojo last year for a semester to keep track of conduct in class. I plan to do the same starating second semester in order to freshen up how I record conduct. I noticed a change in behavior for the better last year when I started using it, in part because the students wanted to change their monsters. I wondered how it would work with middle school and found it did work well.

    • Thanks for sharing your experience with Class Dojo in middle school. I think many teachers assume it’s just a program for elementary students. Hopefully more middle school and high school teachers will give it a try.

  4. Class Dojo is an interesting program that I had started to use last year which another teacher used too for her math classes…It works really well having a tablet to be connected to give/take points while being portable around the room during the day. The kids definitely need to buy into the system but it’s nice that it can communicate and send reports with parents.

  5. I love the idea of the “player of the day”. In my experience, students enjoy a good challenge, and this “player of the day” idea gives them an opportunity to strive for excellence. I personally have used Class Dojo in my classes and my students at the middle school level loved it! They were excited about the feedback that I was giving them. It definitely helped me to focus on the positives and to not continually call kids out when they were misbehaving. This tool allowed me to recognize and reward the good things going on in my classroom.

  6. I have used Dojo in my classroom for a few years. We also use Dojo school wide as part of our PBIS initiative. The teachers have the Dojo app on our phones and we reward other classrooms that we see having good behavior. The students love the avatars. I have found that during the holiday season and towards the end of the year when focusing can become challenging, that if I leave the sound high on my computer, the students can hear the Dojo ding. That becomes a motivational tool for the students. For the past few years, I have used Dojo points as auction money at the end of the year. I think that Dojo is a great tool to use in the classroom.

  7. I agree on all parts that it works but when I tried it…it’s just too time consuming if I do it in class. So I keep track of stuff “old school” on a sheet protector seating chart that I can erase at the end of the day. 3035 students in most classes took forever to scroll around to if I had done it in class time.

  8. I used Dojo last year with my K students. They loved the interaction and were always thrilled to get a point. We also shared rewards at the end of the week. I spread the love around by making sure that within a month everyone had won a Dojo prize. Then, we started over. The parents enjoyed the positive, as well as negative (tried to limit), because they felt included in the teaching process. They could check daily regarding how their child was performing and contact me with any questions. It was a great interactive tool. Unfortunately, with virtual school it is not as interactive, so I haven’t found the need to set up my classes.

  9. I have been using Class Dojo for quite a few years! The children love getting positive behavior marks. The first year I tried using it for keeping track of behavior problems, this did not work very well. I now use it for positive remarks. I like that I can keep track on the Promethean Board, and the children can see it! When I first stared using it I had to use it from the computer, the ipad is a lot easier way of entering the positive remarks.

    • I agree that an iPad makes the program easier to use as you interact with your students. Students love to be recognized for their positive behavior. I’m glad you have found Class Dojo to be a beneficial part of your classroom.

  10. Our teachers LOVE Classroom Dojo and many of them use it. Some were worried when we moved towards PBIS that said they can’t take away points or things that the students have earned. They have gotten around that this year by starting everyone at zero and then they do Dojo points at certain times during the day and they either move up or just stay the same. It really excites the younger students to earn those points and rewards when the class or individual has met a certain goal. The teachers love the report aspect to share with parents and caregivers.

  11. I’ve been hesitant to try to use this with my fifth graders because I wasn’t sure if they would think it too childish, but after seeing the videos and reading the other comments here I’m excited to give it a shot. I have a very immature group this year and with thirty plus student per class and 80 students coming in and out of my room throughout the day, I’m hoping I can keep up with it. I really like that it helps to focus more on the positive behaviors rather than the negative. I do feel my students woulds get into using the monsters and maybe being the “player of the day.” They are all about competing and being the best at something, so hopefully this will get them to compete for the best behaved student!

  12. New from ClassDojo- the reports can be made in spreadsheet form and also messaged out more easily. This is a great additional feature that was not included in the original format.

  13. I know several teachers who have used Classroom Dojo for positive reinforcement and parent communication. I’ve thought about using it, but it seems my classroom management tools have worked, so it isn’t a necessary addition I need to make. It does seem like a great tool, and if I ever needed a change, this would certainly be a tool I would consider.

  14. I’ve seen ClassDojo demonstrated several times, and I just don’t see it in my classroom. The students I have and the work that we do, just don’t lend themselves to this type of classroom management. I’d be hard pressed to get my AP LIterature and AP Language students to buy into this, and the system doesn’t add to the learning environment I’m looking for in those classes.

  15. I make sure and call home or find a parent at an extracurricular event to let them know that their student is performing well or helped another student in class. It seems like with classdojo I could get to more parents to reinforce positive behavior. I still like to have that personal interaction with people, however I feel like I can make more of a difference more often with classdojo.

  16. ClassDojo seems like a great tool to motivate students toward good behavior. Since I don’t have classes and a small set of student workers, it seems like too much for the benefit it would provide. With a larger class I can definitely see students becoming motivated to earn bragging rights about their behavior. Converting points into auction dollars is a wonderful idea and I bet it was very effective too.

  17. I was first shown Class Dojo a few years ago when the EVSC went to 1:1. It was something that I was and still am very excited about but wish for more customization and streamlining. In the courses I’ve taught the last 5 years behavior and responsibility really haven’t been all that much of a concern. However this year’s classes are a different challenge. I wish I would have remembered class Dojo at the beginning of this semester or two weeks into the semester when I realized that this group of students were going to require a bit more guidance in behavior and responsibility. Although it does take time I think that building a pattern of behavior in order to look for ways to guide the student would be helpful and I intend to put it into work starting January 5, 2014 :).

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