I’m cross-posting this from own Blog as I genuinely want to seek answers. I do want to make it clear that I am not criticising Class Dojo itself but my own use of it. I know there are people using it in better ways than me so please feel free to add your thoughts afterwards. Class Dojo looks good; teachers and students clearly love it. But is it a BETTER, more effective way of managing the classroom than other things? I want to be convinced but, thus far, can’t really say that I am. So, apologies if you read it first time round but let’s collect examples of ways to use Class Dojo more effectively than I have.
Cross-posted from Just Trying to Be Better Than Yesterday
After a promising start, I’ve become a bit disillusioned with Class Dojo. In case you are unaware, Class Dojo is a behaviour management system – their words – which promotes positive behaviour in the classroom. I won’t explain it in detail. Have a look here for more. Kids love it because they get points and create a wee avatar for themselves. Teachers love it because they can display progress on the projectors and whiteboards in their classroom. Win/ win? Well, I’m not so sure.
What started well – the younger kids were constantly asking about points and competitive to get to the top – it became exactly that. A competition. After a few weeks, inevitably perhaps, the ‘running order’ took on a familiar look. The boys who had previously been poorly behaved started to drift to the bottom of pile – it is not so easy for them to remain consistently on task, or always stay focused – and others began to pull ahead.
The system began to reaffirm the class stereotypes and reaching the bottom become a race and then, inevitably, an identity. I’m fully prepared to put my hand up and admit that it could have been my failure to implement the system properly but class dojo wasn’t working for me.
As Shirley Clarke says:
‘Children who are used to rewards tend in future not to choose activities when there are no rewards to be had, and also prefer less demanding tasks.’
It had become a system of rewards with an inevitable ending. I may as well have hung a string of mars bars at the front and promised them to the good kids. My reading and understanding of Mindsets didn’t seem to square the circle. Points didn’t add up for me. (sorry). Having had a similar experience with Accelerated Reader I have now, perhaps temporarily, stopped using Class Dojo.
However, the point of this post is not to be negative about a resource that others are using more constructively than me. The whole point of my blog is to reflect and discuss. What was I doing wrong? Or what was wrong with Class Dojo I could fix before giving up on it?
My biggest problem was/is with the original ‘reward’ list, both negative and positive. My 30 mixed ability S1 (year8?) kids had no problem with the good things. They could ‘do’ teamwork; they generally ‘helped others’, participated, often worked hard, were on task etc. Although I really believe that vague comments about hard work don’t help.
However some of these young kids come from chaotic backgrounds where disruption, disrespect and the absence of anywhere to even do homework is a real problem. Of course schooling should be about teaching them these qualities but making that very public is really bad, in every way. Sorry. I found that many were switched off when they started losing points for this and many were always going to do that.
I’ve stopped using it for the moment until I can come up with a set of ‘rewards’ that all can realistically achieve, consistently. Getting the comments right will be essential if this is to really work beyond a bit of fun. Otherwise it is merely a tech tool which is only skin deep and, potentially, very damaging.