INTRODUCTION
Rationale
Technology's evolution enhances efficiency, transforming the world into a global village with easy information access.
For effective learning, the education sector stakeholders have found ways of integrating the use of information technology in the everyday learning processes One of the best and applicable icons today is ClassDojo which is an educational technology company ClassDojo connects primary school teachers, students and families through communication features and is free, allowing teachers and schools to access the service without worry of charges, ever.
Information technology enhances education and transforms teaching methods, especially in primary schools ClassDojo, as a classroom management tool, promotes positive behaviors and reduces negative behaviors Its application benefits teachers, students, and parents, highlighting its role in the classroom.
Aims of the study
Establishing class rules and routines early in the school year is crucial for a structured learning environment Children learn essential character traits and behaviors necessary for future success, such as respecting others and being responsible Instilling these behaviors through class norms is as important as academic instruction in producing reliable and productive individuals.
ClassDojo, a behavior management tool accessible via computers, tablets, or smartphones, has rapidly gained popularity since its launch in August 2011 This application digitally tracks student behavior through a point system, where teachers can assign points based on customizable categories The core function of ClassDojo is to provide immediate positive feedback to students, rewarding desired behaviors with points and audible cues.
The system offers informative feedback to children, highlighting inappropriate behaviors and point deductions with a striking negative tone, thus reinforcing learning.
Research questions
The two research questions in this study are:
1 Will the use of the ClassDojo methods for self-monitoring of behavior lead to promote students‘ positive behaviors in the classroom?
2 Can using ClassDojo decrease students‘ undesired behaviors in the classroom?
Method of the study
In order complete this thesis the writer has used the following research instruments:
All comments, remarks and conclusion in the paper are done based on the data analysis.
Scope of the study
Due to time constraints and limitations, this study focuses on the implementation of ClassDojo over a two-month period at Hello Kids English center, specifically examining how teachers adapted and utilized the platform during this time.
Design of the study
This study is structured into three key parts: an Introduction that outlines the study's scope, a Development section comprising three chapters that form the core analysis, and a Conclusion that summarizes findings, acknowledges limitations, and proposes directions for future research.
Three chapters in the main part are as follows :
- Chapter 1: Literature review set up theoretical background that is relevant to the purpose of the study
- Chapter 2 : Methodology gives detailed presentation about the methods and procedures of the study such as subject, setting, data collection methods, data analysis methods and so on
Chapter 3, "Findings and Discussions," presents and analyzes data gathered from surveys, interviews, and observations This chapter aims to address the research questions by thoroughly discussing the collected data.
DEVELOPMENT
Literature review
Classroom management ensures lessons proceed smoothly by preventing and addressing disruptive student behavior, safeguarding effective instruction.
Classroom management is a critical aspect of teaching, significantly impacting teacher retention, with negative student attitudes and discipline being major contributing factors to teachers leaving the profession Effective classroom management is crucial for successful curriculum implementation and the development of best teaching practices, ultimately fostering a positive learning environment where students can meet learning goals Therefore, teacher education programs should prioritize comprehensive training in classroom management to ensure educators are well-equipped to create optimal learning conditions.
Classroom management is often overlooked in teacher education programs, which prioritize creating a conducive learning atmosphere (Eisenman et al., 2015) Equipping teachers with effective classroom management tools is crucial for successfully educating future generations Losing control of the classroom can be difficult to regain, highlighting the importance of proactive management strategies (Moskowitz & Hayman, 1976).
Effective classroom management is crucial for maximizing academic engagement, as time spent addressing misbehavior detracts from learning opportunities (Berliner, 1988; Brophy & Good, 1986) Clear communication of expectations and a cooperative environment are key components of effective classroom management from the student perspective (Allen, JD, 1986).
The following classroom management strategies can be used to help maintain student focus and create student consistency around class expectations
To effectively teach, build rapport with each student through trust and understanding, demonstrating compassion in both nonverbal behavior and paraverbal communication, ensuring a personalized and supportive learning environment.
1.1.3.2 Practice patience with Rational Detachment
When responding to a student in distress, it's crucial to manage your reaction by choosing not to take the behavior personally and employing positive self-talk Instead of internalizing the situation negatively, reframe your thoughts to understand the underlying cause of the behavior and how you can provide assistance.
Clearly display classroom expectations, framing them positively and focusing on desired behaviors Expectations should be clear, simple, and positively stated, such as "Please raise your hand to add to the conversation" instead of "No side talk."
1.1.3.4 Keep to the schedule you set
Organization fosters focus on teaching and learning, promoting respect for schedules among students While consistency is generally key, addressing individual student needs may sometimes necessitate flexibility.
1.1.3.5 Be aware of the causes of behavior
Be mindful of precipitating factors and early warning signs to prevent student distress behavior, addressing issues like hunger by providing breakfast or snacks Effective classroom management focuses on creating an environment that enables students to focus on learning, not just avoiding disruptions.
When students exhibit inattentive or disruptive behaviors, it can negatively impact the learning environment for others; teachers can address this by making eye contact and directly engaging the student with questions to refocus their attention, understanding that disruptive behavior may stem from a need to participate actively in the lesson.
Effective classroom management hinges on clear expectations When students understand what you expect, they are more likely to be productive, reducing disruptive behavior and fostering a confident learning environment.
1.2 Students’ behavior in the classroom
1.2.1 What is students’ behavior in the classroom?
Classroom behavior encompasses stimulus-driven responses within the classroom, categorized as either positive, such as following directions and completing assignments, or negative, including aggression and disruptive actions.
To understand the very cause of behavioral problems, it is important to study specific behavior a student exhibits, its effects on learning, and when, where, and how often it occurs
1.2.2 Impact of students’ behavior in learning
Understanding student behavior is crucial for effective learning, requiring analysis of specific actions, their effects, and context to uncover underlying causes and develop mitigation strategies Modifying classroom conditions, such as instructional groupings or seating arrangements, can significantly reduce problem behaviors by addressing environmental triggers Explicit instruction in social and behavioral skills helps students overcome deficits and meet expectations, while successful interventions rely on analyzing antecedents and consequences to tailor strategies to individual needs within the classroom.
Teachers must balance a great deal in the classroom on a daily basis In addition to giving lessons, grading, giving students assistance, and doing administrative tasks, teachers must manage student behavior
Without appropriate consideration for behavior management, classrooms can become unruly and chaotic This creates an environment that isn‘t conducive to learning or academic performance
Classroom misbehavior often stems from a mismanaged environment, hindering learning and masking the needs of students requiring support Effective student behavior management strategies are crucial for teachers to implement consistently ScholarChip's Alternative Behavior Educator (ABE) program helps schools identify, monitor, and improve student behavior, providing data-driven reports to flag at-risk students and track progress The ScholarChip system integrates rewards, interventions, and tracking with popular SIS platforms like PowerSchool® and Infinite Campus.
There are eight strategies for managing student behavior in the classroom
- Engage the class in setting behavior expectations
- Provide immediate but subtle corrections
- Model and promote positive behaviors
- Engage parents with positive communication opportunities
- Use technology tools to track and analyze classroom and individual behaviors
- Use non-verbal cues to refocus students
Classroom-based interventions derived from Applied Behaviour Analysis (ABA), rooted in operant conditioning principles, offer effective strategies for managing and changing behavior in schools.
Methodology
The study included 15 second-grade students (8 boys and 7 girls, mean age 8 years) in a regular education setting, suggesting a high level of English proficiency and a positive attitude towards learning A key advantage is that all parents own smartphones, and the classroom is equipped with resources like a TV and board, facilitating the use of tools such as ClassDojo.
The study was conducted at Hello Kids English center in Thanh Hoa city, which has six classes with approximately 200 students and 15 students per grade The English teaching staff consists of 5 female teachers aged 25-40, all holding B.A degrees and exposed to various teaching methods The classroom is equipped with a SmartBoard and a Chromebook for each student, utilizing ClassDojo for classroom management The instructional areas include a circle carpet for group instruction and individual desks facing the SmartBoard.
Launched in August 2011, ClassDojo is a widely used online application in US public schools for digitally tracking student behavior Teachers can assign points to students based on customizable categories, providing immediate positive feedback with cheerful sounds and informative feedback with negative tones The application also serves as a data collector, compiling daily, weekly, monthly, and yearly information on each student's points earned and behavior patterns.
Wilson and Mc Lean (1994) highlighted the benefits of questionnaires, including structured numerical data, ease of administration, and straightforward analysis Gajendra (1999) emphasized that this "vital tool in the collection of data" is often the easiest and most effective method Consequently, a survey questionnaire with both open-ended and closed-ended questions was designed for teachers, divided into sections with a total of 7 questions.
Q1 Students‘ feeling when they get points
Classroom observation, alongside survey questionnaires, was used to validate research findings, employing a designed observation sheet to assess student performance using ClassDojo and task effectiveness through reflective note-taking.
- The extent to which authentic tasks were carried out in using ClassDojo
- How these tasks were organized following task-based instructions
- How students involved in the tasks
By integrating multiple research methods, researchers aim to achieve a deeper understanding and broader perspective of the information, ultimately leading to more reliable results.
Stage 1: Students were instructed carefully on how to complete the questionnaires and explanations were given when necessary They took part in completing the questionnaire about the exploitation of authentic rules in using ClassDojo
ClassDojo's initial implementation involved a uniform, classwide approach where every student had a personalized account and was either rewarded or deducted points based on standardized behaviors, with positive behaviors like following directions (2 points), respect (3 points), and effort.
Classroom expectations encompass positive behaviors such as dependability, growth mindset, positivity, working together, and working quietly, each contributing to a productive learning environment Conversely, negative behaviors like neglecting English homework, talking during independent work, disrespect, calling out, and talking out of turn detract from this environment, incurring point deductions.
The school's behavior program clearly defined expectations, addressing issues like "Following Directions" and "Out of Seat," with daily loudspeaker announcements providing clear examples, ensuring students understood how to exemplify desired behaviors.
ClassDojo's interface displayed student avatars, which students could customize, on a Smartboard visible to the class The application provided auditory and visual feedback when students earned or lost points, alongside a running weekly total displayed next to each avatar Data was collected over a four-week baseline phase, with points reset weekly, to monitor student behavior using ClassDojo Most parents were connected to their child's account, enabling them to monitor progress through daily reports, behavior charts, and direct messaging with the teacher.
Classroom staff, including teachers and support staff, awarded points to students exhibiting appropriate behaviors at a rate of approximately 1.9 points per minute, fostering a positive learning environment through both purposeful and random selection.
ClassDojo's "random" feature, a button on the home screen, allowed teachers to randomly select a student and award or deduct points based on observed behavior, facilitating real-time behavior management.
During a four-week intervention, students used ClassDojo alongside goal setting and tracking to reflect on their behavior Each week, students analyzed their positive and negative points, chose a positive behavior to improve, and set a point goal with corresponding strategies On Fridays, they assessed their progress, placing successful goals in an "Achieved" folder and unmet goals in a "Still Working" folder, adjusting future goals accordingly A final survey gauged their overall experience with ClassDojo and its impact on achieving behavioral goals.
Stage 2: Classroom observation was carried out in a English classes from the beginning to the end of the semester The researcher acted as a non-participant observer and made notes of the classroom procedures It was conducted to explore the real exploitation of using ClassDojo in the classroom Basing on the findings from the classroom observation, the researcher would come to a conclusion of the exploitation of authentic tasks in using ClassDojo Recommendations to exploit authentic tasks effectively were also made to facilitate future study on this topic
Fingdings and Discussion
monitoring of behavior lead to promote students’ positive behaviors in the classroom?”
This study employed a two-phase pre-post group design to assess the impact of ClassDojo and goal setting on student behavior Initially, ClassDojo was implemented classwide In the subsequent intervention phase, students engaged in weekly goal setting and tracking, reflecting on positive and negative points earned They then selected a specific positive behavior to improve, set a point goal, and identified strategies for success At the week's end, students reflected on their goal attainment and adjusted their strategies accordingly.
Data collection for this study occurred both during and after the study period, focusing on students' positive points and goal attainment Weekly positive points were recorded to track progress Post-study, analysis included comparing positive versus negative point pie charts to baseline data Student perspectives on the application's educational value were gathered and analyzed from surveys conducted in the latter half of the study.
During a four-week observation period, students accumulated 1,735 positive points for good behavior and lost 258 points for negative behavior, demonstrating a clear preference for positive actions within the classroom A comparison of positive to negative points during this time is visually represented in Figure 2.
Base line Phase ClassDojo Points
Figure 1 ClassDojo Points of the Baseline (Phase 1)
Figure 2 Percentage of Baseline Phase ClassDojo Points
ClassDojo points have significantly risen, with predictions indicating continued growth, highlighting a notable contrast between positive (91%) and negative (9%) student behaviors, as observed through internet-based behavior tracking and reporting.
All Students PositiveBehavior Points Negative Behavior Points
Implementing a Positive/Negative Behavior Points system, such as with Class Dojo, enhances student self-regulation by rewarding positive classroom behaviors Regular review of individual and aggregated behavior scores encourages students to monitor their progress and set personal behavior goals This system fosters an increase in positive and self-monitoring behaviors, while simultaneously decreasing negative behaviors in the classroom.
During a four-week intervention, students amassed 3,439 positive behavior points while incurring only 205 negative points, demonstrating a significant preference for positive behavior within the classroom A comparison of positive to negative points during the intervention is shown in Figure 4.
Intervention Phase ClassDojo Behavior Points
Figure 3 ClassDojo Points of Intervention (Phase 2)
All StudentsPositive Behavior Points Negative Behavior Points
Figure 4 Percentage of ClassDojo Points in Intervention
In the Intervention phase, the positive behavior grew dramatically with 3439 points (96%).In contrary, The negative points decreased but dropped gradually by 53 points (from 258 points to 205 points ) and (from 9% to 4%)
ClassDojo enhances classroom behavior by boosting positive actions and reducing negative ones, as students are motivated to earn positive points using the platform While ClassDojo is effective, some students find it challenging to consistently achieve high scores in areas like homework completion and appropriate classroom conduct.
and **negative behavior points decreasing from 63 to 38**, as illustrated in Figure 5.
Figure 5 Weekly ClassDojo Points of the Baseline
Each week shows a promising trend with positives increasing and negatives decreasing, demonstrated by an average weekly increase of over 100 points from a starting range of 225 to 654 Conversely, negative scores have declined from an initial high of 63, indicating consistent improvement.
Initially, students show enthusiasm for ClassDojo, aiming to accumulate positive points and minimize negative ones However, due to their familiarity with traditional paper-based assessments and the novelty of ClassDojo, the weekly accumulation of positive points remains modest.
During the intervention, positive behavior points increased weekly, starting from 665 in the first week and rising to 1038 by the fourth week Simultaneously, negative behavior points decreased, beginning with 69 in the first week and dropping to 26 by the final week, indicating a positive behavioral trend.
Negative Behavior Points Positive Behavior Points
Figure 6 Weekly ClassDojo Points of Intervention
After a 4-week intervention, positive points increased from a baseline of 400 to 1038, with an average weekly gain of 400 points, while negative behavior decreased by 43 points Research indicates that students using ClassDojo to earn points show rapid improvement, driven by weekly tasks designed to maximize positives and minimize negatives.
ClassDojo is used by teachers to encourage positive student behavior by increasing student awareness and promoting self-regulation This platform supports constructivist learning by allowing students to personalize avatars and discuss behaviors, fostering a deeper understanding of right and wrong through collaborative rule creation.
In the third week of the intervention phase, the students took a seven question survey They were asked to rate on a scale from one to five (one- strongly disagree,
ClassDojo's effectiveness was gauged using a scale from "Strongly Disagree" to "Strongly Agree," with "Agree" and "Strongly Agree" indicating a positive perception Student responses to the statement, "I feel happy when I earn a positive Dojo point," revealed that 83.2% expressed a favorable sentiment towards ClassDojo, demonstrating its positive impact on student morale.
ClassDojo's impact on student motivation is evident, with 88.6% of students expressing a desire to earn Dojo points daily A significant 74.6% of students consider earning Dojo points important, highlighting the system's perceived value The system effectively encourages behavioral change, as 95.7% of students aim to recover lost points Students generally feel recognized for their merits, with 78.8% agreeing that teachers acknowledge when they deserve a Dojo point.
CONCLUSION
Conclusions
This study investigates the impact of ClassDojo on student behavior, focusing on its ability to promote positive actions and reduce undesired behaviors in the classroom Data analysis reveals ClassDojo as an effective tool for enhancing positive behaviors and diminishing negative ones Weekly goal setting within ClassDojo improved students' self-monitoring skills and behavioral control, leading to increased point accumulation Student surveys indicated a positive perception of ClassDojo and its classroom use The findings suggest ClassDojo effectively promotes self-monitoring and positive behaviors and is well-received by students.
ClassDojo functions as both a source of encouragement and an informative behavioral tool Research indicates that praise, teacher feedback, and self-monitoring effectively increase positive classroom behaviors Behavior-specific feedback helps students with emotional and behavioral disorders (EBD) better control their behavior and improves time on task Continuous feedback during learning activities, facilitated by tools like ClassDojo, further reduces off-task behaviors and enhances student engagement.
Pedagogical Implications
Students exposed to modern behavior management techniques, such as ClassDojo, which offers digital and immediate feedback, showed improved behavior control Research indicates that consistent use of such applications can help students with disorders like ADHD and ODD learn desired behaviors and reduce negative ones This study demonstrates that even students with significant behavioral challenges can learn and adapt within their environment with the aid of such tools.
Limitations
Although the study has yielded important results, there undoubtedly existed some limitations due to its scope and weaknesses
While the study suggests ClassDojo can positively influence classroom behavior, the consistency of points awarded during the baseline phase should be considered, as a difference of 90 points between weeks one and two was observed due to weather-related disruptions and a power outage.
A small subject pool may limit the persuasiveness of study findings; larger participant groups, more interviews, and classroom observations could strengthen results and implications.
In conclusion, this research largely answers the initial questions, providing valuable information for future studies, despite some limitations.
Future Studies
Future research is essential to evaluate the reliability of applications and digital tools like ClassDojo in diverse classrooms, considering the increasing prevalence of these technologies Further studies should explore the effectiveness of ClassDojo across various ages, ability levels, socioeconomic statuses, and ethnic backgrounds to ensure equitable outcomes Investigating how emergent readers benefit from on-screen behavior feedback and determining the impact of student-selected versus teacher-selected goals on student behavior are crucial areas for future research Finally, studies should assess whether tangible reinforcers tied to goal achievement enhance the positive impact of ClassDojo on student behavior.
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1 My number of positive points last week:
2 My number of negative points last week: _
3 I want to work towards this positive behavior:
4 I would like to earn points of this positive behavior
5 I would like to earn _ total positive points
6 To do that, I need to: