Class dojo
Tool:
One artifact of Component 2D can be a ClassDojo system. This tool is set up simply by logging in to the system, and entering in the students in the class. Once this has been done, the teacher can begin the rewards system, or he can customize the behavior setting, or create different groups for the class. This tool includes both an announcement system, and a messaging system. The teacher can choose which one of these she needs in order to communicate to the whole class, or to the parents of only one specific student. The teacher then tracks the behaviors by marking off by the student's name whether she would like them to get a positive point, or a negative point, and what she would like the points to be awarded for.
I can use this tool in a future classroom to track students' behaviors, as well as group or class performances, and motivate them with rewards. This tool is also useful for communicating with all of the families at once, as to give recaps and announcements, or with only one family at a time, as for individual feedback or behavior reports.
Artifact Description:
This tool fits well with Student Behavior Management, specifically, Behavior Monitoring and Response to Misbehavior. The teacher can use this tool to record how the students are behaving in the class, and if they are not behaving, they can lose points, and be given some predetermined consequence. The number of points itself can even be enough to encourage students to try their hardest, and avoid misbehavior. An additional motivator is that the students know that the teacher has easy communication with their parents, right at the teacher's fingertips, either through the announcements or through the individual message boards. ClassDojo has a variety of incentives and consequences available for the teacher to set in place at the click of a button.
Artifact Reflection:
In the future I would like to attempt this with more students, and I would like to try out the group reward feature. I think that should be very helpful to encourage students to work their hardest for the benefit of the team. I would also like to be able to utilize the message boards with the parents. This seems to be an effective communication method that would motivate the students to work well so that their parents receive a positive report about them.
I did appreciate the customizable behaviors. That would provide the teacher with rewards for any rule that he had made up, and would ensure that all of the categories would be worded as the teacher preferred. The announcement system also seems to work very well, providing a list of all of the teacher's comments throughout the year, so that the teacher has a record of what information he has given out, and what he still has left to clarify. This could also serve as a resource for the parents if they forget what they were told about the class.
This material ties into Kohlberg's stages of moral development in Ed Psych. The students likely will not be at the stage in which they naturally strive to do what is right, for the sake of doing the right thing. This is not necessarily a negative, but it is just the case that most younger children have less of a sense of right and wrong than adults do. Kohlberg's stages are not, however, tied to age. Therefore, this would be a useful tool at many different age levels. This tool also demonstrates Vygotsky principles, as it involves students working together to help those that are struggling. Not only can the parents keep the students accountable, but the students can also keep each other accountable, especially if they are working in groups.
In my future classroom, I would use ClassDojo to communicate with families, but also to encourage and reward exceptional behavior among my students. I would likely allow each student to add to his own score, as I prompt him, as long as the school's resources and the child's age allowed for that. This would give the students a sense of ownership about their behavior, and experience thinking through and organizing their actions. I would also use this tool in a group format, so that students could have a friendly, helpful competition, without pressure of permanence. I would use this resource in my future classroom as a tool for managing students' behavior, and communicating that to their families in a variety of different ways.
One artifact of Component 2D can be a ClassDojo system. This tool is set up simply by logging in to the system, and entering in the students in the class. Once this has been done, the teacher can begin the rewards system, or he can customize the behavior setting, or create different groups for the class. This tool includes both an announcement system, and a messaging system. The teacher can choose which one of these she needs in order to communicate to the whole class, or to the parents of only one specific student. The teacher then tracks the behaviors by marking off by the student's name whether she would like them to get a positive point, or a negative point, and what she would like the points to be awarded for.
I can use this tool in a future classroom to track students' behaviors, as well as group or class performances, and motivate them with rewards. This tool is also useful for communicating with all of the families at once, as to give recaps and announcements, or with only one family at a time, as for individual feedback or behavior reports.
Artifact Description:
This tool fits well with Student Behavior Management, specifically, Behavior Monitoring and Response to Misbehavior. The teacher can use this tool to record how the students are behaving in the class, and if they are not behaving, they can lose points, and be given some predetermined consequence. The number of points itself can even be enough to encourage students to try their hardest, and avoid misbehavior. An additional motivator is that the students know that the teacher has easy communication with their parents, right at the teacher's fingertips, either through the announcements or through the individual message boards. ClassDojo has a variety of incentives and consequences available for the teacher to set in place at the click of a button.
Artifact Reflection:
In the future I would like to attempt this with more students, and I would like to try out the group reward feature. I think that should be very helpful to encourage students to work their hardest for the benefit of the team. I would also like to be able to utilize the message boards with the parents. This seems to be an effective communication method that would motivate the students to work well so that their parents receive a positive report about them.
I did appreciate the customizable behaviors. That would provide the teacher with rewards for any rule that he had made up, and would ensure that all of the categories would be worded as the teacher preferred. The announcement system also seems to work very well, providing a list of all of the teacher's comments throughout the year, so that the teacher has a record of what information he has given out, and what he still has left to clarify. This could also serve as a resource for the parents if they forget what they were told about the class.
This material ties into Kohlberg's stages of moral development in Ed Psych. The students likely will not be at the stage in which they naturally strive to do what is right, for the sake of doing the right thing. This is not necessarily a negative, but it is just the case that most younger children have less of a sense of right and wrong than adults do. Kohlberg's stages are not, however, tied to age. Therefore, this would be a useful tool at many different age levels. This tool also demonstrates Vygotsky principles, as it involves students working together to help those that are struggling. Not only can the parents keep the students accountable, but the students can also keep each other accountable, especially if they are working in groups.
In my future classroom, I would use ClassDojo to communicate with families, but also to encourage and reward exceptional behavior among my students. I would likely allow each student to add to his own score, as I prompt him, as long as the school's resources and the child's age allowed for that. This would give the students a sense of ownership about their behavior, and experience thinking through and organizing their actions. I would also use this tool in a group format, so that students could have a friendly, helpful competition, without pressure of permanence. I would use this resource in my future classroom as a tool for managing students' behavior, and communicating that to their families in a variety of different ways.