The sudents of the basic school tend to be highly energetic, socially awkward, and emotionally unpredictable.
This “tough” age group is also quite malleable.
In attempt to control the chaos, consistent routines and procedures must be in place: entering class, warm-up activity, organization of materials, handing out materials, clean-up procedure, closing activity, etc. Keep these routines consistent. When students know what they are expected to do, they begin to monitor each other. Instead of you managing the class, students will manage themselves.
I had a difficult class of 12 - 13 year old students who liked to make a lot of noise, start fights and avoid work. The usage of this program gives doubleuse. I turned to Class Dojo to help with classroom management. It turned out that the least engaged children in that class were also the ones most motivated by Class Dojo and it improved behavior during lessons to a rather high degree.
This “tough” age group is also quite malleable.
In attempt to control the chaos, consistent routines and procedures must be in place: entering class, warm-up activity, organization of materials, handing out materials, clean-up procedure, closing activity, etc. Keep these routines consistent. When students know what they are expected to do, they begin to monitor each other. Instead of you managing the class, students will manage themselves.
I had a difficult class of 12 - 13 year old students who liked to make a lot of noise, start fights and avoid work. The usage of this program gives doubleuse. I turned to Class Dojo to help with classroom management. It turned out that the least engaged children in that class were also the ones most motivated by Class Dojo and it improved behavior during lessons to a rather high degree.
The students of the basic school crave compliments and are extremely competitive. Give them what they want! When students are on task, being respectful, helping each other, they receive a positive Class Dojo point. However, when students are late to class, disrespectful, bullying, they receive a negative Class Dojo point. First 5 students in that particular class to receive 20 Class Dojo points are rewarded. This gives students the pat on the back they are looking for.
Here are some top tips for integrating Class Dojo:
1) Put the class page up on the interactive whiteboard at the start of the lesson. Give feedback points to students who are ready to start!
2) While students are working, pull up the Class Dojo and give feedback to students who are displaying character traits your class is focusing on (This might mean you awarding feedback points to ALL students).
3) Use Class Dojo while changing from one activity to another, or “transitioning”. If students see that getting down to business quickly is appreciated, time wasting is cut dramatically.
4) Use the random feature to select students to answer questions. I like to ask the question first and then push the random button, this gives students time to think about their answer.
5) Customize behaviors based on which character strengths you are focusing on as a class. You’ll be surprised which of your students truly rise to the occasion!
The Class Dojo teacher, Migle Kavaliauske, uses class 6a mathematics in lessons. The teacher records student attendance. Evaluates the work of the students in the lesson i.e. whether the students actively worked, did the tasks, worked diligently, or sought the goal, or helped others. You can also get negative ratings: did not work, did not prepare a lesson, wrote, spoke ... At the end of the trimester these teacher ratings got converts to two points and adds them to the cumulative grade.
1) Put the class page up on the interactive whiteboard at the start of the lesson. Give feedback points to students who are ready to start!
2) While students are working, pull up the Class Dojo and give feedback to students who are displaying character traits your class is focusing on (This might mean you awarding feedback points to ALL students).
3) Use Class Dojo while changing from one activity to another, or “transitioning”. If students see that getting down to business quickly is appreciated, time wasting is cut dramatically.
4) Use the random feature to select students to answer questions. I like to ask the question first and then push the random button, this gives students time to think about their answer.
5) Customize behaviors based on which character strengths you are focusing on as a class. You’ll be surprised which of your students truly rise to the occasion!
The Class Dojo teacher, Migle Kavaliauske, uses class 6a mathematics in lessons. The teacher records student attendance. Evaluates the work of the students in the lesson i.e. whether the students actively worked, did the tasks, worked diligently, or sought the goal, or helped others. You can also get negative ratings: did not work, did not prepare a lesson, wrote, spoke ... At the end of the trimester these teacher ratings got converts to two points and adds them to the cumulative grade.