Classroom Ninja for Positive Behavior Reinforcement Kelly McMaineAndrena Cox Teacher for Deaf/Hard...

Classroom Ninja for Positive Behavior Reinforcement

Kelly McMaine Andrena CoxTeacher for Deaf/Hard of Hearing Students School Readiness Consultant

Fayette County Public Schools Kentucky Dept. of Education

*Image from free poster pack featured on classdojo.com teacher resources

Session Outcomes

Identify uses for Class DojoDiscuss relevance regarding

TPGESDescribe benefits of Class DojoCreate a Class Dojo account

Who can use Class Dojo?

All K-12 teachers & school staff Examples: regular education, special

education, resource, itinerant, assistants, interpreters, custodians, related arts, SLPs, OTs, PTs, counselors

Parents Students

Why use Class Dojo?

Increase positive (target) behaviors Decrease off task behaviors Increase student engagement and accountability Connect with parents Collaborate with colleagues Collect data and attendance information Cost = free TPGES friendly

When/where do I use Class Dojo?Anywhere and anytime you care

about your students’ performance (including academic, social, behavior, vocational)

What do I need to use Class Dojo?Any device that connects to the

internetMinimal tech skillsPositive attitudeOptional: wireless mouse

How have we have used Class Dojo? Establish routines (students prompt introduction of learning target) Prompt language use per IEP goals (ex. Wh- questions) Classroom management when parallel co-teaching in general education

Kindergarten Student voice for determining behaviors that cause student success in 5th

grade reading resource Middle/High school world language classroom (participation grade) Paraeducator use during student transition RtI teacher to motivate participation Reinforcing school wide guidelines for success Behavior monitoring data Parent connections via text message and access to data During dismissal time in the gym Text feature for parents and students to ask about homework, behavior,

etc.

Quotes from the students

“You took off points from Adam* instead of me!” (*name changed to protect student identity)

“I’m in the 200 club!” “Can I change my monster?” “We forgot to ask the important question!” “We haven’t played with the Legos in a long

time!” (from previous token economy system)

Quote from a happy parent

“I absolutely love Dojo because I am able to communicate quickly and it allows me to see how Donovan* has behaved in his classes.”

*name changed to protect student identity

Things to consider Only the teacher or staff gives points (do not leave a

student in charge of this) Dojo works best when frontloading lots of positive

points (if students have nothing to lose, they may have decreased motivation to demonstrate positive behavior)

Audio/visual access to immediate reinforcement Not a competition (esp. if all students don’t have the

same amount of resource time) How to celebrate (ie. Dojo party, badges, preferred

activity, treasure box, certificates, free gym time)

TPGES Connections

2A Classroom Environment 2C Classroom Procedures

TPGES Connections

2D Classroom Behavior3D Assessment in Instruction

TPGES Connections

4B Maintaining Accurate Records

4C Communicating with Families

Discussion time!

QuestionsCommentsConcernsIdeas

The following slides are provided in case internet access is unavailable.

https://www.classdojo.com/

Students

Behaviors

Student input

Reports for individuals or group

Connect with parents and students

Connect with colleagues

Resources

https://www.classdojo.com/ https://

www.youtube.com/watch?v=KaeNSYJvrn0#action=share

#dojochat https://www.classdojo.com/resources/ http://

education.ky.gov/teachers/PGES/TPGES/Pages/Kentucky-Framework-for-Teaching.aspx

Kelly.mcmaine@Fayette.kyschools.us Andrena.cox@Fayette.kyschools.us