Alysia Brunner

From KNILT

About Me

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I graduated with a B.S. in Childhood Education and a B.S. in Geography from SUNY Oneonta in 2018. This is my second semester in the CDIT Program! I am currently a 2nd grade teacher at a private school and I’m loving every second of it! When I am not teaching I am a math tutor, part time waitress, part time nanny, and a full time student! I don’t like to be bored! With all of my responsibilities I realize it is key to be very organized! With my limited free time I can usually be found reading a good book or hiking with my boyfriend! However, what I have always struggled with (and probably most of you have too!) is finding effective ways to manage my classroom! Finding that one strategy that worked best! I have finally found it- Classroom Dojo! [Video, Activity Example for Students] _________________________________________________________________________________________________________________

Topic/ Purpose

Classroom Dojo: How to effectively use behavior management

How we integrate and discuss how to include better forms of behavioral tactics in the classroom; either through growth mindset, appropriate language and phrasing, and lessening the use of "poor"/ student embarrassing behavioral charts. It is key to classroom relationships that we allow students and parents to be able to feel comfortable. For students, this will create increased engagement and success in the classroom.

At the end of this course, participants will answer or reflect on the following questions:

1. How can we differentiate behavior management?

2. How does using the appropriate academic language and of thinking and actions to promote student thought?

3. What are thinking routines and how can I incorporate them into my everyday instruction?

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Needs Assessment

1. Instructional Problem

There is a constant need for behavior and classroom management in classrooms, primarily in the elementary school grades. The original approach always was behavior charts, clipping up or down. There is a way to anonymously guide and track a students day. This way only the student, teacher and parents can see how their/the day was. This will get rid of the "shame" factor. This will increase communication between students, teachers and parents. through the use of appropriate language, proper instruction and anonymousness can be an increase in engagement and success in the classroom for all students and teachers.

2. Intended Setting

This course is meant to be used in a professional development setting in a school building. This course will be facilitated over the course of 3 hours, in order to ensure proper knowledge and understanding.

3. Participants

This course is designed for all educators, administrators, education professionals and general teaching staffPrimarily Classroom Dojo is geared towards grade K-4, bu can be manipulated to reach up to grade 6.

4. Intended Change

After completing this mini-course, educators and professional staff will have appropriately created their own Classroom Dojo for their classrooms! The participates will have all the knowledge now to even teach other professionals in their school about the benefits of this great classroom management tool.

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Performance Objectives

1. I can use appropriate language when talking to student...such as "Let's make a better choice" or point out a student who is doing a stellar job as a positive example instead of calling out students who are not working correctly.

2. I can evaluate my own classroom management skills during the course.

3. I can use strategies to increase classroom management and increase parent-teacher communication.

4. I can use behavior management strategies that will not "shame" a student for being off task, however manage their day on a one to one basis.

5. I can use Classroom Dojo to use appropriate language and phrasing, and lessen the use of "poor"/ student "embarrassing" behavioral charts.

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Task Analysis

1. Goals:

Terminal Goal:

Teachers will create their own classroom on Classroom Dojo and implement it into their classroom.

Enabling Goals:

Teachers will understand how we can enable student learning through appropriate behavior management.

Teachers will evaluate their own classroom management tools in the classroom.

Teachers will construct a plan to help them implement the information from the mini course into their own classrooms.

2. KASI

Knowledge:

-internet navigation

-intrinsic vs. extrinsic motivation

-effective communication

Attitudes:

-Choose to out the appropriate amount of time in

-Choose to provide quality answers to and responses

-Choose to provide quality feedback and effective communication skills to peers

Skills:

-Identify their classroom's original classroom management technique and its efficiency.

-Identify ways to use appropriate/different language

-Ability to navigate through a GoogleSlides presentation

-Ability to post responses in an online discussion (to be created)

Interpersonal Skills:

-Effective at giving constructive feedback and communication

-Effective at working with others in a group to accomplish a task

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Pedagogical Approach

Constructivist Learners will participate in discussions in order to refine their understanding of the concepts in the discussion board.

Participants will participate in active learning activities to apply these concepts and then discuss the lesson with guided discussion questions in lessons 1 and 3.

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Curriculum Map

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References and Resources

https://www.classdojo.com/