Unit 2: Classroom Evaluation Creation and Reflection


ClassDojo: A Digital Behavior Management Tool Module 2

Return to: Investing in ClassDojo: A Digital Behavior Management Tool ETAP 623 Spring 2018 Section 6476 Lucas Sherman Unit 1: ClassDojo Familiarity & Planning

Now that you have familiarized yourself with the inner workings of ClassDojo in Module 1, you are ready to construct your own classroom using the platform. To help you ensure that this digital tool is personalized for you we will evaluate your current classroom and use evidence from literature to reflect on how we can improve your management strategies.

Positive Behavior Interventions and Supports

Module Objectives

In this module participants will evaluate their classroom environment and choose at least three positive skills that they want to promote and three negative behaviors that they want to diminish using the feedback feature for each student or class as a whole.

Participants will also create a reflective journal on how ClassDojo can improve their classroom management strategies using evidence from literature provided on the importance of rewards systems in education.

Task 1

Step 1: Before you can choose the desired skills for your class, you must reflect on what skills and behaviors you want to increase and decrease. Answering these series of questions will help you better to determine the specific skills: What is the make up of your group of students? What is their environment like? How are they seated? In rows, groups, circles, U's, etc.? What are the class rules and how were they established (by the teacher, students, or a conglomerate of both)? Is there already a rewards based system established in your classroom? Is it effective? How do your students respond to positive rewards or negative consequences? What are the values/mission of the school or your personal environment? What do you want them to work on: teamwork, collaboration, listening, support of others, perseverance, consistency, homework, study skills, following directions, revision, asking for help, independence, stamina, etc.

Step 2:

  1. Open the class that you created from Module 1.
  2. Click on Settings on the top right hand corner with the wheel symbol.
  3. Select Edit Class and then the Skills tab.
  4. Edit/Remove/or Add at least 3 skills that you want your students to improve on
  5. Select appropriate symbols for each skill
  6. Complete the same process again but for the needs work section

Task 2

Now that you have created your own Dojo classroom and chosen specific skills to improve on in your classroom, this is a time to reflect on why you chose what you did, how you evaluated your classroom, and what literature says about the choices you made and the value of reward systems in education.

Step 1: Read the provided article and highlight important pieces of evidence that relate to why Positive Behavior supports are valuable and why they should be used in your classroom. Click on the following links for the articles: Decoding ClassDojo: psycho-policy, social-emotional learning and persuasive educational technologies

Technology and Positive Behavioral Interventions and Support: Evaluation, Selection, and Implementation of Computer-Based Socioemotional Training

Step 2 In no less than 2 pages double spaced, reflect on how ClassDojo can improve your classroom management strategies and environment and validate your claims with evidence from the text.

Participants may use any word processor they so choose from Microsoft Word to Google Docs for the reflection. However, when finished, please post your reflection on our ClassDojo Class Site. Then in about 250 words respond to at least two of your classmates posts to form a discussion of the readings, their reflection, and feedback for them to think about when creating their own rewards based environment. Quality discussion posts usually include thought provoking questions and refer to the readings to back up any claims. Please make your post in the color font that corresponds with the color of your name that google automatically assigned you.


Krach, K., & McCreery, M. P. (2016). Technology and Positive Behavioral Interventions and Support: Evaluation, Selection, and Implementation of Computer-Based Socioemotional Training. Academic Press, 159-177.

Williamson, B. (2017). Decoding ClassDojo: Psycho-policy, social-emotional learning and persuasive educational technologies. Learning, Media and Technology, 42(4), 440-453. doi:10.1080/17439884.2017.1278020