Lesson 2: Creation of Expectations and Introduction to Classroom

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Performance Objectives

Learners will design expectations for students and submit them to a peer for review (Intellectual skill).

Learners will effectively apply their learning to the classroom and submit a 400 word reflection on how well they introduced Class Dojo and their expectations 2-4 days after introducing the expectations and implementing Class Dojo (Intellectual skill).

Learners will develop or strengthen the belief that behavior and classroom management are important, which can be demonstrated by their participation and interest in class activities (Attitude).

Introduction

In this lesson we will begin by discussing the introduction of Class Dojo to your class(es). We will also spend time creating expectations and discussing why these expectations are important. Another aspect of Class Dojo that we will be looking at is student/parent involvement. This lesson is designed to help you with actual implementation and introduction. You should be ready to implement Class Dojo in your classroom after Phase 3. If you do not have a classroom that is okay this will still benefit you and will be very helpful for you in the future. Best of Luck!

Phase 1- Designing the Introduction

In this phase you will plan how to introduce the Class Dojo behavior management system to your class. There are many things to consider when introducing a new program to your students. When you introduce the system to your students you should be excited about using the system. This excitement will transfer to your students. I have listed a suggested procedure for your use, but you should make changes if you need to. Please take into consideration your students and your setting when designing your introduction. The goal of the introduction should be to encourage participation, excite students, inform students of expectations and procedures, and gain parent involvement. The goal of this phase is for you to work out the details and procedure for your introduction.

Suggested Procedure:

1. Gather class and show introductory video- Remind students that you will have time at the end for questions and that they should be at a level zero during the video. This video should capture students' attention and excite them for your presentation. When showing the video the SMART board is very useful. Have the video in one tab and the site in another.

Video-Student Introduction Video

2. Visit the site and demonstrate how it works- Upon beginning your introduction you should be logged into the site and on your class homepage. Once the video is over explain that you would like to visit the site and go over how it works.

  • Go over the class name (you could change the name as a class)
  • Show students the report section and explain that their parents will be receiving a copy of the report and that parents can access the reports daily.
  • Go over the points that you can award and explain what each of the points means and how to earn them.

Site Link- Class Dojo Site

3. Show students their avatars and discuss customization- Once you have gone over the site discuss the student avatars that students can customize and allow students to view their avatars as a class on the board. (simply displaying your class homepage will do)

  • Now would be a good time to mention that there is an app for android and Iphone users that students and parents can download.
Source-see resources section

4. Explain that their codes will be handed out at the end of the period/day.- Visit the homepage and show students where to log in. It would be a great idea to take time in a computer lab or have the laptop/Ipad cart available during this time (or a different time)so that all students can access and customize their avatars. If students are unable to do this at home or after school they might not be very interested in the program. Students will have to create a username and password to log in. This is how I hooked my students. The customization of their avatar and the ability to see their friends' avatars was a real motivator for them.

  • Decide if/when you will allow for student access in school.
  • Create username and password sheets for students to staple in a safe place (agenda). These should be ready to go at the the time you allow students to log on.

5. Go over expectations with class and ask for feedback.- Just because you created expectations does not mean that it should not be a collaborative process. In phase two you will create expectations. Here you can start to think about what those might be. When you introduce them to the class make sure they are clear and direct. You may want to include some grade level expectations as well. When asking students for feedback make sure they take this seriously. Give an example of what you would like to hear such as, "You forgot to add a hand in homework point." and what you do not want to hear, "You should have a point for best hair." Students need modeling in this phase.

6. Hand out parent letter and/or access codes or explain that they will get these at the end of the period/day.- In Phase 3 you will decide what sort of parent letter you will be sending home. This will determine how you handle this step. You may choose to send home a parent letter at the beginning of the year describing Class Dojo and its use in your classroom asking for email addresses for communication. You may not send a letter home until the day you introduce the program to your class or maybe a combination of both. There are great examples of these choices in phase three.

  • If you sent out a letter to parents before your introduction- you should have their invitation sent through email prior to your in class introduction.
  • If a parent does not provide an email you should send home access codes with the student on introduction day.
  • Explain why you are handing out these sheets, their importance, and when you expect them to be returned.

7. Explain that there will be a goal set and that you would like to take questions about Class Dojo before setting a goal to ensure understanding.

8. Question and Answer period.- Answer student questions.

9. Create class goal- This can be done a number of ways. You might set a point goal for the entire class with prizes awarded for achieving the goal. If you did this you might want to set a time limit for the goal. Is the goal daily, weekly, biweekly, monthly... Depending on student behavior you make change the time frame of your goal as you go along. You might set the goal for whoever gets the most points each day, week, month etc. How you set up your goal is up to you and your class. At this time you should also discuss what prizes will look like. Some teachers throw a monthly party at lunch/after school while others give a small treat or toy. Before deciding on a prize with your class you should brainstorm prizes you can afford and will work in your setting. If other teachers in your building are using Class Dojo, you can compete against those classes (just connect with your school on the site).

10. Once your goal is set post it and remind students to be working towards it.

11. This would be a great time to ask for questions again.

Phase 2- Creating Expectations

During this phase you should create expectations for the use of the system and the behavior of your students.

Class Dojo can be used in a variety of ways. Here is a video of how one teacher uses Class Dojo. While watching the video, please keep in mind that this is just one way you may want to use Class Dojo.

Class Dojo in use

Why do I need expectations?

It is extremely important to have clear guidelines for use so that parents, students, and teachers can all be on the same page about the program's use. Expectations are needed to inform students of classroom procedures and policies. You must then train your students to follow these procedures and policies and spend time managing the classroom. Another reason you need expectations is to provide a clear understanding of how you will award points. Some points should be spontaneous, but a routine point system is very useful.

How do I create expectations?

The first step to creating expectations is to think about your class/students and use what you know about their behavior to set meaningful expectations. Think of why you decided on a behavior management system and what you expect to gain from the system. Chances are that you set up expectations for your classroom, these expectations have a place in Class Dojo, but you also need to create expectations for the program. In the "Why do I need expectations?" section a point system or routine was mentioned, use your daily routine to look for possible point opportunities. Please refer to the book First Days of School by Wong and Wong for more information on expectations for every aspect of the classroom.

First Days of School by Wong and Wong.- Wong, H.K. & Wong, R.T. (2005). How to be an effective teacher: the first days of school. Mountain View, CA: Harry K Wong Publications, Incorporated.

Examples of expectations:

1. This teacher used a very unique goal and expectations. Keep in mind this is one way for you to set up your room.

Click me to see Expectations!

2. In my classroom, I set up classroom expectations and specific Dojo expectations. Take a look!

My Expectations

My expectations were based on the improvements I wanted to see in my students and their current behavior. I chose to write my expectations as I can... statements but that it not necessary.

My Class Dojo Expectations: I can...

  • Log onto class dojo
  • Monitor my points reports
  • Ask questions about my account/avatar after class.
  • Ask questions about points after class.
  • Celebrate my points in my head!!
  • Change my behavior to earn points.

These expectations did not always earn my students points. They were more of a users' manual and behavior guide.

This section is where you should decide on the expectations that you will award points for. You should already know how to set up points from Lesson 1. After selecting expectations you may find the need to change/add points.

What seems to work is awarding points as part of the routine and for classroom expectations met throughout the class.

I would show the Dojo site at the beginning of class for students to see their points. As I checked agendas and collected homework I would add points for those who met these requirements. Adding points can be done through your smart phone or SMART board. If you have similar procedures you begin class with this routine could work for you. During the lesson and group work I would award "on task" and "participation" points. Finally, at the end of class I would display the site again for students to check their points as they exited the room. Fridays, we saw who met the week's goal (by the end of the period) then those students decided on their reward choice. Monday they received their reward. Other classes I have seen have had set rewards and received them that same day. Either way works great, but should be consistent.

Now is the time for you to create your expectations. You do not need to submit them to the Class Wiki, but you should submit them to a peer in your building for feedback. I used my co-teacher as a peer reviewer because she was familiar with the class and the management challenges I was experiencing.

Phase 3- Parent Notification

It is important to notify parents that you are using Class Dojo. Parent notification can take on many different forms. A letter home to parents is a very common notification method. If you are implementing Class Dojo near the beginning of the year it might be useful to discuss Class Dojo with parents at Open House and send letters to parents who do not attend. When using Class Dojo parents can be very involved in their child's behavior management. During this phase please decide how you will inform your parents and what type of letter you will be sending home, if any.

Benefits to Parent Involvement

  • Parents can be as involved as they would like
  • Parents can monitor their child's progress online (more free time for the teacher and parent)
  • Parents can discuss their child's behavior with their child and reinforce expectations
  • Parents understand classroom expectations and goals.

How to involve your parents

1. Send home a letter

2. Explain Class Dojo at conferences or Open House

  • When parents come for open house, have all of their access codes printed out for them.
  • Have the introduction video available for viewing.
  • Offer the informational letter
  • Post your expectations and refer to them when conversing with parents
  • Take some time to use the site with parents in the room
  • Finally, award their student points for parent attendance as an example of how the program works. If you choose to do this follow the steps for setting up points and add a point specifically for this event. You can delete this point later when it is no longer necessary.

3. Provide parents with their log on codes (If this wasn't done at Open House). In order for parents to be able to log onto the website they need their access codes.

Follow these steps to obtain parent access codes:

1. Log into your Class Dojo account through the homepage: Class Dojo Homepage

2. Once you have logged on, click on the reports button for the class that you would like to print the parent access codes for:

Source- My Class Dojo Page


3. Click the Parent Account button on the upper left hand side of this page. This will bring you to the parent page where you can retrieve the parent codes.

4. On this page you can click the print parent codes in the center or you may enter each parent's email address. If you chose to send the sample letter home you will have to wait until you introduce the site to give parents access via email. The choice is yours.

Source- My Class Dojo Page

If parents decide to connect with the site they will automatically be sent weekly reports for their student.

Phase 4- Implementing you Introduction

You have worked so hard to set up your expectations, become familiar with the site, and design your introduction. Now is the time for you to implement this introduction.

Here are some tips for Implementation:

  • Be excited!- If you seem excited they will too.
  • Make a big deal out of the new online system and all of it's features.
  • Remind students the day before that they will be learning about this really cool site.
  • Show the video first.
  • Have expectations ready to be posted after introduction.
  • Go over expectations with students and post the expectations after introduction.
  • Leave time for a question and answer period.
  • Make sure you have your codes and parent letters/codes.
  • Be ready to award points or explain when points will begin.
  • Have fun with it.

Suggested Procedure: I listed the basic procedure from Phase one here

1. Gather class and show introductory video. Remind students that you will have time at the end for questions.

2. Visit the site and demonstrate how it works.

3. Show students their avatars and discuss customization.

4. Explain that their codes will be handed out at the end of the period/day.

5. Go over expectations with class and ask for feedback. Just because you created expectations does not mean that it should not be a collaborative process.

6. Hand out parent letter or explain that they will get these at the end of the period/day and your expectations as well.

7. Explain that there will be a goal set and that you would like to take questions about Class Dojo before setting a goal to ensure understanding.

8. Question and Answer period.

9. Create class goal

10. Once your goal is set post it and remind students to be working towards it.

11. This would be a great time to ask for questions again.

Phase 5- Assessment

As an assessment for this lesson you will submit your expectations to peer for review, during phase two.

As a summative assessment you will complete at least a 400 word reflection answering these questions:

  • How did your introduction go?
  • Are your students excited?
  • Have you seen any change in student behavior recently?
  • What goals did you come up with as a class?
  • Are your expectations being met? If not, how can you fix this?
  • What are some things you can do to improve your use of Class Dojo?
  • Is this behavior management tool helpful?

Your reflection should be written two-four days after your introduction of Class Dojo.

Submit Assignment Below-

Class Wiki Page

You have successfully completed Phase 2

Congratulations! You should be able to navigate the site efficiently and easily, create and manage points, and your introduction and expectations should be complete. Please move onto Lesson Three to learn more about monitoring progress and assessing the effectiveness of Class Dojo!

Resources

Avatar picture- http://www.mountaingapschool.org/?PageName=TeacherPage&Page=10&StaffID=195165&iSection=Teachers&CorrespondingID=195165

Video- http://www.youtube.com/watch?v=Yg8NSW3sz_Y

Expectations- https://sites.google.com/a/student.pennmanor.net/expectations/class-vs-teacher

Phase 2- Wong, H.K. & Wong, R.T. (2005). How to be an effective teacher: the first days of school. Mountain View, CA: Harry K Wong Publications, Incorporated.

Links

Tasha Youngman's Portfolio Page

Tasha Youngman's Homepage

Successful Introduction and Implementation of Class Dojo

Lesson 1: Getting started with Class Dojo

Lesson 3: Monitoring Progress and Assessing Effectiveness of Class Dojo