Lesson 3: Monitoring Progress and Assessing Effectiveness of Class Dojo
Performance Objectives
Learners will monitor student progress and the effectiveness of Class Dojo in their classroom over a two week period and submit a 400 word reflection on the effectiveness of Class Dojo in their setting and their plans for modifying the use of Class Dojo, if any (Intellectual skill).
Introduction
This sections is extremely important to the success of Class Dojo is your classroom. You must be able to monitor the program and students' progress to make sure the system is working and continues working for your classroom. You must also be able to assess the effectiveness of the behavior management system. In this lesson you will learn how to monitor the program and students' progress as well as assess the effectiveness of the program in your classroom. Throughout the lesson you will be required to monitor and assess in your own classroom. At the end of the lesson you will provide a reflection of what you have seen/experienced in your room and any changes you plan to make to your initial implementation.
Phase 1- How to Monitor Progress
In this phase you will learn how to monitor individual student progress and class progress.
The easiest way to monitor progress is to run daily or weekly reports for students and classes. When you run reports through the website you can send them to parents as well. The reports should not be used in isolation when monitoring progress. You are in your classroom with these students every day. Do you see improvement in the behavior you are trying to change? Your observations are highly important to monitoring progress.
Let's set up a weekly routine to monitor progress. This way we can be efficient.
Here is a sample weekly routine that includes daily monitoring:
Monday- Implement any changes that you decided on. Remind students throughout the day/period of the changes. At the end of the day look for any improvement in the areas you changed. Check class reports and individual reports.
Tuesday- Continue with the changes you made yesterday and monitor the reports for improvement. Make some note of what you are experiencing in the classroom so that you can refer to it when deciding on changes later in the week.
Wednesday- If no changes have been made and behavior is very undesirable, this is the time to make more changes. These changes may apply for the whole class or one student. That depends on your beliefs and the needs of your room. You should give changes made on Monday time to take effect until Friday unless behavior is very concerning.
Thursday- Continue with the changes made and be observant in the classroom. See if the program is really earning the desired effect. Try to jot down notes about the effectiveness so you can refer to them tomorrow.
Friday- Run weekly report for yourself and send to parents. Take some time to look at individual student and class reports and make decisions about the effectiveness of Class Dojo. Decide on any changes that may need to be made for the next week.
Repeat the cycle weekly. Remember this is just a suggestion and your schedule should fit your individual needs. As you become more familiar with the site and monitoring you may want to rethink your monitoring schedule.
How to run reports
It is great that I tell you to run reports... if only you could figure out how!
Here's a step by step guide to running reports:
1. Log on to | Class Dojo.
2. Find the class you would like to run a report for and click the "reports" button.
3. That will bring you to this week's report. If you click "Range" on the left hand side you can select a different time frame if need be such as today, last month, and this month.
4.If you would like to select a certain student instead of the whole class you simply click on that student's name and their report shows in the screen.
5.You may click print for either the individual or class reports right by the "Range" button, however, you do not need to print them if you do not wish to have a hard copy.
Now you know how to get individual and whole class reports. Reports are sent to parents automatically once they have connected with the site. If they cannot connect with the site then you will need to send home the printed report with the student.
Phase 2- Assessing Effectiveness
In this phase you will assess the effectiveness of the program in your classroom. This may be through the report section, personal reflections, observations, peer observations, or any combination of these. All of these suggestions can be helpful in assessing whether or not Class Dojo is effective in your room.
In phase 1 of this lesson you learned to monitor the progress of students and classes. Here you will apply those skills to assess the effectiveness of Class Dojo in your room. Assessing the effectiveness of Class Dojo is not a one time deal. You should constantly be assessing. It may be the case that initially Class Dojo does not seem to have the desired affect on your class, but in a week or two you may assess that Class Dojo is making a difference in your room.
To assess the effectiveness you should look at:
1. The reports- are they showing signs of improvement or maintaining desired behavior?
2. Observe the classroom as you teach and see if you think the behavior has changed or is the desired behavior. It would be a great idea to video tape yourself for later critique.
3. Have a peer observe you and give feedback on your classroom management. (provide them with a list of your class expectations)
4. If Class Dojo does not seem to be having the desired effect, can you change anything so that it will?
Class Dojo might not work for every classroom! If it is truly ineffective reflect on changes and decide whether or not continuing the program would be wise.
Now that you know what to look for, take some time to assess your first week or so of reports and other feedback to determine if Class Dojo is working for your classroom. If changes need to be made do not hesitate to move right into Phase 3.
Phase 3- Making Changes
As professionals we should constantly be reflecting and making changes to better our practice. Our behavior management systems should be reflected upon regularly.
As we take the time to reflect on the program in our setting, monitor and assess students' progress, and Class Dojo's effectiveness we should be thinking of ways to improve. In this section simply take some time to think of ways that things could be improved upon.
One thing that I improved upon was the reward. Some students were not motivated by the program to change their behavior, so I set a reward that I knew they would really want. I also rethought my points as I went along. Adding and changing the points or their names can be highly effective.
Please be sure to include any changes you decide to make in your reflection assessment in Phase 4.
Phase 4- Assessment
Using the information you have learned about monitoring progress and assessing effectiveness of the program, please submit at least a 400 word reflection answering the questions below:
- Are your students/classes making good progress?
- Are students/classes meeting your expectations?
- How do you feel Class Dojo is working for your students/classroom?
- Is Class Dojo effective in your room? (Give examples of why or why not)
- What can you do to improve your use of Class Dojo?
- Can you make Class Dojo more effective in your room?
- What revisions do you plan to make to your initial plan, if any?
Please submit your reflection on the class wiki page about two weeks after your introduction of Class Dojo. You should complete Lesson 3 in this time and be able to successfully monitor student progress and assess effectiveness of the program before completing the reflection.
Submit Assignment Below
You have successfully completed Lesson 3
Congratulations!!! You should be a Class Dojo expert by now! I hope you enjoyed getting to know the ins and outs of Class Dojo. Happy Managing!
Resources
Source- Class Dojo
Links
Tasha Youngman's Portfolio Page
Successful Introduction and Implementation of Class Dojo
Lesson 1: Getting started with Class Dojo
Lesson 2: Creation of Expectations and Introduction to Classroom
