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Inquiry and Research Project

Inquiry and Research Project . By: Malia Luedecke. Research Question . Would the utilization of Class Dojo improve the overall class behavior? . Methodology . Class Dojo is an online classroom management tool Students are each given a monster

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Inquiry and Research Project

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  1. Inquiry and Research Project By: MaliaLuedecke

  2. Research Question • Would the utilization of Class Dojo improve the overall class behavior?

  3. Methodology • Class Dojo is an online classroom management tool • Students are each given a monster • The students can either be given points for good choices, or lose points for badchoices • On Fridays, the students can use their points for privileges- taking shoes off, extra recess, sit anywhere, etc.

  4. Methodology

  5. Teacher Assessment of Behavior before Class Dojo • “The students were talkative, and it was hard to get through a lesson without interruptions.” • “Our class behavior before Class Dojo was inconsistent and often times focused too much on the negative behavior instead of positive.”

  6. Class Dojo- Week 1

  7. Class Dojo- Week 2

  8. Student Response to Class Dojo • Did you like Class Dojo?

  9. Student Response to Class Dojo • Did it help with classroom behavior?

  10. Student Response to Class Dojo • Did you log into your student account?

  11. Student Response to Class Dojo • “I love Class Dojo. I love how you have little cute monsters that you can design yourself, and it made my class act a lot better than before.” • “I thought it was awesome. It helped the class.” • “It was cool and some people when from bad to better, good to great, and great to AMAZING! Everyone went up a level. CLASS DOJO!”

  12. Student Response to Class Dojo • “Its kinda cool, but I don’t like the noise of it. It improves our behavior in the class. Well sometimes.” • “I think it is very neat.” • “I think it is awesome! I enjoyed it because we could go home and tell our parents what happened at school that day.”

  13. Student Response to Class Dojo • “I think that it improved how the class behaves and how we walk in the hallway.” • “It improves child behavior and gets us to do more things without being asked. It really entertaining when you customize your monster .” • “It was alright. It just made me a little upset when I go minus points.”

  14. Student Response to Class Dojo • “More people are good.” • “It helps me behave in class.” • “It helped me behave in the classroom.” • “It has really improved our class.” • “I think it is good because you could get points.” • “Is good but when kids do it they cheat sometimes.”

  15. Student Response to Class Dojo • “I think with good points and with bad make kids learn to be good and handle themselves.” • “Very awesome.” • “It helped out it was like a game because it was fun.” • “It’s awesome!” • “The class likes it a lot, and it’s a good thing that we did it.”

  16. Teacher Response to Class Dojo • “It helped the students learn to be in charge of themselves. I like that the students were more proactive, and I had more time for instruction without distractions.” • “After we began I could tell the kids who were always “good” appreciated more attention being brought o them. It also made the rest of the class more aware of their behavior. They have a better understanding of the consequences for negative behavior and privileges for the positive.”

  17. Conclusion • Overall, the classroom behavior improved from the use of Class Dojo. Our class benefited from the use of this positive behavior tool.

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