Class dojo's
(Using ICT)
The artefact shows the introduction of a lesson plan that I created for a Year 3 classroom in a mathematics lesson, whereby the resources and organisation column shows some behaviour management strategies that I incorporated into the lesson to ensure all students were on task and actively engaged.
Classroom management is an essential and purposeful process whereby teachers have the control of producing and maintaining an environment that supports and encourages student learning (Garrett, 2013). Class Dojo in an online behaviour management tool that I use within the classroom and display on the IWB throughout lessons. Each student is given an alien figure through which they are awarded points for positive behaviour such as actively participating, being on task and helping others. The use of Class Dojo’s as positive reinforcement to students contributing to the discussion is an incentive that worked well throughout the lesson as students showed willingness to contribute and earn points. In order to earn points, students knew that they had to put their hand up to talk and refrain from shouting out, as they were reminded of this at the beginning.
Standard 4: Create and maintain supportive and safe learning environments
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4.3.1 Demonstrate knowledge of practical approaches to manage challenging behaviour.
Through continuously praising and rewarding positive student behaviour, it encouraged other students to follow so that they too can earn points. This behaviour management plan ensured that each student was accountable for their own actions and focused on rewarding positive behaviour rather than taking away points for negative behaviour. This helped create a positive atmosphere where students are surrounded with positive feedback and praise, which is one of the most powerful tools to encourage participation and engagement from all students (Conroy, Sutherland, Snyder, Al-Hendawi & Vo, 2009). This is also inclusive of students who normally display challenging behaviours, who responded positively to the plan and when seeing other students being rewarded, would quickly regain their focus and follow their peers actions to try and earn points.
Another element that worked tremendously well was the revealing of a special game that they were going to create later in the lesson, which resulted in the students being attentive from the very start. This supports the notion that students are less likely to misbehave if they are engaged and therefore the engaging elements of the lesson such as working together to create and play their own Mix’n’Match games definitely contributed to the student’s good behaviour throughout the lesson (Chiarelli, Szabo & Williams, 2015).
I will definitely continue to use these approaches to manage difficult behaviour through creating a positive classroom environment by providing positive feedback and praise to reinforce and encourage good behaviour from all students.
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