Managing Behavior Goals for Life with classroom dojo
Goals for Life (Behavior and Learning Management Expectations):
Goals for Life is a BIST (Behavior Intervention Support Team) classroom management component of general and consistent enforced expectations by classroom teachers and/or school-wide. Every school year, I welcome my new students and immediately state our classroom rules (Goals for Life expectations), before entering the classroom the first time...
Goals for Life (GFL):
- I can be ready to learn and productive
- I can be make good choices even if others around me are not.
- I can follow adult directions respectfully the first time (even if I don't feel like it).
I use Classroom Dojo with students to enforce, monitor, and teach problem-solving strategies to meet our Daily Goals for Life. I provide them choices in:
- Adapting our GFL to make it more meaningful to their needs
- Order and modes of learning and activities to help students understand our classroom expectations, procedures, and routines (SeeSaw, musical performances, online quizzes, classroom games, role-play, etc.)
- Creating their own Classroom Dojo avatar-monster
- Dojo teamwork resources and presentation modes when studying growth mindset strategies and team-building skills
- Dice rolling rewards
- Paws to shop at school paw store
- Extra recess
- Treat choices
- Brain Break from GoNoodle.com
What Is Classroom Dojo?
A fun and interactive approach designed to reinforce classroom expectations, acceptance, teamwork, collaboration, problem-solving strategies, and self-monitoring to enable students to focus on learning and student academic success. This web application software provides teachers, students, and parents accessible communication to partner as a team to support their child's academic and behavioral success at school.
Possibilities to Personalizing Classroom Dojo to Fit Individual Classroom Needs:
- Individual student behavior and learning data - Facilitates ongoing communication among teacher, parents, and students based on their specific areas of strengths and opportunities to improve
- Communication - Blogs, message boards, and parent-teacher-conferencing based on individual student's percentages/points in specific areas of behavior and learning expectations
- Student Independence/Ownership - Tracking own avatar to monitor own success and areas needed more effort to meet classroom behavior and learning expectations
- Learning and Social Skills Resources - Purpose and strategies that support team-building and problem-solving application through growth mindset
- Activities, lessons, and student led learning (story boards) - How to problem-solve and persevere during academic challenges through video series, activities, lessons, and student-led discussion resources
Student Input + Choice = Motivated Efforts
- Select their own monster avatar (and nickname) as self-expression
- Constant student led-activities to develop problem-solving and self-control skills through Dojo resources
- Classroom learning and behavior expectations are developed collaboratively with classmates and teacher by selecting point icon pictures, point values per icon, and most important classroom expectations and procedures needed for each icon to reflect their classroom's learning environment
- Provides individual student behavior and learning data for parent-teacher conferences
- Supports teamwork, building positive peer relationships
- Encourages students to support one another during learning and academic-risk taking to develop problem-solving and self-monitoring skills
- Enhances partnership among teacher, students, and parents to help students maximize learning success
- Helps eliminate learning distractions by providing positive social and emotional activities, student-led discussions, and video to support the teacher’s established classroom expectations with students
- Empowers students to develop self-value and purpose in classroom learning environment by having participation choices and personal input in classroom’s team-building lessons and activities and self-tracking points
- Student input and choice in developing classroom management climate motivates continual goal-setting and effort in meeting daily learning and behavior goal expectations
- Independent Students - Goal achievement (behaviorally and academically) recognition and Dojo Classroom reward incentives (for individual and whole class achievement) develops student-ownership by monitoring goals, strategy application, problem-solving, and positive affirmation
- Teacher’s use of points and data reports vary depending if students gain and lose points for good and poor behavior choices or if only points are earned when making good choices.
- Decide to collaboratively put supports and strategies in place to help a student improve in a particular behavior or learning expectation based on Dojo’s data reports, during 3-way conferencing. Student develops the goal and follow-up conference date with their parent and teacher, to discuss progress, mastery, modifications, or new strategies needed to continue growth or a goal for a new area.