"21st Century Tool On Students' Behavioral Management through Classdojo"

Abstract

INTRODUCTION

According to some authors, "the purpose of implementing classroom management strategies is to enhance pro-social behavior and increase student academic engagement” (Emmer & Sabornie, 2015; Everston & Weinstein, 2006). Unfortunately, teachers continue to encounter many problems in making their students behave well during class hours regardless of their age and grade level. This leads to having learning challenges such as disorganized classes, poor quality of output, lack of cooperation among their peers or group, and the supposed instructional time becomes limited. The researcher also considers the ClassDojo as an open educational resource or app that can help the teachers to motivate the Grade 9 students to participate and improve their values, skills, and performance in school.

METHODS

The researcher used the Quantitative Method. This design provided the answers to the concerning situation regarding the improvement and effectiveness of ClassDojo. Lastly, the research defined the purpose of the study with the process of gathering, analyzing, classifying and tabulating data about prevailing conditions, practices, beliefs, and processes.

RESULTS

Based on the findings, the initial implication was for the teachers who would like to think of other tools in evaluating the students' behavior, which may lead to a new way of managing the class. In general, ClassDojo is similar to the traditional way of giving positive feedback to the students; however, it becomes more interesting because of its features and mode of communicating your message to the students, which is the technology. Hence, "as such, one might argue that it is not the technology itself that improves student achievement, but the craft of classroom teachers using all tools necessary to students' learning.”

DISCUSSIONS

Another suggestion of this study has something to do with giving positive feedback instead of negative thoughts in managing the class or rather the misbehave class. Likewise, in the operant conditioning of B.F Skinner (1938) "a reinforcement (whether positive or negative) could influence how individuals act in the future.” Same with the use of ClassDojo. It was designed as a classroom management tool designed to reinforce students' behaviors in order to get them to repeat behaviors that earn positive reinforcements and refrain from ones that earn negative reinforcements.