The ideology of lesson planning and stepping into a classroom to deliver that perfectly planned and ready to deliver lesson can often be disrupted by misbehaviour, much to the exasperation of the well-intentioned and eager teacher.
Sometimes however, that misbehaviour goes beyond the confines of the classroom and is linked to wider life circumstances of the pupil, such as socioeconomic status (Dodge,Petit & Bates 1994), and therefore is not just general folly. This may make managing the undesirable behaviour more strenuous.
However, providing feedback to pupils in a real-time setting as well as receiving praise has been shown to increase pupil satisfaction (Burnett 2010). This suggests that even if there are extenuating circumstances that precurse misbehaviour, the classroom teacher may still be able to provide an environment in which that pupil is settled and willing to work.
Furthermore, based on the theories of Carol Dweck concerning mindsets, it has been shown that praising the effort put in by pupils and not just the end results, fosters a growth mindset which transcends all socio-economic statuses and improves not only attainment (Dweck 2009)but also behaviour (Yeager & Dweck 2012). In addition to this, research which determines the effectiveness of token economics for rewarding appropriate behaviour has suggested that inappropriate behaviour does decrease when that type of intervention is in place (Filcheck, McNeil, Greco, & Bernard 2004). Moreover, when child and parental interaction is included with the token economy, inappropriate behaviour decreases even further.
The aim of the current enquiry is to establish if the use of Class Dojo affects pupil behaviour in a BGE classroom. Throughout the time of the enquiry whilst using Class Dojo it is expected that pupils’ behaviour would improve.