One of the most challenging areas of my first year of teaching has been dealing with disruptive behaviour during lessons. In particular, I have found difficulties engaging certain children at the beginning of lessons during teaching time. Parsonson (2012) highlights the negative impact disruptive behaviour has on children’s learning. Classroom dynamics change, with the focus of attention shifting from the teacher and the learning to the disruptive behaviour. I have found that although most children may be engaged at the beginning of the lesson, they soon lose interest as the flow of the lesson is constantly interrupted. Parsonson (2012) and Smith (2014) both suggest that in order to overcome behavioural problems, and the negative effect this has on learning, teachers should devise strategies specifically to deal with inappropriate behaviour. One such strategy is the use of the Class Dojo as a means of rewarding children for displaying positive behaviour. Class Dojo is a fun and motivating way to encourage good behaviour. Each child in the class is assigned (or can choose) a ‘monster’ to represent them. Both positive and negative points can be customized to suit the needs of the class.
The aim of this classroom based practitioner enquiry was to determine the effect that introducing the Class Dojo had on pupil behaviour in a Primary 2 class.