A study on applying classdojo á a classroom management tool to promote positive behaviors and decrease negative behaviors in the classroom at hello kids english center in thanh hoa city

HONG DUC UNIVERSITY FOREIGN LANGUAGE DEPARTMENT  GRADUATION THESIS A STUDY ON APPLYING CLASSDOJO AS A CLASSROOM MANAGEMENT TOOL TO PROMOTE POSITIVE BEHAVIORS AND DECREASE NEGATIVE BEHAVIORS IN THE CLASSROOM AT HELLO KIDS ENGLISH CENTER IN THANH HOA CITY Supervisor : Hoàng Thị Minh Student : Ngô Thị Hoa Class : K20A - SP Tiếng Anh Course : 2017 -2021 Thanh Hoa, May, 2021 DECLARATION I hereby state that I, Ngo Thi Hoa, a student of the Faculty of Foreign languages – Hong Duc University, certify my authorship of the study entitled ―A Study on applying ClassDojo as a classroom management tool to promote positive behaviors and decrease negative behaviors in the classroom at Hello Kids English center in Thanh Hoa City” The thesis is the study of my own research and the substance of the thesis has not, wholly or in part, been submitted for a degree to any other universities or institutions Thanh Hoa, May, 2021 Ngo Thi Hoa ACKNOWLEDGEMENT On completing this graduation thesis, foremost, I would like to show my great gratitude to my supervisor, Ms Hoang Thi Minh, M.A., lecturer of Faculty of Foreign Languages of Hong Duc University for her assistance in giving me invaluable suggestions, corrections as well as instructive comments Secondly, I would like to express my deepest thanks to the Board of Management, all the teachers and my friends in class K20A of the Faculty of Foreign Languages of Hong Duc University Without their helpful supports, ideas, suggestions and encouragement I could not finish this paper I repeat my thanks to the teachers and students at Hello Kids English center in Thanh Hoa city where I did my teaching practice and survey questionnaire, observation and interview, especially students of class Last but not least, I‘m indebted to my family‘s spiritual and financial support a long with my friends‘ encouragement during the process of doing this study ABSTRACT In this study, ClassDojo, a digital behavior management tool, was used in a classroom at Hello Kids English center The goal was to determine if application combined with weekly goal setting could encourage students to exhibit more positive behaviors and reduce the frequency of undesirable behaviors The participants in this study were 10 second graders, aged to years old, with an average age of years Three students were identified by their previous grade teacher as performing poorly in English The experimental design of this study was a two-phase pre-implementation group design In the initial phase, ClassDojo was rolled out across the class with all students, and in the intervention phase, weekly goal setting was introduced Data is collected and saved directly through the app At the end of the study, the students showed an increase in positive behaviors and meanwhile, their undesirable behavior decreased In addition, students were asked for their opinion about the app, and their feedback showed that students had a positive view of ClassDojo and its use in the classroom Contents PART I : INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Research questions 1.4 Method of the study 1.5 Scope of the study 1.6 Design of the study PART II : DEVELOPMENT Chapeter : Literature review 1.1 Classroom management 1.2 Students‘ behavior in the classroom 12 1.3 Using ClassDojo to manage students‘ behavior in the classroom 14 Chapter : Methodology 20 2.1 Subjects 20 2.2 Setting 20 2.3 Meterials and Instruments 21 2.4 Procedue of data collection 22 2.5 Data Analysis 24 Chapter : Fingdings and Discussion 26 3.1 Research question ―Will the use of the ClassDojo methods for self-monitoring of behavior lead to promote students‘ positive behaviors in the classroom?‖ 26 3.2 Rearch question 2: ―Can using ClassDojo decrease students‘ undesired behaviors in the classroom?‖ 33 PART III : CONCLUSION 36 Conclusions 36 Pedagogical Implications 37 Limitations 37 Future Studies 38 REFERENCES 39 APPENDIX 40 LIST OF FIGURES Figure ClassDojo Points of the Baseline (Phase 1) 27 Figure Percentage of Baseline Phase ClassDojo Points 27 Figure ClassDojo Points of Intervention (Phase 2) 28 Figure Percentage of ClassDojo Points in Intervention 29 Figure Weekly ClassDojo Points of the Baseline 30 Figure Weekly ClassDojo Points of Intervention 31 Figure Survey Results 33 PART I : INTRODUCTION 1.1 Rationale The evolution of technology has brought about with it, several benefits the world over Apart from enhancing efficiency, it has turned the world into a global village and made access to information quite easy The education sector has also not been left behind in tapping into the deep resource-well of technology The use of information technology in education has become more than just an option For effective learning, the education sector stakeholders have found ways of integrating the use of information technology in the everyday learning processes The human-machine contract becomes a two-way interaction with multimedia media such as audio, images, video, etc., culminating in elearning (online learning via the Internet) Moreover, many schools around the world apply digital technologies to the work of managing student behavior in the classroom One of the best and applicable icons today is ClassDojo which is an educational technology company It connects primary school teachers, students and families through communication features, such as a feed for photos and videos from the school day, and messaging that can be translated into more than 35 languages ClassDojo is free, allowing teachers and schools to access the service without worry of charges, ever ClassDojo also allows teachers to share work and learning ideas It's an ideal option in a time when remote and hybrid learning is still being embraced on a bigger scale and can sometimes leave students who aren't in the room feeling left out Thus, Information technology applied in teaching and learning management contributes to the new implementation of education in general, and the change in teaching methods of primary school students is the first link in the work of performing the task of training All of the above reasons, the author applied: ―A Study on applying ClassDojo as a classroom management tool to promote positive behaviors and decrease negative behaviors in the classroom at Hello Kids English center in Thanh Hoa City‖ The application of ClassDojo in student management was really interesting and useful for teachers, students and parents to realize the role of ClassDojo in the classroom 1.2 Aims of the study Behavior management has long been a key component of running a successful and educationally enriching learning environment Early in the school year, class rules, routines, and procedures should be established in order to help all students follow a structured schedule Children begin to learn certain character traits and human behaviors that will be expected later in life for their success in society Behaviors such as taking turns when speaking, respecting the rights and properties of others, being responsible for one‘s decisions, items, and progress, and meeting deadlines are all imperative to produce a reliable and productive member of the world Therefore, by establishing rules and class norms that begin to build these traits is just as important as teaching academic material But how does one motivate children to begin to make these decisions and tailor their behavior to appropriate scenarios and environments without consistent redirection or instruction? One behavior management tool that is new in its form but a classic in structure is ClassDojo ClassDojo is an online application that can be accessed through a computer, tablet, or SmartPhone It launched in August 2011 and now is in two out of three public schools in the United States of America (ClassDojo Fast Facts, 2016) Class Dojo digitally tracks each student‘s behavior through the addition and subtraction of points that fall in specific categories that can be designed by the teacher and/or children The purpose is to reward or deduct points from students for the behaviors that they are displaying and the choices they are making It provides positive feedback to the child while they are doing well by displaying the behavior for which they earned a point, their rising point total, and by playing a cheerful sounding ―ding‖ It also provides informative feedback to the child if they make a poor choice by displaying the inappropriate behavior for which they lost a point, their decreased point total, and by playing a more striking negative tone 1.3 Research questions The two research questions in this study are: Will the use of the ClassDojo methods for self-monitoring of behavior lead to promote students‘ positive behaviors in the classroom? Can using ClassDojo decrease students‘ undesired behaviors in the classroom? 1.4 Method of the study In order complete this thesis the writer has used the following research instruments: - Document analysis - Survey questionnaires - Classroom observation All comments, remarks and conclusion in the paper are done based on the data analysis 1.5 Scope of the study Due to time constraint as well as the author‘s ability and working conditions, the study is restricted to mention the exploitation of using ClassDojo in two months Furthermore, Adapting and using are revealed on the part of teachers who have been teaching students at Hello Kids English center in these two months 1.6 Design of the study The study consists of three main parts and three chapters : the Introduction which provides an overview of the study,the Development which is the main part and consists of chapters, and the Conclusion which includes conclusion, limitation and suggestions for futher study Three chapters in the main part are as follows : - Chapter 1: Literature review set up theoretical background that is relevant to the purpose of the study - Chapter : Methodology gives detailed presentation about the methods and procedures of the study such as subject, setting, data collection methods, data analysis methods and so on - Chapter 3: Findings and discussions show the data collected from the survey questionnaires, the interviews and observation Also, the data will be discussed in this chapter to find out the answer to the research questions PART II : DEVELOPMENT Chapeter : Literature review 1.1 Classroom management 1.1.1 What is classroom management? Classroom Management is a term teachers use to describe the process of ensuring that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction The term also implies the prevention of disruptive behavior preemptively, as well as effectively responding to it after it happens 1.1.2 Problems in classroom management It is a difficult aspect of teaching for many teachers Problems in this area causes some to leave teaching In 1981, the US National Educational Association reported that 36% of teachers said they would probably not go into teaching if they had to decide again A major reason was negative student attitudes and discipline (Wolfgang et al, 1986) Classroom management is crucial in classrooms because it supports the proper execution of curriculum development, developing best teaching practices, and putting them into action Classroom management can be explained as the actions and directions that teachers use to create a successful learning environment; indeed, having a positive impact on students achieving given learning requirements and goals In an effort to ensure all students receive the best education it would seem beneficial for educator programs to spend more time and effort in ensuring educators and instructors are well versed in classroom management Teachers not focus on learning classroom management, because higher education programs not put an emphasis on the teacher attaining classroom management; indeed, the focus is on creating a conducive learning atmosphere for the students (Eisenman et al, 2015 ) These tools enable teachers to have the resources available to properly and successfully educate upcoming generations, and ensure future successes as a nation According to Moskowitz & Hayman (1976), once a teacher loses control of their classroom, it becomes increasingly more difficult for them to regain that control (Moskowitz,1976) 27 Base line Phase ClassDojo Points 2000 1800 1735 1600 1400 1200 1000 800 600 400 258 200 All Students PositiveBehavior Points Negative Behavior Points Figure ClassDojo Points of the Baseline (Phase 1) Baseline Phase ClasDojo Points Positive Behavior Points Negative Behavior Points 9% 91% Figure Percentage of Baseline Phase ClassDojo Points Overall, base line phase classdojo points have risen significantly, and if predictions are correct they are likely to continue increasing in the future At the period, there was a noticeable contrast in the proportions of students in positive behavior with 91 % points and negative behavior with 9% points This period examined the effects of the use of an internet-based behavior tracking and reporting 28 system on student self-regulation Class Dojo was used to give students awards for specific positive classroom behaviors Students reviewed their daily behavior scores, and the entire class discussed aggregated behavior scores weekly Students were able to monitor their progress and create their own behavior goals leading to an increase in positive and self-monitoring behaviors and a decrease in negative behaviors During the four-week intervention phase, the students collectively earned 3,439 positive behavior points and lost a total of 205 points for negative behaviors (see figure 3) Figure shows the class wide percentage of positive versus negative points during the intervention phase Intervention Phase ClassDojo Behavior Points 4000 3500 3439 3000 2500 2000 1500 1000 500 205 All Students Positive Behavior Points Negative Behavior Points Figure ClassDojo Points of Intervention (Phase 2) 29 Intervention Phase ClassDojo Points Positive Points Negative Points 4% 96% Figure Percentage of ClassDojo Points in Intervention In the Intervention phase, the positive behavior grew dramatically with 3439 points (96%).In contrary, The negative points decreased but dropped gradually by 53 points (from 258 points to 205 points ) and (from 9% to 4%) With the above data analyzed, this result showed that the improvement of using Classdojo in the classroom by increasing positive behavior and decreasing negative behavior Look at the chart, research knew that student was interested in using ClassDojo to encourage them to earn more positive points However, it seems rather difficult for some students to clear-cut tasks They could not have high points in features in classroom such as: homework, talking and negative points dropped gently Weekly data during both the baseline and the intervention phases were compared to see if there was a weekly increase in positive behaviors and a weekly decrease in negative behaviors In the first baseline week, there were 225 positive behavior points and 63 negative behavior points In the second baseline week, there were 315 positive behavior points and 58 negative behavior points In the third baseline week, there were 541positive behavior points and 46 negative behavior points In the fourth baseline week, there were 654 positive behavior points and 38 negative behavior points (see figure 5) 30 Base Phase ClassDojo Points Week 38 654 Week 46 541 Week 58 315 Week 63 225 100 200 300 Negative Behavior Points 400 500 600 700 Positive Behavior Points Figure Weekly ClassDojo Points of the Baseline Overall, the positives are steadily increasing and the negatives are decreasing with each week The lowest positive score in the first week is 225 points, the highest is 654 points Average weekly increase of more than 100 points In contrast, the highest negative score in week one with 63 points, the lowest in week four with 38 points and decreases by about 10 points per week In the baseline phase, students are initially quite interested in applying and using ClassDojo to earn positive points and limit negative points In the baseline phase, students are quite interested in applying and using ClassDojo to earn positive points and limit negative points However, students are still used to the traditional teacher assessment method of using paper and using ClassDojo for the first time, so the number of positive points in each week is still not high During the first intervention week, there were 665 positive points and 69 negative behavior points In the second intervention week, there were 764 positive points and 57 negative behavior points In the third intervention week, there were 972 positive behavior points and 53 negative behavior points In the fourth and final intervention week, there were 1038 positive behavior points and 26 negative behavior points 31 Intervention Phase ClassDojo Points Week 26 1038 Week 53 972 Week2 57 764 Week 69 665 200 400 Negative Behavior Points 600 800 1000 1200 Positive Behavior Point Figure Weekly ClassDojo Points of Intervention The results data were analyzed after weeks in Intervention phase, the first week reached 665 positive points, which was higher the baseline with 400 points The fourth week reached 1038 points, more than 384 points Furthermore, the average weekly gain at this period was around 400 points In contrast, Negative behavior decreased with 43 points Research shows that students who use ClassDojo to earn points increase rapidly Also based on tasks weekly weeks, students follow the task to achieve more positives and less negatives The teacher uses ClassDojo to scaffold positive student behavior It is hoped that as the teacher calls attention to students‘ behaviors, students become aware of their behaviors and change them independently to match the social occasion ClassDojo also promotes constructivist ideas, as students are encouraged to change their avatar model to their liking In addition, students are encouraged to talk about positive/negative behaviors and pick icons that represent each Finally, students are asked to create classroom rules with the help of their teacher Through these processes, children are constructing their own understanding of what is right and wrong (Piaget & Inhelder, 1969) In the third week of the intervention phase, the students took a seven question survey They were asked to rate on a scale from one to five (one- strongly disagree, 32 two - disagree, three- can‘t decide, four- agree, five-strongly agree) how much they agreed with certain statements about ClassDojo If the students answered with the response ―Strongly Agree‖ or ―Agree‖ it was recorded as a favorable response towards ClassDojo or the consistent use of ClassDojo If the students answered with the responses, ―Can‘t Decide‖, ―Disagree‖, or ―Strongly Disagree‖, it was recorded as undecided or a negative response towards ClassDojo The first statement was, ―I feel happy when I earn a positive Dojo point.‖ Ten students said that they strongly agreed with the statement, one student said that they agreed with the statement, two students said they could not decide, and one student said they disagreed with the statement Therefore, eleven out of the fifteen students, or 83.2%, recorded a favorable response about ClassDojo The second statement was, ―I want to earn Dojo points every day.‖ Twelve students said that they strongly agreed with the statement, two students said that they agreed with the statement, and one student said they could not decide Therefore, thirteen out of the fifteen students, or 88.6%, recorded a favorable response about ClassDojo The third statement was, ―Earning Dojo points is important to me.‖ Seven students said that they strongly agreed with the statement, three students said that they agreed with the statement, three students said that they could not decide, and two students said that they disagreed with the statement Therefore, ten out of nineteen students, or 74.6%, recorded a favorable response about ClassDojo The fourth statement was, ―When I lose a Dojo point, I want to change my behavior to earn it back.‖ Twelve students said that they strongly agreed with the statement, two students said that they agreed with the statement, and one student said that they could not decide Therefore, fourteen out of the fifteen students, or 95.7%, recorded a favorable response about ClassDojo The fifth statement was, ―I feel that the teachers notice when I deserve a Dojo point.‖ Six students said that they strongly agreed with the statement, five students said that they agreed with the statement, and four students said they could not decide Therefore, eleven out of the fifteen students, or 78.8%, recorded a favorable response about ClassDojo The sixth statement was ―Setting a weekly Dojo goal will help me earn more positive points.‖ Nine students said that they strongly agreed with the statement, two 33 students said that they agreed with the statement, one student said that they could not decide, two students said that they disagreed, and one student said that they strongly disagreed with the statement Therefore, eleven out of the fifteen students, or 78.9%, recorded a favorable response about ClassDojo The seventh statement was, ―Because my teacher uses ClassDojo I feel like I can better control my behavior.‖ Nine students said that they strongly agreed with the statement, five students said that they could not decide, and one student disagreed with the statement Therefore, nine out of the fifteen students, or 69.4%, recorded a favorable response about ClassDojo (see figure 7) Classdojo Survey Result :Percentage Positive Versus Undecided or Negative Positive Response 83,2 Undecided or Negative Response 95,7 88,6 78,8 74,6 69,4 30,6 25,4 16,8 Question one 11,4 Question two 78,9 21,2 21,1 Question five Question six 4,3 Question three Question four Question seven Figure Survey Results 3.2 Rearch question 2: “Can using ClassDojo decrease students’ undesired behaviors in the classroom?” This study examined the effectiveness of a digital behavior management tool called Classdojo The objective was to see whether consistent use of this application would increase the positive points received for each student as well as decrease the negative points according to the standards and behaviors outlined in ClassDojo‘s positive and negative points system In addition, students set weekly goals as a motivator and to build self-monitoring skills The participants in this study were 15 34 second grade students ranging from years in age to years in age, the mean age being years old This study met the goals discussed above by achieving both an increase in positive behaviors and a decrease in negative behaviors Throughout the intervention phase, the students earned 1,704 more positive points and decreased their negative points by 53 compared to results during the baseline phase When analyzing the data week by week, the students increased their positive points in weeks two, three, and four by at least 250 points compared to the baseline weekly point totals The weekly goal sheets allowed students to isolate behaviors that they wanted to improve upon and better control their behaviors The students became more motivated to meet and surpass their goals as the weeks went on, therefore their highest point achievement, occurring in intervention week four, was 1,038 When analyzing the survey data, a majority of students showed that they had a positive outlook or viewpoint of ClassDojo and its use in their classroom Most interesting was the way that students answered statement number four The statement said, ―When I lose a Dojo point, I want to change my behavior to earn it back.‖ Twelve students said that they strongly agreed with the statement, two students said that they agreed with the statement, and one student said that they could not decide Therefore, 95.7% of the responses were positive and in favor of the application This shows that students felt ClassDojo helped them build their self-control and selfmonitoring skills If they lost a point for a negative behavior, the application declared what behavior they needed to work on, they made corrective choices and actions, and were motivated to earn a positive point This proves that ClassDojo can not only serve as a source of encouraging and supportive praise but also as an informative and behaviorally educational tool Past research about behavior management and building self-control skills shows that praise, teacher feedback, and promotion of self-monitoring has been successful in increasing positive behaviors in the classroom In a study conducted by Sutherland, Wehby, & Copeland, (2000) the researchers found that behavior-specific feedback allowed students with emotional and behavioral disorders (EBD) to better control their behavior and resulted in more time on task The current study further proved that 35 result, however the teacher did not have to stop instructing to give the feedback, instead was able to award and deduct the points while the learning activities continued This is an added benefit because in a study conducted by Ratcliff, Jones, Costner, Savage-Davis, Sheehan, & Hunt (2010), researchers found that the more time teachers were instructing and keeping students engaged in learning activities, the less off-task behaviors occurred The current study illustrated the same result showing that more positive behaviors and less negative behaviors occurred while students had an individualized goal in mind and were receiving consistent feedback about their behavior They were able to stay engaged in the learning activities and continue to earn more positive points 36 PART III : CONCLUSION Conclusions The purpose of this study was to determine the answers to the following questions: Can using ClassDojo promote students‘ positive behaviors in the classroom? Can using ClassDojo decrease students‘ undesired behaviors in the classroom? The data gathered throughout this study shows that the application was an effective tool for increasing positive behaviors and decreasing negative behaviors With the implementation of weekly goal setting, students were able to isolate positive behaviors that they wanted to work on and ultimately earn more points This showed that the students developed better self-monitoring skills and were better able to control their behavior In addition the students took a survey about their opinion on ClassDojo and its use in their classroom Overall, a majority of students had positive responses in favor of the application Therefore, not only was ClassDojo an effective tool in promoting selfmonitoring and positive behaviors but it was also perceived positively amongst the participants This proves that ClassDojo can not only serve as a source of encouraging and supportive praise but also as an informative and behaviorally educational tool Past research about behavior management and building self-control skills shows that praise, teacher feedback, and promotion of self-monitoring has been successful in increasing positive behaviors in the classroom In a study conducted by Sutherland, Wehby, & Copeland, (2000) the researchers found that behavior-specific feedback allowed students with emotional and behavioral disorders (EBD) to better control their behavior and resulted in more time on task The current study further proved that result, however the teacher did not have to stop instructing to give the feedback, instead was able to award and deduct the points while the learning activities continued This is an added benefit because in a study conducted (Ratcliff et,al, 2010) researchers found that the more time teachers were instructing and keeping students engaged in learning activities, the less off-task behaviors occurred The current study illustrated the same result showing that more positive behaviors and less negative behaviors occurred while students had an individualized goal in mind and were receiving 37 consistent feedback about their behavior They were able to stay engaged in the learning activities and continue to earn more positive points Pedagogical Implications The participants in this study were exposed to a modern version of a traditional teaching and classroom tactic- behavior management By offering students digital, informative, and immediate feedback about their behavior in a motivating and encouraging format, they were better able to control their behavior to decrease their negative behaviors and increase their positive behaviors This shows that students with various disorders and disabilities (Attention Deficit Hyperactivity Disorder and Oppositional Defiance Disorder) that greatly affect their ability to control their behaviors and actions were able to be successful with the use of ClassDojo If an application, such as ClassDojo, is used for an extended amount of time with students who display challenging behaviors, research implies that the students may continue to learn about desired and undesired classroom behaviors and may eventually eliminate negative behaviors that were once deemed ―out of their control‖ Although it may be more difficult for them versus typically developing children, this study showed that they are still able to learn from their environment and make the necessary changes Limitations Although the study has yielded important results, there undoubtedly existed some limitations due to its scope and weaknesses First of all, although the study yielded positive results and one can determine that ClassDojo can have a positive impact on classroom behavior, there are some things to consider when reviewing the results The total number of points given per week, throughout the baseline phase did not change too much To be more specific, between weeks one and two of the baseline phase, there was a difference of 90 points given This gap is due to multiple rainy days and an unexpected power outage that resulted in the students being sent home early Secondly, the quite small number of subjects might have affected the findings and implications of the study The results would have been more persuasive if the research had involved more participants, more interviews and classroom observations 38 In conclusion, despite some inevitable shortcomings, the researcher has, to a certain extent, succeeded in answering the research questions posed at the beginning Hopefully, this research would serve as a good source of information to any persons and studies concerning Future Studies Future research should be conducted on this topic because applications and digital tools are becoming more and more prevalent in today‘s classrooms However, the frequency and easy access to these tools should not determine their reliability based research Other research studies should use the ClassDojo application with a variety of ages, ability levels, socioeconomic status, and ethnic backgrounds Future research should determine how students who are emergent readers can still benefit from the behavior being posted on the screen to either praise smart choices or to redirect poor choices In addition, future research should aim to determine whether student-selected goals or teacher selected goals will raise or lower the number of positive and negative points Lastly, other studies involving ClassDojo should determine whether a tangible reinforcer upon goal achievement would further increase the number of positive points that students are earning 39 REFERENCES Allen, J.D (1986) Classroom management: students' perspectives, goals, and strategies American Educational Research Journal, 23, 437-459 Baer, D M., Wolf, M M., & Risley, T R (1968) Some current dimensions of applied behaviour analysis Journal of Applied Behavior Analysis, 1, 91-97 Berliner, D C (1988) Effective classroom management and instruction: A knowledge base for consultation In J L Graden, J E Zins, & M J Curtis (Eds.), Alternative educational delivery systems: Enhancing instructional options for all students (pp 309–325) Brophy, J E., & Good, T L (1986) Teacher behavior and student achievement In M C Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp 328–375) Washington, DC: National Association of School Psychologists New York: Macmillan Moskowitz, G.; Hayman Jr., J.L (1976) Success strategies of inner-city teachers: A year-long study Journal of Educational Research 69 (8): 283–289 Williamson, B (2017): Decoding ClassDojo: psycho-policy, social-emotional learning and persuasive educational technologies, Learning, Media and Technology: http://dx.doi.org/10.1080/17439884.2017.1278020 Wolfgang, Charles H; Glickman, Carl D (1986) Solving Discipline Problems Allyn and Bacon ISBN 978-0205086306 40 APPENDIX Appendix A Weekly Goal Sheet Name: _Date: My Weekly Dojo Goal My number of positive points last week: My number of negative points last week: _ I want to work towards this positive behavior: I would like to earn points of this positive behavior I would like to earn _ total positive points To that, I need to: 41 Appendix B Name: Date: ClassDojo Survey Directions: Read each question and rate on a scale from 1-5 how much you agree with the statement Statement I feel happy when I earn a positive Dojo point I want to earn Dojo points every day Earing Dojo points is important to me When I lose a Dojo point, I want to change my behavior to earn it back I feel that the teachers notice when I deserve a Dojo point Setting a weekly Dojo goal will help me earn more positive points Because my teacher users ClassDojo,I feel like I can better control my behavior Strongly Disagree Can’t Disagree Decide Agree Strongl y Agree