Never heard of it -- hasn't been used in my 3rd grader's classes

Anonymous wrote:love dojo. just look at the categories and tell your child which ones you care about. i challenged my child to get points in certain categories.

this way, you can help your child focus on the parts of Dojo that are productive for your child and help your child ignore the rest of the dojo system that does not provide the correct support for your child.

love dojo. just look at the categories and tell your child which ones you care about. i challenged my child to get points in certain categories.

Our school implements it.
I personally do not like it -- a kid does well, gets a dojo. Messes up, loses a dojo, and goes back and forth ... can be quite an distraction.

At Back to School Night, my son's 4th grade team introduced it. They said the kids are really motivated by it. I might try it too (I'm a teacher).

Just got our sign up sheet yesterday. Looks like its new this year.

In my opinion its not a waste as the teacher had to do the Red, yellow, green anyway. At least this has more data on exactly what areas kid is excelling in or needs improvement. Also, its real time. If DC get a red on Mon... by Fri when I get the weekly log DC has no idea what the issue was...

Our school got rid of traffic light and implemented DOJO. All last year, our kid got on yellow once or twice. Now in the first week, he's lost a point and is so bummed about it, he didn't want to go to school. We didn't see anything about what the philosophy is behind DOJO or what they win/lose points for doing. Had a hard time telling him he could make points when I have 0 idea how he can. Just wish there was a bit more communication around changes.

I've used it, and really liked it. I like the fact that the kids can see the feedback in the moment, and that it's quick and easy to use, and that you can use it "real time" rather than having to stop your lesson, or take time afterschool.

As far as favoritism, it's a tool for collecting data. Just like any other tool for collecting data (e.g. an excel spreadsheet) the quality of the data is dependent on the person collecting data. I am sure there are teachers who use it "badly" to reward only their favorites, or unpredictably, which can be very anxiety provoking. On the other hand, I've seen it used skillfully by teachers as a tool for inclusion in lots of different ways.

I would be concerned about the favoritism (we have a special needs kid too) as it looks like the program is very subjective with the praise. So, teacher is going to praise kids and focus on positives more than other kids.

Ours used it for my son's fifth grade year. What I found is that it measured good classroom behavior just like the traffic light program. I hear from some parents that it was helpful for kids to see and monitor their own behavior. Those of us with kids with SN who have difficulty with appropriate classroom behavior found it to be a terribly degrading program. Kids were downgraded because they could not meet standards that were beyond their capabilities.

Does you school do this? Our school has done away with the traffic light and this weeks Friday folder we got a print out with a pie chart showing how our child's behavior has been in different categories and a percentage for the week - e.g. 94% positive but needs to work on 4 areas. Then there is a link to a website (www.classdojo.com) that has a break down by time of day of transgressions and negative points and also positive points for staying on task, following directions etc. inputted by time of day

Although I like to know about my child's day, isn't this a colossal waste of a teachers time? This is the first year for our school. Have any of your schools used it before. Was it useful?