Programs For Behaviour Investigation In Schools
ClassDojo-National Scheme
Classdojo has been described as the “Gamification of education” where designers Don and Chaudleary created a programme to encourage greater communication between teachers, parents and children using a platform relevant to youngsters. Teachers use classdojo as a way to control classrooms in a productive manner, promoting achievement, social development, perseverance, growth mindset, empathy, gratitude and mindfulness, which all contribute to positive behavior in class through the use of dojo’s. Dojos are awarded on a positive or negative basis dependent upon behavior and act as an incentive for improvement in kids. They are a good indicator for teachers of how well children are doing in various areas of their development, quickly highlighting any problems they may be experiencing and allowing quick intervention. Parents benefit also as they can download the app and follow their child’s classroom progress in real time. It gives an insight into the strategies set out by the school to offer children routines that can be reinforced at home as well as offering convenient access to the teacher.
Children are motivated by rewards and the scheme has seen an increase in positivity and participation in return for Dojo’s. There have been concerns however, as to what happens with detailed behavioral records and photos uploaded to the app, although the creators have assured that they are in compliance with GDPR. Others have labeled it the “Carrot and Stick” method of discipline as rather than instilling morals and values it encourages competition, which may have a psychological impact on the child, increase labeling and anxiety within the class. If not implemented correctly does not take into account children who may have behavioral problems or other issues.
Every system has advantages and disadvantages but with 35 million users around the world and 70% of British schools participating, the increase in positive behavior, engagement and personal ownership of classroom conduct our education system appears to be in favor.
Yeti Speak local initiative
Yeti Speak is being used by teachers in schools to promote Carol Dweck’s 1970 findings that children who believed intelligence was learnt go on to become better at problem solving and go on to become better learners throughout life using a growth mindset, as opposed to peers who believe that intelligence and skill are innate and cannot be developed. Teachers use the Yeti as a fun way to introduce the concept of yet to pupils; it is okay to get things wrong, not understand and not have success first time round, this is only yet, hard work and determination will pay off.
Growth mindset is one of the most popular psychological theories in education at present. However, there has been skepticism of this current trend with many academics believing that schools are using the phrase as “Buzz words in education” and the current school system is too rigid to accommodate this in real terms. Vast changes would be required as to how performance by both staff and pupils are measured and more emphasis on present performance than how someone has done in the past. Psychologists have repeated the initial experiments conducted by Dweck with very little evidence that hard work can change I. Q. “If professors of psychology can’t repeat the results, what hope do teachers surrounded by unruly children have?”. Whilst the findings may not prove whether intelligence can be learnt studies have shown that schools implementing a growth mindset approach have seen an increase in grades, improved social skills and increased self-assurance. The children cope better in transition and have shown a decrease in aggression, stress and mental health problems.
The Yeti speak initiative is a constructive and worthwhile strategy which helps give children confidence and teach resilience which all in turn have a positive effect on behavior.
