Class Dojo: An Interactive and Fun Way to Monitor and Reinforce Behavior

Ask almost any teacher what their primary growth area is, and in what area they primarily have issues in, and if they're being honest, they'll most likely say behavior. How do you handle 21-35 kids all at the same time? It's not easy. It's not easy to deal with negative behaviors in a constructive way,

and it's really not easy to notice those students who are doing the right thing, and reinforce the positives. I'll admit, I've struggled with it over the years, and have tried multiple approaches to behavior management.

I feel as if I've been successful, but there's always room for growth. For the last few years, my school has been using the clip chart system of behavior monitoring and reinforcement. It's a simple concept, students start everyday at the green "ready to learn" spot, and can be moved up for positive behavior, and down for negatives.

There are consequences plainly spelled out for moving down, and the teacher can have different rewards for moving up (the graphic shows what this looks like).

I am fully on board for using the clip chart, and have found success with it, even in the 5th grade. BUT, there's always room for growth. I've also noticed from observation that many teachers don't properly utilize (or utilize at all) the clip chart, and this lack of follow through can create issues in a school, where everyone should be using the same method.

OK, anyways, that's not really what I wanted to get in to today. I wanted to show you a great behavior management system that's online, is easy to use, and is just all around fun. And yes, you can use it on a computer or a tablet.

Class Dojo is a neat behavior management software that you can project in your classroom, using a computer, an iPad/iPod/iPod Touch, an Android smartphone, and any other tablet you can imagine (more or less).

Each student has their own avatar, and by clicking on it, you can assign points or remove points. All of this is tracked, and you can view data at the end of each day showing how students are doing. This is easily readable and can be shared with parents either by printing it, or by having parents sign up for their own parent account to view their child's behavior.

I find Class Dojo to be interesting in that it's so transparent. You simply project it, assign points, and students get immediate feedback. It's also a great way of staying accountable (I know that's hard sometimes).

I've used a behavior notebook in the past, logging times I've had to discipline children, just for administrative purposes. Class Dojo takes care of that by keeping all the data together for each child.

Now, I know what you're asking. Yes, it's completely free, at least for right now. So go ahead and sign up, and get to using it. It's very user friendly, and there are tutorials if you're ever confused.

Finally, I'm embedding a few videos to get you started if you're interested in seeing more before you sign up:

Class Dojo Tutorial Video (11 minutes)

Using Class Dojo (4 minutes)

The Zone of Proximal Development and the Common Core: Teaching the Child, Not the Standard (Sort of)

This morning I wanted to talk about the Zone of Proximal Development (ZPD) and the Common Core (CCSS). If you're not aware of the ZPD, go read up at simplepsychology.org or this definition with visual. To paraphrase, the ZPD talks about scaffolding learning, and that at any given point, we have present knowledge, the next level of knowledge, and beyond. Knowledge that cannot yet be obtained because it lies to far outside that scaffolding is called the distal zone. For example, you can't teach a 1st grader trigonometry because there's so much knowledge to obtain between now and then, so trigonometric functions will stay in the distal zone for some time (longer for some than others).

The great thing about the CCSS is that the tools are right there for teachers to ensure that every child is learning in their ZPD.

In the excerpt from RL.1, taken directly from the Common Core Standards ELA document, a 5th grade student is expected to "Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text." Well, guess what? Not every kid in your class will be able to do that, ESPECIALLY in the first years of the Common Core. So what do you do if that child isn't in their ZPD? Go back to 4th grade. It says ""refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text." If that doesn't fit the bill, keep moving backwards. This work will be integral in the initial years of the CCSS. Of course, we want each student mastering the 5th grade standard by the end of the year, but it's much clearer in the CCSS how everything scaffolds, and how the level of complexity picks up from one year to the next.

Now, when doing a read aloud (which, honestly, is a part of EVERY classroom, a major part, as it should be), it's important to know how this fits the CCSS. Let's not get into the mindset that the CCSS kills reading literature for pleasure, it seeks to balance the reading of literature and informational texts, and reading for pleasure, as most any teacher knows, is very important to student success and is an indicator of future success in the literacy classroom. 

First off, you have to know the standards. You have to know when you're touching on those standards, and giving students practice, because after all, writing is equally important as reading in the CCSS (and it really is, you can't argue that). By knowing the standards by heart, you'll know what areas to focus on, where to stop and have book discussions, and when to assign deep writing assignments based on the read aloud.

William and Pérsida Himmele, in their article Why Read Alouds Matter More in the Age of the Common Core Standards, say:

In light of this radical shift away from our current lopsided emphasis on narrative texts, protecting the read-aloud time may seem counterintuitive. After all, why would we want to use up valuable instructional time reading stories to our students? Our answer is simple. In addition to getting kids hooked on books, narrative read-alouds are an effortless way to help students acquire the academic language they will need to comprehend informational texts.

When we give up the read-aloud, we may slow students' vocabulary learning; research has shown a strong positive correlation between read-aloud experiences and vocabulary development (Meehan, 1999; Roberts, 2008; Sénéchal & LeFevre, 2002; Sharif, Ozuah, Dinkevich, & Mulvihill, 2003). A 20-minute read-aloud can repeatedly expose children to academic words that will likely show up in content textbooks. For example, such words as somber, bespoke, probed, tolerance, substance, boring, searing, eliciting, surges, and anguish are considered academic vocabulary. And they all appear in this paragraph from Brandon Mull's book, Beyonders: Seeds of Rebellion, marketed for 3rd to 6th graders. In this excerpt, a character named Nedwin describes his torture at the hands of the captors who placed him under the influence of a pain-enhancing substance.

Exposure to academic words, and exposure to advanced ideas are important components of the read aloud. As you push more and more through the CCSS, you'll learn that exposure is key, you need to constantly expose students to these ideas and to shift their thinking to a deeper level. It will be a challenge in the initial years as we see the glaring gaps between the CCSS and our old state standards, but that's ok, this is about college readiness and future success, and we have to start somewhere.

WORKS CITED

Himmele, William and Himmele, Pérsida, (December 6, 2012). Why Read-Alouds Matter More in the Age of the Common Core Standards. ASCD Express. 8 (5).

Meehan, M. L. (1999). Evaluation of the Monomgalia County schools' Even Start program child vocabulary outcomes. Charleston, WV: AEL.

Roberts, T. (2008). Home storybook reading in primary or second language preschool children: Evidence of equal effectiveness for second language vocabulary acquisition. Reading Research Quarterly, 43(2), 103–130.

Sénéchal, M., & LeFevre, J. A. (2002). Parental involvement in the development of children's reading skill: A five year longitudinal study. Child Development, 73(2), 445–460.

Sharif, I., Ozuah, P. O., Dinkevich, E. I., & Mulvihill, M. (2003). Impact of a brief literacy intervention on urban preschoolers. Early Childhood Education Journal, 30(3), 177–180.

The Informational Text Revolution: CCSS and the Changes We All Face

This blog is already structured around subjects (the easiest way to reach those subjects is by clicking the name of the subject in the logo at the top of the page). These subjects are laid out by the way I teach them in my classroom... correction the way I taught them in my classroom. The incoming Common Core State Standards (CCSS) will surely have an impact on that.

Now, the CCSS doesn't change the fact that in 5th grade I teach American history and geography. CCSS doesn't change the fact that, here in New Mexico, Social Studies is still covered by the New Mexico Standards and Benchmarks (those standards for Social Studies are available HERE).

The CCSS, after all, cover English Language Arts and Mathematics. An article put out by the New York Times on December 13, 2012 titled Fiction of Non-Fiction? Considering the Common Core's Emphasis on Informational Text asked if the focus on informational texts within the CCSS is detrimental to student learning and love of reading. The article also has a great resource, a quick little questionnaire that can be given to students to see how much they read outside of fictional literature (the answer: probably not much). I know that I'm guilty of having certain books I like to read every year (The Castle in the Attic, The Giver, Holes, and The Lightning Thief to name a few). Well, "the CCSS deemphasizes reading as a personal act and emphasizes textual analysis" (Calkins 2012). And before I dig too deep here, I'm going to just say that the CCSS for literature and informational text are the same, so I'm going to leave it at that.

When it comes to all these informational texts, as I said previously in the post titled Informational Text Free Digital Resources: Gearing up for the Common Core, it's not a matter of many of us going in a direction with literacy that we've never gone before, it's just a more mindful approach to the usage of some strategically chosen texts, and for students to not only be exposed to various texts, but to know their interests and steer them towards informational texts that pique their interests. Also, we have to be mindful of the fact that there is a different between reading for a fact hunt and reading to gain understanding and comprehension of an idea.

BUT, this doesn't mean that informational text reading just becomes about student interest and leave it at that. The research shows that students need to be reading for 90 minutes per day optimally, and that is actual holding a book in their hands reading time (Allington 2005). That's a lot. I usually give my students 25-35 minutes per day of individual reading, and the vast VAST majority of that reading is fiction based literature.

In the coming weeks, I will be laying out how to get started in the reading and writing classrooms (or at least how I will start), including how to assess student readiness and reading levels quickly and efficiently, and how to teach thematically (using The Lightning Thief and teaching Greek Mythology simultaneously for example). I will also be revisiting my units for Social Studies and Science, and focusing them on informational text and writing based approaches. It should be a fun time, but in the end, I feel that it will better prepare me (and anyone who finds these resources and uses them) for what lies ahead.

So stick around, bookmark my page, and come back soon. I'm already getting everything lined up, I just don't like to post things until they're finished. Look for more tomorrow!


WORKS CITED:

Allington, Richard, 2005. What Really Matters for Struggling Readers: Designing Research Based Programs, 2d ed. Boston: Allyn and Bacon.

Calkins, Lucy, Mary Ehrenworth, and Christopher Lehman, 2012. Pathways to the Common Core: Accelerating Achievement. Portsmouth, NH: Heinemann.

Informational Text Free Digitial Resources: Gearing up for the Common Core

It's time for Common Core (CCSS) all over the United States, and I for one couldn't be happier. I believe these standards will demand more of students and teachers. The standards will demand a thorough, rigorous, culturally relevant, and college preparatory based education from kindergarten all the way through 12th grade. If the standards are taken to heart, if teachers buy in and work to the maximum of their abilities, I have little doubt that education in the United States will not only be the strongest in the world in about 10 years, but will be the strongest educational system the world has seen. No, I'm not just a CCSS fanboy, I was skeptical just like many others, but the more I read, the more I experience, and the more I train both myself and others, the more excited I am to see what my students are capable of, and how hard and how far I can push them.

In the area of literacy, the CCSS moves classrooms into the world of informational reading and writing. In fact, by the 4th grade, students should be reading 50/50, 50% literature and 50% informational. It also demands that informational text goes deeper than just reading for fact finding. I'm guilty of this, I have too often used informational texts as nothing more than a fact hunt to use in research posters or projects, etc. But that's changing, we have to start going deeper.

This post specifically targets informational text resources that are freely available out there. For me personally, I'm able to call upon a teacher resource room with hundreds of informational texts at my school, and an online resource file of informational texts through the Pearson SuccessNet website (something that came with my districts reading adoption a few weeks back). Those two things are definitely not free and if you don't have them, you're probably not getting them anytime soon. So what to do?

Here is a list of some resources out there to get you some informational texts to your students. All you really need here is a computer, BUT, if you'd like to view these on a tablet, or have them in pdf format, that's pretty easy to accomplish (I prefer using pdfs on iPads because students can annotate them within a note taking app, and pdf documents have more of a traditional text "feel" to them.

I will be focusing on the ins and outs of the CCSS and how informational texts fit in the classroom here in the near future, but for today, let's stick to resources, because it's so much easier to jump on board when you know you have something to back you up. So here we go:

• This first link is to a free, browser based web page to pdf converter. It takes the center frame of a web page and saves it in a high quality pdf. I use this when I want students to read something from, for example, the Scholastic for Kids page, and don't want them sifting through text in the midst of side bars and links. Web 2 Pdf. Bookmark it!
• A listing of some good places to start gathering resources, in a post titled Online Sources for Informational Text at a blog called "Hello Literacy." Ignore the link to the web to pdf converter on their page called joliprint, as it is no longer in service.
• While I'm linking to some online listings (of which there are literally thousands upon thousands), there's also this page from the Common Core Georgia Performance Standards website on Informational Text Resources. There's also this post at Eye on Education. Both should give more than a few resources that you'll want to bookmark.
• At the beginning of the second page of this pdf document is multiple links to small readers on the Scholastic website, and they're really pretty good (and already in the correct format). 
• If you're not aware of The Reading and Writing Project, familiarize yourself. They are the group that did Pathways to the Common Core, a great book that's been like a CCSS literacy bible for me personally. On their site, they keep a listing of information texts called Digital Nonfiction Text Sets.

Common Core Changes

My early summer lay off isn't exactly over (it's been four weeks since my last post), but I do feel that I'm ready to start posting my Common Core (CCSS) units fairly soon. To provide a little background, here in New Mexico, at least here in Las Cruces, grades K-3 adopted the CCSS this past school year. Grades 4-12 will be adopting this upcoming school year. I know many states have already been there for a few years, but this is my first big experience with it all.

Before I jumped right in and started putting up lessons, ideas, units, assessments, etc. that are CCSS aligned, I wanted to make sure I sufficiently understood what the CCSS is all about. I've attended (and facilitated) a number of workshops and trainings this summer, and have also been reading Pathways to the Common Core, a great book that makes it easier to digest these changes in the literacy and writing classrooms.

Now that I've got a good idea of the direction I'll be going to one last math training today. I attended a few earlier this week about math pacing guides, and this one today is about CCSS and our new math series, Pearson enVision. There will be some changes to my page here. What I'll be doing is re-aligning my units for the CCSS. I will not take down my old units and lessons, but will be attempting to include CCSS resources in them, even the science and social studies one. I will be attempting to re-do those units to reflect both the National Council for Social Studies (NCSS) standards that haven't been mandated in New Mexico, but are definitely coming, and the National Science Education Standards (NSES), which are also not mandated but help tie together my lessons to a broader focus.

I will begin posting these units this weekend, as well as some ideas on how to setup instruction in the various subjects according to the CCSS while addressing rigor, relevance, and a much greater depth of learning.

I'm excited about this shift to the CCSS, I think it will really force teachers to demand more of themselves and their students, and will pay off in the long run. Like anything else that is mandated in education, there are pitfalls and things to make you shake your head. But I've decided that, as it relates to the CCSS, there's not much value in complaining, we're all in this together (quite literally, all states with the exception of Texas, Virginia, and Alaska... and Minnesota in math, have adopted the CCSS, you can see that for yourself on this In the States graphic).

I hope you'll come back and be able to utilize some of what I put up here. Thanks!