For effective learning to transpire, teachers are expected to build positive teacher-pupil relationships according to the Teachers’ Standards (2012). This is supported in literature, as Morgan (2008, p. 14) highlights,

“The teacher’s skill in managing their class depends on the quality of their relationship with the children. A teacher must build up trust and friendship with the children as this establishes the basis for behavioural management and change”.

Thus, the ability for teachers to delve into their students feelings and experiences is a significant factor in managing their individualised behaviour. A partnership between teacher and pupil subsequently enables practitioners to articulate constructive and appropriate feedback concerning children’s learning or behaviour (Rogers, 2011, p. 140).

ClassDojo essentially is a mechanism for awarding and deducting points. Though this identifies pupils’ achievements and areas of concern, ______ argues that teacher-pupil relationships are neglected. Achievements are rewarded with ‘points’ and areas of concern cause points to be deducted – this system fails to acknowledge the route of the issue 

as points are distributed and therefore recorded for the demonstration of particular ‘skills’. In order to minimise unacceptable behaviour, teachers are to ensure that they have clear rules and that the pupils understand what is expected of them. Classroom rules are needed in order to facilitate effective teaching and learning, at times children will need reminding of rules and expectations which is often reinforced through explanations as to why such rules are necessary (Leach and Raybould, 1977, pp.94-95). The point system used in ClassDojo praises good behaviour, and also deducts points for pupils who are not behaving as expected. Whilst it is important to praise and reinforce desirable behaviour, it is important that teachers distribute praise fairly amongst their pupils. Robins (2012) suggests that the distribution of praise within classrooms is unequal, children who often struggle to behave or complete work are often praised frequently for exhibiting behaviour that their peers model consistently. Practitioners must consider this when using an educational tool such as ClassDojo as an unequal distribution of points may actively de-motivate pupils as a result.

It is necessary for teachers to create a positive classroom climate in order to optimise the behaviour of their pupils. (Hobby and Smith, 2002, p.9) . The Department for Education (2017) argue that “There is no substantial disadvantage to investing in a successful behaviour culture in a school.”, by forging positive relationships with pupils that are founded on mutual respect for one another, teachers are able to create a positive and inclusive classroom culture (DfE, 2017). Supposedly “ClassDojo connects teachers with students and parents to build amazing classroom communities.”, the creators of ClassDojo claim that the application helps practitioners to forge these positive teacher-pupil relationships as the application allows teachers to encourage pupils for any skill or value (ClassDojo, 2019). The application is criticised as inclusive yet isolative (See Pupil Feedback) due to the public display of recorded behaviours, and so it is important that teachers use the application cautiously.