Pupil feedback is provided via the ClassDojo app, as pupils are rewarded with points for positive performance or behaviour, and equally, points are deducted when teachers perceive pupils’ behaviour as ‘negative’; thus, the level of points is representative of pupils’ behavioural success at school.
As mentioned in parent feedback, the point system operated in the ClassDojo app produces a report, which aims to reveal pupils’ behavioural patterns, and notify all parties (teachers, parents and pupils) of pupils’ achievements in addition to potential behavioural concerns. However, as Boaler (2009, p. 90) highlights, “Feedback to learners should focus on what they need to do to improve, rather than how well they have done, and should avoid comparison with others”. The ClassDojo app does exactly this, as pupils scores are displayed to the class in a ‘leader-board’ format. Manolev (2019) explained, this comparison of points invites control into the classroom format, and thus, “the app focuses on controlling students rather than helping them to build a deeper understanding about the why and how of behaviours in a social setting”.
Additionally, ability or behaviour-related labels, which possess multifaceted implications for pupils’ self-esteem, identity, and behaviour are reinforced by the classification of rewards (green) or sanctions (red). Tauber (1997, pp. 9-11) highlights, labels can cause pupils to develop a self-fulfilling prophecy as they begin to believe the labels that they have been assigned to, this causes pupils to adopt new behaviours which make the original statement become true. Dweck (2006, pp. 75-76) explains the theory, “When you’re given a positive label, you’re afraid of losing it, and when you’re hit with a negative label, you’re afraid of deserving it”. Therefore, projecting pupils’ levels of DojoPoints may produce these harmful consequences, as low levels of points may instigate a belief to pupils that others have low expectations of them, or that their work or behaviour is unworthy of ‘points’ and thus unworthy in general – consequently, disturbing pupils’ self-identity and self-esteem.
However, there is a constructive perspective to displaying pupils’ achievements and sanctions, as projecting pupils’ DojoPoints is believed to add an element of competition between peers. Therefore, some pupils may thrive from this competitive environment. Rimm (2008) argues, “Teaching children cooperative and competitive skills is a developmental process”, highlighting this supports pupils’ perseverance with challenging tasks and prevents them from becoming discouraged. It can also be argued that pupils sometimes work cooperatively to achieve whole class DojoPoints thus supporting teamwork and communication skills.
How has ClassDojo changed Education?
The education system in the UK is fixated on streaming and labelling of children according to their projected scores in tests (Boaler, 2009, p. 32). However, the behaviour-based labelling of children is becoming more evident with the application of ClassDojo points system. Though there are believed to be successful elements associated with DojoPoints, such as the element of competition which is believed to be beneficial to children’s social and emotional development (Rimm, 2008). The consequences of behaviour labelling (which the app advocates) is thought to be detrimental to pupils’ self-esteem and identity. It is coherent that learning transpires at different speeds and to different depths of cognition “Teaching a ‘one-size-fits-all’ pace will not benefit the class” (Ollerton, 2009, p. 49). Therefore, a range of behaviour and performance management strategies are required in order for teachers to be effective. As the ClassDojo app merely highlights where pupils have been rewarded and sanctioned for their behaviour or performance, the app itself does not create interventions for pupils to progress. Thus, interpersonal teaching strategies remains a key feature of managing pupils’ behaviour and performance, as it is teachers’ expertise and pastoral role which supports pupils’ individual needs.
It must also be considered that the only opportunity children will have to see such feedback is if the ClassDojo application is launched in the classroom, for example projected onto an interactive whiteboard or elsewhere that is visible for them to see. This suggests that technology such as interactive whiteboards may be restricted as an educational teaching tool, and if such resources are used with ClassDojo in the background, then it is fair to assume that the pupils may not receive sufficient feedback.
ClassDojo 