Team Building through ClassDojo!

As humans, we thrive on relationships and connecting with one another. Whether it be in the classroom as a student or a teacher, if people are working together then they can achieve far more than if they were to do so individually.

As part of introducing ClassDojo to my students this year, we decided that we should set a class goal. As a team, the class would need to earn 2000 ClassDojo points in order to earn a class achievement award. This has really added to the excitement of each student earning individual points — students are delighted to watch one another succeed! Daily, students are asking what the class total is, and they even take a few moments to work out how many more points they need and how many each student would need to earn (a little bonus maths lesson!) to reach their goal.

My students have quickly evolved into a fantastic team, working together towards a common goal. Unfortunately, from time to time some students do lose points (which is the case for some when homework is due).  However, when this occurs, these students have a positive support system behind them. Their classmates will say, “WE can get those points back!“. They truly have come together as a class, encouraging one another day in and day out. I am so proud of the positive and supportive relationships that are being built in my classroom. So, thank you to ClassDojo for promoting positive teamwork in my classroom. I’d love to hear how others are using ClassDojo to encourage teamwork in your classroom 🙂

Join us Wednesdays at 6:30pm AEST / 8:30pm NZ for #dojochatANZ

Whole-Brain Teaching: How to meet ALL students’ needs!

Working with students who come from high-trauma and low-income families and communities adds a different stressor to students, a classroom and teachers. As educators, we can support families by letting them know about resources in their communities. This might include assistance programs, free services for families, and more from public resources like libraries. For students, we can work to make a classroom community where they feel safe to learn. This includes one where students can take space to calm down, get a snack to keep their energy up, talk out their issues, and learn in a quiet, respectful environment. These take time to build, and with each student, which can add an extra responsibility to a teachers’ workload. Without each of these supports, and a child feeling safe, the student cannot take in extra knowledge.

I had a student once come into class, late, and he just was not focusing. He was disrupting the class, being disrespectful to other students, and in general, not being a scholar according to our classroom and school norms. I held him in during recess, and I checked in with him and asked him why he was acting out. He said, “I didn’t sleep because the guys outside were fighting (gangs), then I had to get my sister ready (who is 5), take BART to the city, and take 2 busses to get to school. And I didn’t eat breakfast. So I don’t care about math.” He was 8 years old. And it all made sense.

A child’s brain is stimulated so much by nurture. This doesn’t only mean being held in a loving way by a parent. This means having quality interactions, both emotionally and physically, at home, in school, and in transition. This means knowing that your basic needs for survival are being managed, and that the child is not the sole-provider for those basic needs. Someone once related this to my hand. It’s like looking at your own hand, and making a fist. That fist is your whole brain working. Each finger is a different need that you need to have met before you are able to use your whole brain. If your thumb is out, your whole brain isn’t ready to work. That might be your need for nutrition and safety in being full and not hungry.

As educators, we can work to make sure those basic needs for safety and security are being met, by providing families with food bank information, safe housing options, and nonviolent communication workshops. But in all reality, we don’t have control over their home. We have control over our classroom home, of which we can provide the same basic needs that a student needs to learn, even if only for 6 hours of the day.

Flipping Out: Have you tried flipping your classroom?

For the past few weeks, Mr. Burnaugh’s students have been experimenting with simulated parallel and A/C circuits, chatting with him and each other, answering poll questions, and uploading graphic organizers on their LMS (Learning Management System)—all online and before they even enter the classroom. When they meet with him IRL (In Real Life), they have an opportunity to really dive into Ohm’s law and the algebraic recipe for calculating current. In their labs, they use a resistor, a battery pack, an ammeter, and a voltmeter to explore how this equation applies to real life.  They have the opportunity to ask Mr. Burnaugh questions, receive 1:1 and small group help, and connect with peers. When they go home, they can review what they learned in class by accessing teacher notes, re-watching a recorded lecture, downloading a helpful video on TeacherTube or Khan Academy, and completing practice equations. Following classroom learning sessions, they return to the LMS and review, practice, and process what they did in class. A drone delivers college acceptance letters and scholarship offers.

Okay, maybe there’s no drone, but flipped instruction is not science fiction—schools all across the country and world are making this model work for students.

What can flipped instruction do for me?

One of the most heavily touted benefits of the flipped classroom is the efficient use of in-class time. Students view pre-recorded lectures that are either given by the teachers or another expert in the field through Ted talks or Khan Academy for example, or any number of educational podcasts. This cuts out 15-20 minutes of class time otherwise designated to direct instruction/lecture. After listening to online talks, students complete a simple assessment exercise. Using assessment results, teachers can craft the next day’s lesson or project to target all levels of competency. (This last piece is key. Khan Academy cannot to do all the teaching. Effective instruction is presented in multiple formats and from a variety of angles. “See, Hear, Do” still applies.)

Another benefit of the flipped model is the ability to differentiate.  Students who require more time to process and practice can move through pre-lessons at a pace that suits them; they can review and access additional resources for extra help. They can receive assistance from peers both online and in person. Depending on how the teacher sets up live chat sessions, they may even get more one-on-one time with instructors. Students who want to move at a faster clip can complete several pre-learning modules in one session, access and complete extra credit assignments on the LMS, and delve deeper into topics of interest in “Parking Lot”-style chat rooms. Students could even create their own pre-recorded lectures or screencasts to post to the LMS for other students to learn from. (Here is a good example of a screencast from a 4th grade student.)

One last benefit that’s worth mentioning is allowing students to transcend their own biases. Not all teachers are good at delivering dynamic, interesting lectures. Even if you are, not everyone will enjoy or connect with your dry wit, interesting trivia, and wealth of knowledge on a given topic. These are the risks teachers take on a daily basis when they stand up in front of a class. But if we know that Ken Robinson or Neil deGrasse Tyson say it best, then by all means, please let them deliver.

What are the drawbacks?

One of the most obvious drawbacks to flipped instruction is lack of access.  In low-income schools and communities, it’s still a harsh reality that many students don’t have regular and reliable internet access. Smart phones can help level the playing field, but some LMS systems aren’t compatible with all smart phones. Students may be able to view lecture modules, but often encounter obstacles when it comes to interacting with assessment tools.

Another pitfall is the issue of time. Since one-room schoolhouses, teachers have never had enough time to plan lessons, grade papers, attend meetings, and stay ahead of the curb on research; flipped lessons require an extensive and intensive block of time to develop and curate in an attractive and organized manner. In addition, flipped instructors have to manage after-school hours. The ideal is for students to have instant feedback, but as always, educators have to figure out how much of their personal time they are willing to give up.

One final item to consider when weighing in on flipped instruction is the issue of homework, or pre-learning in this case. Interactive videos and podcasts are meant to be more engaging and interesting—certainly more interesting than a worksheet; however, just because homework is delivered to student computers or iPads, doesn’t mean that they will do it. As is the case with any meaningful homework assignment, if students don’t take responsibility for completion, they will come into class the next day with little to contribute and far less understanding than their peers.  Nothing new here.

As technology becomes more accessible and widely utilized, we’ll most likely make the full fledged shift to a blended model of technology-based pre- and post-learning outside of the classroom, coupled with hands-on PBL inside of it.  Now is the time to experiment, play, and try this out. And don’t forget to let your students help you!

 

Teaching Writing Part 3: Best Practices for Encouraging Revisions – and Streamlining the Process

This is part 3 of a 3 part series. Read part 1, here and part 2, here

The most important exercises students can do as they learn to write (a close second to, well, writing lots of stuff) all feature responding to feedback.

That said, here’s what most of my experiences with giving students feedback on writing looks like:

Scenario: A student turns in an essay. Normal for a high school student, it’s full of syntax errors, has stylistic problems, it is hard to follow, and has some specious arguments.

Student: Mr. Wolk, why’d I get a bad grade on this essay?

Me: You didn’t get a “bad grade.” This is a work in progress, and the red marks show you where your paper needs work. The grade is an indication of how close to your goal you are.

Student Response 1: Well, I can’t read your marks.

Student Response 2: So, all I have to do is fix the stuff in red and it’ll be an A?

Student Response 3: But why didn’t you like the paper?

Student Response 1 is a problem because I put 15 minutes into making the corrections, and that time is wasted if the student (and I, probably) can’t read my writing.

Student Response 2 is a problem because it’s not about “fixing” or “making corrections,” it’s about editing and improving. Student papers need retooling, sometimes. Or a student needs to go back to – well, not square one, necesarily, but square 2, and reformulate an argument and the proof for the argument. This will not be a 2 minute “fix,” and I don’t want him to think it is. But it will make him a better writer and a master of the material.

Student Response 3 is a problem because the students have learned that teachers grade work with a desirable grade when they “like” it. And that is a dangerous but understandable conclusion for students to draw. It is counterproductive to the meta-goal of learning how to take criticism for the perfection of a product – and teaches that setback is bad. Unlikable. Yucky.

What students need is a clear workflow for learning the process of editing work.

The Challenge:

If the essay is a major part of the curriculum, including outlines and multiple drafts, then each step is built in. Students learn that preparation for writing, a good first try, feedback, and revision is part of the creative process.

But if this is an in-class essay, or a smaller summative assessment, or a mid-unit check-in, you may not have time (in the calendar) for an initial deadline, and a second deadline. And some students may turn in work that satisfies the requirements of the essay. Will you require rewrites for every student? Do you have time to grade second drafts for every student?

Finally, if time is short for you, like it is for all teachers, you’ll note that chasing after mutliple drafts of an essay in order to check to see if revisions were compled is frustrating – and then flipping back and forth between two documents (or two paper copies) is cumbersome.

How can we streamline the incredibly important process of students receiving, reflecting on, and responding to critique?

The Solutions:

1. Do revisions or edits in a format like Google Docs, using the Insert Comment feature. This ensures that the student can read the comment.

  • Include simple corrections and also links to digital documents containing pre-made primers/reviews on the most common writing errors or anything you’ve been focusing on in class. (Passive vs. active voice, transitions, how to cite, etc).
  • You can play with different platforms that allow you to comment in a Google Doc with words, crayon, voice, or even video!

2. Students write essays in the left side of a two column grid. The left side is for the first draft. The right side is for the second draft.

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  • This allows you to see the second draft right next to the first draft. Much easier to see if revisions are made!

3. Unless you are doing a full-scale essay with built in deadlines for outlines and revisions, consider making revisions optional. Here’s how:

  • On the final comment of the essay, include an interim score. Summarize and explain the interim score.
  • Students can recover 50% of any lost credit by perfecting the second draft. (For example, a student who earns a 70% on the first draft can earn an 85 on the second. This encourages students to submit quality work up front, rather than procrastinate until the the rewrite for their best effort.
  • Any error constituting a party foul (a silly misspelling, confusing too/to/two) earns a “strike.” 3 strikes loses 10%, unrecoverable. Students are thus encouraged to proofread before turning in work, rather than relying on you to be their personal editor. Any student who wants or needs your proofreading assistance in advance can meet with you (this meeting should be required – again, you’re not their personal editor) and you will proofread the work together. This reduces “learned helplessness.”
  • Clarify when the deadline is for the second draft. I advise ONE WEEK from the receipt of the revisions.
  • If there is anything about the essay that the student is unlikely to be able to fix on his/her own (whether it’s technical, grammatical, nuanced, or value-based), require a face-to-face meeting before the student begins working on it. If you’re using a program like Schedule Once to make appointments with students, include the link to your scheduling page right in the comment!
  • Students have 1 week from the moment the paper is graded write a revision and tell you in an email (this must be required) that the paper is revised. As these papers come in, flag them and grade them in batches.
  • If you’re using a Learning Management System or Electronic Grade Book, copy and paste your final inserted comment into the gradebook. At the end of the semester, you have a great start to a content-filled narrative for the students.

Additional Notes:

  • For high achieving students who are aiming for an A in the class, a B+ interim grade is often sufficient to entice them to do a second draft.
  • Students who bomb their first draft should earn a much lower grade than you would otherwise have given them, since you will want them to do a second draft. In other words, don’t reward a mediocre paper with a mediocre grade. Give a grade low enough to send the message that the paper is not acceptable – and that the benefit of a second draft is, indeed, required.
  • Give an A- to a highly achieving student who performs just under his/her capacity, who you would like to focus on other class goals (say, in the weeks before a major project). These students may opt not to do a second draft, and the A- sends the message: “Feel free to raise your grade, but it won’t hurt you if you need to start studying for the AP test.”
  • Use ClassDojo to record information about students who bomb their first drafts but do not bother to submit a second draft – or students who are required to meet with you who simply turn in a second draft, (thereby making the same mistakes they made the first time). These students (and their parents) will benefit from this type of very thoughtful “student-ethic” feedback.

Teaching Writing Part 2: Offering Students an Outline

This is part 2 of a 3 part series. Read part 1, here

Maybe you’re lucky, and you have a curriculum that includes teaching students how to organize thoughts, how to ensure that you’ve backed up your ideas – most likely, it’s all part of a unit on how to write an outline.

And maybe you also have a golden Lamborghini and a pair of boots that can fly. And a machine that can make any kind of food you want.

Students often do not know how to organize their thoughts or write an outline. And so, I would receive essays from students I had no idea how to grade. Namely, an advanced writer would look at the prompt and say, “I will need to compose a thesis, come up with three good supporting points, find evidence to back up the points, lay it out in an organized way, and end with a conclusion tying the thesis to some further ideas or questions.”

But what I get often reads more like Kafka’s stream-of-consciousness diary entries. Each idea meanders around, maybe offers a thesis, maybe not. Maybe ideas are developed, maybe they leave the reader wondering if life is nothing but absurdity and darkness.

Now, I am not an English Teacher. I teach a series of humanities electives that borrow from psychology, sociology, and literature. They require cross disciplinary thinking, and any essay students will write for me will require some creative thinking, some mastery of content, and some organizational finessing. This is not: “Compare Jeffersonian and Jacksonian Democracy.”

But I have a background in English Lit. And the English Teacher in me says, “Well, if you can’t follow the student’s thinking, and the ideas are not developed, then that should be reflected in the grade.”

But what about the ideas? The thinking? The mastery? The content at the center of the topic which the student never gets around to because he or she is paddling around, lost, stuck, in circles at the edge of the pond? This is an essay, yes. But it’s also a test. And the main goal of this particular unit was not necessarily to teach writing.

One year, a student with some learning differences bombed an essay test she should have thrived on. She touched on zero of the brilliant ideas she’d fronted in class discussion. At a conference, her mother said, well, was there an outline I could give her to make sure she touched on all the main ideas?

Sure.

The next time we had an essay exam, I gave her an outline in advance, and she thrived.

But what about the other students? Should they learn how to write an outline? Sure. But what about this week, when it’s time for the essay exam for the end of the unit? A third of them don’t know how to organize their thinking.

Should I have them write and submit outlines which I will review and give pointers on? Should they submit a revision of the outline? I will give a third round of revisions, and then they will write the exam!

No! Who has time for this? The essay exam is this week!

 

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*QOL refers to “Quality of Life” – a tool I created for analyzing people’s well being. For more, visit http://bit.ly/magclassqol

Here’s what I started doing.

  • For every essay, I include an outline. The thesis is highlighted in purple. It provides very explicit places to write supporting ideas, textual evidence, a restatement of the thesis, and questions for further thought.
  • If I will include additional requirements (like quoting a support-statement from an in class film or partner work) I build spaces for this into the outline.
  • In their actual exam, their thesis is purple. Their support statements are green. Their textual evidence is orange. Their additional requirements are blue. It’s easy to find these “points of assessment” as I read.
  • And when I grade their essays, I know I am grading not only their fledgling writing skills, but more importantly, their mastery of the material, their creativity, and their critical thinking.

Some day, will I begin to differentiate between students who receive an outline and those who must write their own outline?

Someday.

But the essay exam is this Friday. Onward, we write. With outlines.

This is part 2 of a 3 part series. Read part 3, here

Music in the classroom? Yes. When? Now.

What’s the first thing you do when you come home at the end of the day?

Turn on the TV? Take a shower? Pet the cat? Untangle your children from a roll of duct tape?

Many people put music on. It sets the tone, creates a certain kind of space: relaxing or energized, comforting or upbeat.

Each class period is a “space.” One class is fun, one is silly, one is energized, one is noisy. Sometimes this is due to the lesson plan, sometimes it’s related to what the students bring into the room. Students can bring an exhausted mood into a room or a chattery, distracted mood. They can bring frustration from whatever happened the block before, or anxiety. The mood students bring into the room can support student learning, or it can undermine it.

I use music to set the tone in the room. I use upbeat but not frenetic music, music that many students might not know but which they may enjoy.

Students know that when the music is playing, it’s not a good time to come ask me questions or distract me with questions about my weekend. All this must wait until “housekeeping.” While the music is playing, it’s time for students to find their seats, to look at the lesson plan (posted online or on the board), to see who their work partner will be, and to begin working on First Thing Work.

While the music plays, I take attendance, prepare my notes, check in with students with emergencies, and so on.

When it’s time for quiet, I begin counting down from ten and drop the music. When I hit zero, the music is silent…and so are the students. No shushing, no noise.

The mood is positive, and if I choose good music, the classroom feels like a great place to be.

Additional ideas:

  • Have a playlist ready on your iPod or laptop so if a song ends, another, appropriate song will begin, and so you don’t have to think about what to play.
  • Avoid ultrapopular (or worse, waning-in-popularity) music that might provoke a reaction.
  • Consider playing quiet music during quiet work or partner-work time. I find that some classrooms enjoy mellow jazz or classical music in the background. It’s not necessarily distracting, as long as it’s quiet, and in some cases, it actually helps maintain focus, especially if, for example, two students are working together out loud while others work silently; the music will help the quiet workers not to be distracted by the students working aloud.
  • When you finish class, consider playing music as the students leave! Why not send them on their way with something upbeat?
  • Invest in a 25 dollar micro-speaker which lives in your briefcase, backpack, etc. When you walk into class, turn it on, plug it into your iPod, hit play, and the beat is on! (I suggest a “Curve” by Cambridge Sound Works, an X Mini ii, or an iHome mini speaker. (The former is a little pricier and sounds better, but is a bit bigger. The latter two are cheaper and smaller and, for me, plenty for their purpose). Once in a while, I like to slip a song onto the mix that I know a certain student likes (look at what T-shirts the students wear or concerts they talk about). Sometimes, the student will make a positive comment about your choice of song. After class, ask the student for more suggestions, ask about the concert, or, if you are already a fan, yourself, start a conversation on music. Many of these informal chats have built rapport with a student who I previously had trouble connecting with.

Music/Musician Suggestions:

  • Anything by Dave Brubeck (Jazz)
  • Pandora stations: rocksteady, salsa, Frank Sinatra
  • Graceland by Paul Simon
  • Edward Sharpe and the Magnetic Zeros
  • Andrew Bird
  • Sufjan Stevens
  • Thomas Mapfumo

5 tips to avoid teacher burnout!

Teaching is emotionally intense. Along with the pressure of working with adolescents and children. There are short deadlines and an expectation to go ‘above and beyond’ every day.

Here are five factors that make burnout more likely:

  1. Unclear expectations: teachers are only told what the expectations were after they fail to meet them.
  2. No control: teachers have no control over their workload. This is especially stressful when the work they are doing is just for a filing cabinet and not for their students.
  3. No recognition: extra effort is ignored, along with everything else the teacher does.
  4. No support: teachers are left to figure out things for themselves with no help or encouragement.
  5. A climate of bullying: when teachers psychologically abuse each other or management attack teachers.

These factors are mostly out of the control of the teacher, all they can control is their response to it. Here are five ways to reduce the effects of a poor working climate.

  1. Get everything in writing. Even ‘passing’ conversations, jot off a quick email to confirm what was said. I had a manager once who made up rules on the fly. Every few days. I was never exactly sure if she just had a terrible memory or had genuinely believed she had communicated clearly to me. Getting it all in writing helped, in either case.
  2. Know when to stop. Have a deadline in the evening when you switch off. You’re no good to your students as a burned out zombie. Once, I was heading for burnout and took a teaching English as an Additional Language course during a weekend. Even though it was hard work, I felt refreshed on Monday because I had stopped thinking about my job for 48 hours.
  3. Get Zen about it. What you are doing is important to your students and your community. Praise is just for your ego.
  4. Support your colleagues! Go help out another teacher, arrange evenings out, invite them to your home. I had one manager who just said “Have you tried ringing home?” every time I asked for help in one of my first years as a teacher. It was the teacher in the room next to me who made the difference by having a couple of informal team-teaching lessons in each other’s classrooms. He put it like, “Let’s do a couple of lessons in the next unit together!”
  5. Usually, calling it as you see it stops bullying. But not always. So, document everything. If you are a bystander to bullying, make sure you do not become a participant by joining in or gossiping about the victim later. In one school, we had a boss who would scream and swear at members of staff. Every few months, a new victim would be singled out and made to leave the school. Instead of unifying, the teachers would gang up on who he was targeting and say it was all their fault for how they were behaving. In another school, with a similar manager, the teachers refused to be bystanders and much of the bully’s power was defused.

Little moments that have a big impact on your well-being

Once upon a time, I lived in a bubble of discontent. There was always something that would steal my “happy”. It could be a student’s behavior, curriculum woes, or even losing my favorite grading pen. When I look back on it now, I see how completely exhausting it was to be that unsatisfied with my world around me. I’m sure I was exhausting those around me as well. I was just clueless to how far I dove into this pit of despair.

And then it happened.

I can remember the day and hour so vividly. I was sitting among a few of my students during a mini lesson. One particularly challenging young man laughed at a humourous comment made by another young man. We all laughed at his comment, but the sound of his particular laughter was unlike anything that I had heard from him. It was the type of innocent child laughter one might hear from a child watching a Disney movie. I could only stare in amazement because I finally saw the little boy and not the rough around the edges kid who left trouble in his wake.

That evening, I went home and shared the moment with my husband. Through tears, I explained how it affected me and how wonderful it felt to have that small moment. The next day, I found myself looking for little moments. I wanted to see the moments I was missing by being constantly frazzled by deadlines, paperwork, and the non stop routine that being a teacher can bring to a day. I found three things that day. Three small moments that brought me a little happiness. The next day, I did the same thing and found a few more small moments. It continued day after day until I found myself finding five things during my day.

Each and every day I make it a practice to silently review the five things that have brought me some bit of happiness. Occasionally, I share them with others either by talking about them or posting them on my Facebook page. Not everyday ends in sunshine and rainbows. And I still get frustrated a time or two at curriculum changes or the lack of parental support. It just comes with the territory of the field we have chosen.

It’s a challenge not to become overwhelmed with the demands of both work and home. Ruts occur. Burnout can rear it’s ugly head. However, there is true joy in teaching. If we examine the day close enough, we can find things that make us completely thrilled to be a teacher. It starts with one thing. Only one small moment can become five things in no time. All we have to do as educators is observe. I mean really observe our surrounding. It’ll change your outlook.

 

ClassDojo – Training Character Building at the High School Level – and Training Yourself To Teach It

  • A student sees a classmate who is lost or confused. Without being asked, he offers assistance.
  • A student runs into a problem in a lab, and instead of immediately putting up her hand, she attempts to solve the problem on her own.
  • A student has a setback on a quiz, but rather than give up, concluding that the class is dumb and the quizzes are impossible, she comes in for extra coaching.

Much has been written about traits like “Grit,” “Resilience,” and the ability to delay gratification – and the linking of these traits to long term success.

Imagine being able to communicate and give feedback on character traits like these, traits that we may wish students would learn – but because students are not tested on them, we often intend to build these traits in students but we are not consistent or explicit on how, when, and where these skills are addressed. We may hit our goals in this regard, but intending to teach something is a little like how I write my signature: I scribble something while I think about my name.

This works for signing checks. This is not, however, good pedagogy.

One Small But Very Big Step

While ClassDojo cannot teach these skills, it can train you to constantly be aware of them – a kind of pedagogical string around your finger. You see the badges when you open ClassDojo, and you get in the “habit of mind” to write opportunities for character development into your Class Norms, your assessments, and even your lesson plans.

For example:

Class Norm: On the first day of class, instead of only talking about your bathroom policy and your late work policy, talk about the power of independence in problem solving. Show students ClassDojo, and talk about times when a student might earn the badge: “Attempt to solve problem before asking for help.”

Lesson Planning: When you write up a lesson and prepare the worksheet, handout, or document, add a section about ways students can earn ClassDojo badges. For example, be explicit, in a lesson on reducing fractions, that some students will have trouble with the exercises. Students who are stuck can put a small flag – a checker, for example – on their desk. If you see a student with a checker, you may leave your desk to assist him or her, and earn the badge: “Assists others who need help.”

Assessment: In a complex, multi-stage project, you may write into the guidelines for the project that set-back may happen: the research may prove inconclusive. The interviewee might flake. Explicitly include a section on what proactivity means: seeing the problem before it escalates. Students who stumble but address the problem before it becomes a bigger problem can earn the badge: “Proactive in handling crises.”

ClassDojo will help you give feedback on these traits, but just as importantly, it’s a step in committing to teach them.

Please share below some of the character traits you would like to see students develop – and a situation where you might anticipate awarding a badge for that trait!