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We can give Dojo points for every homework assignment that they turn in and for having their shirts tucked in without having to  be told...

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A cool feature of Class Dojo is being able to create your own ideas for points. For some students, think about little things that they come in doing every day that you normally might not give points for. Such as having their shirt tucked in, having shoes tied, hanging up their things in the morning, etc.. Make more options for the positive points and that will help with the ratio when you find even the smallest things are worth a point.

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When the class is engaged and working hard is a good time to give points. When another teacher compliments the class on hallway behavior is a great time to give the whole class points. When on task students are given points, it alerts the rest of the class as to how they should be working which allows more points to be given as they quiet and get to work too.

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i give out points when students do well in dance and success. I may even give points for good sportsmanship at enrichment time.

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I've started giving them Dojo point when they turn in their take home folders which has worked with more students turning them in. Also you may have a student who isn't staying is having trouble so making point for them doing something they don't normally do will help also.

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I give points out for transitioning, but that seems to be the hardest time. I also give points for in the hallway, using restroom quickly and quietly along with working during center time or individual work.

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I give points during art classes, success, and enrichment. At the end of the day I send three positive messages to parents from each art class I had. It is good for us teachers to spend a little time concentrating on those students who did well. We begin to realize that 95% of our students are a pleasure to teach.

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What if you were the parent of a challenging student? How would you respond to seeing so many negative marks about your child? Would you think the teacher didn't like your kid? Would you message or meet with the teacher to find out what are some of the things your child struggles with? Would you be open to hearing the opinion of what your child's teacher thought about your child? Would you blame other students for your child's behavior? Would you blame the teacher? Would you hold your child responsible?
How would it make you feel to see so many negative marks without the positive to balance it out?

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I give points for being on task, completing assignments quickly (thus using their time efficiently), I give points for helping each other. I'll be honest, I don't take too many points away. However, I strategically mention that I can't give someone a point, in the middle of giving others points, due to being off task or talking. It generally pulls other back on task!!

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I give points for everything I can think of. One of the best ways to give positive points is to give them for "fixing" themselves. Maybe they weren't following directions when I started giving points, but they fixed themselves when they saw others getting them. This way, I can give them a chance to get the points

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I like the “select all” feature when giving points.  It allows me to give positive points, rather than negative points. So, for my students who are off task, they don’t get negative points, but they don’t get the positive points either.   I do give points for transitioning from center to center, staying on task during centers. I select all when walking in the hall, or during bathroom breaks, and deselect those who are off task.  I like that others give points for tucked shirts, because I say that all day, so I just added it to my dojo points.

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Dojo points can be given to students for coming to class on time and being prepared for the day, completing homework for the entire week, assisting in the classroom, appropriate voice levels in the classroom and hallways, acts of kindness and respect,and showing improvement throughout the day. Things that may seem small in our eyes, should be acknowledged, and can make a difference in the eyes of our students.

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It's easier to give negative dojo points because you can clearly hear or see the student doing the wrong thing. We need to actively be looking and catch the students acting right to give them those positive Dojo points.

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I really NEED to work on this more!! I can give easy points for folders, sitting quietly, standing in line, bubbles, etc.

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I have been using classdojo more this year. It really helps with my more challenging students. I mainly use it for positive points. I have not given any negative this year. I will if there is any kind of bucket dipping going on.

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Class dojo can be used to track behavioral goals, acts of kindness, bucket filling, table points, specials points, success points, hallway, proper line up, adhering to voice level, and one of my students' favorite is catching Mr. K.'s mistakes! There are many other ways to give positive dojo points. Besides, I try to never take their dojo points. The students give them away to me. That way the ownership is on them.

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I try to give out dojo points at various times throughout the day, changing the point values or what the students are getting points for helps. By making the points your own ideas it gives you the chance to think about your individual students and what they might do, or what you expect them to do in your classroom.

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I like the idea of giving points to students if they fix what they are doing, and giving them a point for correcting themselves. I can also try to give more points for little things that the students do that usually go unnoticed for example showing up to school on time, pushing in their chairs, and turning in homework.

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I give out dojo points when I see my students showing integrity. When I see students who are doing what is expected of him or her, then I announce why I am giving out a positive dojo point and to who. Providing explanations on why students are receiving or losing dojo points is crucial for other students to become more aware of what he or she can change to gain dojo points.