Exploring Classroom Observations and Behaviour Management Apps to Support All Learners

As psychologist and researcher who frequently conducts classroom observations as part of neurodevelopmental assessments for primary school-aged children, I have witnessed firsthand the valuable insights gained from observing children in their natural learning environments. These observations help us understand not only how children respond to teacher instructions but also how digital tools—such as classroom behaviour management apps—can support every learner.

Observing the Classroom in Action

During one recent observation in a Grade 2 classroom, I noted the use of ClassDojo as a tool to reward students for correct answers. When the teacher displayed the app on the smartboard, many students already had points displayed next to their avatars. These children eagerly raised their hands when questions were posed and waited patiently to be selected. In contrast, those who had not yet accumulated points often appeared disengaged, sometimes staring off into space.

Such observations are especially informative when considering that every child is unique—what motivates one learner might not work for another. This is a reminder for parents and educators alike: a digital reward system should be implemented in a way that is both inclusive and motivating for all children, including those who are neurodivergent.

Integrating Technology with Inclusive Practices

Classroom management apps like ClassDojo have significant potential to foster positive behaviour when used appropriately. According to Self-Determination Theory (Ryan & Deci, 2000), intrinsic motivation flourishes when individuals feel autonomous, competent, and connected. In a classroom setting, this theory suggests that digital tools should support a sense of ownership and belonging rather than simply acting as a tally of rewards.

To achieve “buy-in” from all students, it is essential that teachers clearly communicate the purpose of the app and involve students in the process. When children understand that the rewards are meant to celebrate effort and progress—and not to single out differences—they are more likely to participate actively.

Achieving “Buy In” from All Students

So, how can teachers ensure that every student—regardless of whether they are neurodivergent or not—feels motivated to participate when using these apps? Drawing on insights from my recent studies, I suggest the following best practices for using classroom behaviour management apps effectively:

1. Student Involvement:
   Engage students in discussions about how the app works and what it aims to achieve. When children help set classroom goals or understand how points are awarded, they are more likely to take ownership of their learning and behaviour.

2. Clear Communication:
   Explain the criteria for earning points in a straightforward and transparent manner. When students see that the app is used to recognise improvement and effort rather than just marking “good” or “bad” behaviour, it becomes a supportive tool for growth.

3. Inclusivity and Differentiation:
   Recognise that not every child will respond to digital rewards in the same way. Some neurodivergent learners might benefit more from verbal praise or personalised feedback. By offering various forms of recognition, educators can ensure that all students feel valued and motivated.

4. Balanced Approach:
   Digital apps should be just one part of a broader, holistic approach to classroom management. Combining technology with peer support, reflective discussions, and hands-on activities can create a rich, inclusive learning environment that nurtures all learners.

Creating a Supportive Classroom Culture

Our classrooms are diverse environments where each child brings unique strengths and challenges. By thoughtfully integrating digital tools like ClassDojo—and by ensuring that every student is included in the conversation—we can create a culture of support and positive reinforcement. The goal is not to label children based on their initial engagement with the app but to use these tools as one of many strategies to help every child thrive academically and socially.

Enjoyed this post? Never miss out on future posts by following us!

References

Mittiga, S. R., Freeman, N. C., Leif, E. S., Furlonger, B. E., & Pattison, E. (2024). Behavior Change Potential of Classroom Behavior Management Mobile Applications: A Systematic Review. Education and Treatment of Children. https://doi.org/10.1007/s43494-024-00122-3

Mittiga, S. R., Freeman, N. C., Furlonger, B. E., Chan, P., & Leif, E. S. (2024). A Content and Quality Evaluation of Mobile Classroom Behavior Management Applications. Journal of Positive Behavior Interventions. https://doi.org/10.1177/10983007241230594

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68