In my classroom I use the DoJo platform for communication with families and as a classroom management tool. I also like that the platform allows you to track the more specific reasons a student is earning or losing points during the day. This way, a parent is immediately informed and there is a data-centered reference point for conversations about behaviors, participation, etc.
Recently however, my desire to connect with families and reward students for following directions, created a conversation I wasn't expecting.
We had a school field trip and my students were given permission slips. They were also given the date it must be returned with ample time to do so. Additionally, I posted the letter and the directions on DoJo so that all families were included and understood how they could contribute to a successful trip. As an incentive for my students to remember the slip, I offered one DoJo point for the successful return of a signature. On the last day that they were due, one of my students forgot hers. This student, who I will call Molly, usually earns her points. She is a very engaged student and likes to "get things right." She is often one of the natural leaders in class and very much enjoys doing well in all aspects. I told Molly that she could still turn in her slip, and would still get to go on the trip, but that she would not get the DoJo point that had been offered. She was upset. So much so, that she discussed it with her mom when she got home.
Later in the afternoon I received a call from Molly's mom. She wanted to discuss the DoJo point and the permission slip and asked if I could give Molly a second chance to turn it in. I responded that I could not. I explained to Mom that in my class I am committed to a consistent message that is equitable to all students. I explained that Molly did wonderfully and earned points honestly in my class. I told her that I didn't want to stretch the fabric of integrity with my students. I teach them that our actions must meet our words and vice-versa.
While I was a little surprised by her request, I also used a tone of voice that conveyed that I believe we are working as a team to help Molly grow into a responsible and caring individual. I mentioned my belief in natural consequences, and that I won't share the message to my students that others will always respond to our forgetfulness favorably. I also told Mom that we needed to shift the perspective from Molly not receiving the DoJo as a "punishment" for not brining the paper, and instead that she didn't "earn" the DoJo because she didn't bring the paper. I think that viewpoints and perspectives are important, and helping a student with a dynamic mindset that sees mistakes and failures as part of life and not at all a judgment on their character is vastly more important than one DoJo point.
By the end of our conversation Mom wasn't completely satisfied, and I'm not sure that I can say we were in agreement. However, I trust in my choices and decisions and know that I have the support of Admin when it comes to my classroom management and while I always invite families to communicate any concerns, I'm not of the mindset that I should or could react to their viewpoints that suggests they will get what they want whenever they ask. After all, perhaps this reach for perfection is learned behavior and the family as a whole will gain a new perspective that could help them all as their child grows.
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