The "dog" vs. "Class"
The "dog" vs. "Class"
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Using the "dog vs. class"...
Creates bonding & connection
Provides clear expectations and common goals
Gives a discrete reminder of expectations
Implementation
Implementation
Overview
After creating clear classroom rules and expectations, introduce behavioral management system.
Teacher is the Referee.
Students get points for meeting clear expectations throughout the day.
"dog" or opponent get points when students are not meeting expectations. (This is framed as inanimate opponent is meeting expectations and modeling these expectations not as students are not meeting the expectations.)
Core Components
Teacher is bystander or referee and does not become "opponent" or adversary of the students
"opponent" is used as the model and individual students are not corrected or praised.
Class works as a community
Expectations are clearly defined
Proactive Implementation
Implementing the "Dog vs. Class" model of classroom management upfront allows for consistency. This means that students understand the tool and are well versed prior to significant issues occurring.
Responsive Implementation
Responsively implementing the "Dog vs. Class" classroom management tool typically is done when the sense of community is fractured and there have becomes pockets of rift between both students and the supervising adult. The model allows for separation of the us vs. them mentality. This must be done through gamification and conversation to introduce the tool.
Bucket Fits
Bucket Fits
Connection
If the need is connection then the points awarded and areas of focus will involve interpersonal interactions.
Skills Training
If the need is skill building then the point system expectations will be given for particular skills being demonstrated.
Awareness
If the need is awareness then the supervising adult should transparently and explicitly explain why the point is being earned.
Emotional Regulation
If the need is regulation then the teacher should give points for the use of regulation strategies.
Consider Factors Prior to Start
Student factors-
Gender, race, function, topography, family dynamics, interpersonal relationships
Contextual factors -
Resource availability, classroom instruction, physical space, time, technology
Intensifying or Fading During
Duration
Frequency
Feedback
Reinforcement
Goals
REMINDER
Make a note to document when you're starting this intervention.
After 10 consecutive school days of implementation, use collected data to determine the intervention's effectiveness.
Resource
Resource
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