Let's write with ClassDojo !!

ClassDojo is a beneficial platform in different areas for English as a second language. Utilizing their tools allows scholars to have a more varied type of class, and it could be suitable for each learning style. In this post, we want to emphasize writing skills. ClassDojo becomes a tool on which the teacher can rely because it is uncomplicated to understand and operate. The main objective to encourage EFL learners to acquire knowledge is to develop and promote students being responsible for their learning process. Through reflection, critical analysis, and synthesis of what they learn from the class. In this case, throughout writing experiences concerning what the students learned to encourage Social-emotional learning. 

First, What is writing? It is a form of communication that consists of a process and stages, which aim to express ideas or emotions through writing skills. For learners of a second language the writing process can be complicated or beneficial, but with the help of ClassDojo it can be helpful and equitable for students to have different forms of teaching and practice writing.

The platform gives you tools and a safe space where you can interact with students through writing, and students can learn interactively and practice their skills.

It is essential to encourage writing among students. Through this tool, it could do a writing activity where students write in the app (they can use it on their phones or in the computer lab) what they learned in the classroom, the doubts they have, and what they like the most about. The teacher can provide feedback to each student, know the level of knowledge in which they are, and reinforce the needs of each. In addition, the application is enabled to share with the parents of the learners. In this way, they are aware of the development of the class and that of their children, allowing them to create adequate and educational space for the students, both in the classroom and in their homes.

In the 21st century, it may become difficult for some teachers to use technology within the classroom, because they prefer to opt for more traditional methods. On the other hand, using these types of tools may create limitations (...)

First, it is necessary for the teacher to be trained with the basic knowledge of the use of the platform to make correct use of technologies, such as knowing the gadgets, creating a room for each of their groups of students, knowing how to correct the work of their students, know how to communicate in it and most importantly, manage to teach students how to use it,  understand the correct use of this,  from this create this as a tool and not a hindrance. 

Second, using class dojo inside the classroom may cause distraction in some students, because to make correct use of the application you need an electronic device that has internet, which can tempt the student to use it improperly

and distract others from the purpose of the class.

 In conclusion, establishing in students the motivation for writing from an early age and along with new and diverse methodologies that promote English as a second language, encourages the student to express himself properly through writing in a new language. In addition, creates instances within the classroom where they can express beyond simple opinions but rather personal experiences and feelings that can be shared with the rest of the class, and thus create an atmosphere of trust and conducive to the student.