‘To Infinity & Beyond’: Learning Launched with Instruction, Positive Supports, & Stickers

Learning launched to “infinity and beyond” at Shoemaker Elementary this year.

From classroom teachers creating learning experiences, to paraeducators supporting students and staff on the daily, to school meals, to P.E., SECA, Music, & Media, and everything that goes into bringing learning to life, there’s one galvanizing endeavor that connects everyone from students to staff alike… Stickers. 

Of course, as is usually the case with public schools — and especially Shoemaker Elementary — it goes much deeper than just stickers. 

With the district wide approach for positive supports growing the last few years, all district Elementary Schools added one consistent program component:  Positive Office Referrals; a simple method of affirming the core ideals of “Be Respectful. Be Responsible. Be Safe.” Positive office referrals allow schools staff to notice and provide recognition to students who are doing a great job with exhibiting the core ideals. 

How does it work? 

When a teacher spots a student setting a good example of being respectful, responsible, or safe, they may acknowledge that student, thank them for being a great helper, and give them a trip to the office for a Positive Officer Referral.  At many of the GIPS Elementary Schools, a positive office referral can include a certificate, or a smiling photo to be shared and celebrated on social media. 
 

But the Shoemaker Eagles take it one-step further with their sticker program.

Each Eagle student who earns a positive office referral receives a sticker.  Typically, the stickers feature a fun design showcasing the school theme of the year.  For 2024-25, the stickers read, “To Infinity and Beyond!”. 

Why stickers? 

Well, as Mr. Lee Wolfe, Shoemaker Principal, puts it — the stickers allow opportunities for staff, students, and even families to participate in the meaningful work of positive supports. 

“When you see a student wearing a sticker, staff and families are encouraged to ask the student what they did to earn the sticker.” Wolfe explained. “It helps to affirm the good behavior and allows the student the opportunity to verbalize it as well.” 

Making that connection with all who are part of the school, whether it be students, staff, or families, strengthens to the greater efforts of everyone contributing to the valuable learning experiences of our young scholars. 

For classroom teachers, the focus on instruction and positive supports are one in the same. When implemented in collaboration with each other — you can’t have one without the other.

Just ask Mrs. Hermance and Ms. Cemper. 
 

“You cannot have successful instruction without focusing on the social-emotional learning components too.”  Andrea Hermance, Shoemaker 1st Grade Teacher, shared. “You have to learn how to grow to be a good person in order to be a lifelong learner.  Setting expectations through things like ‘Be Respectful. Be Responsible. Be Safe.’ and praise when expectations are met makes a big difference in the classroom.” 

Impactful learning takes place when students feel a sense of belonging at school.  Positive affirmation of expectations being met, of growth being displayed, and, yes, even fun happening between classmates contributes to students feeling like they belong.

Expanding the “sticker system” to encourage staff and families to notice the earned positive office referral makes it a well-deserved bigger deal for the students.  And in many ways, it’s a healthy reminder for all of us.

In Ms. Cemper’s 4th Grade classroom at Shoemaker, it comes back to acknowledging students who are growing and trying their best.  By recognizing that improvement and discovery looks differently for every student, affirming the growth and individual goals being met allows for each student to be not only “seen” but recognized for their intentional effort.  Even if it’s as simple as recognizing a student being more engaged in Math when that may be a struggle area. 

“It's acknowledging something that might be out of the ordinary for them.” Ms. Morgan Cemper explained. “And I think that's how most of us see using it. If it's something that's above and beyond for them, because they need that encouragement, because a lot of times I have students that often think, like, ‘I can never do anything right.’ you know? And they kind of have that negative voice in their heads. Sometimes they share that with me. And so they need me to tell them, ‘You know that you are amazing. And, like, look at this moment. You just did something so awesome! And I'm so proud of you.’ And so it's just my chance to say that to them.” 
 

What are the results? 

Happier, more vibrant classrooms. 

Step into an Elementary class and you will find more and more students collaborating with partners, engaging in small group discussions, hitting learning targets, and following instructions as they move from station to station.  All stemming from the two-fold focus: 
 

• Teachers establish meaningful connections with each student.
• Positive Supports affirm the positive expectations for classrooms, classmates, and the school. 

And yes, even stickers at Shoemaker.  

Because learning happens when we feel like we belong and we know our good work and growth will be noticed and affirmed.  As Ms. Cemper points out, you have a hard time learning if you don’t feel good.

“How do you learn? Because there's that thinking part of your brain that completely turns off because all you're feeling is maybe anger or pain.” Ms. Cemper explained. “So you can never expect a student to do well if they're feeling sad. But, if they're feeling good in the moment, and they're okay with having some struggles and okay with embracing the mistakes; they have to learn how to do that… So even though I want these kids to be successful academically, I really want them just to be happy.”
 

Through the connected approach of instruction and positive supports, teachers curate a learning experience that allows students to feel comfortable sharing in the classroom.  With being responsible, respectful, and safe serving as the consistent expectation, students know what that feels and looks like.  Each day the “wins” make a difference, even in the small moments.

“The smallest thing ever can help a student find joy.” Mrs. Hermance reflected. “Experiencing that through them and with them is my favorite part about being a teacher.”

#WeAreGIPS