Classroom Accomplishments

Some of my biggest successes have come from what I bring to the classroom besides my lesson plans. Here are a few examples.

Kindergarten Star Chart

I implemented a star chart in my kindergarten classroom to support both behavior and foundational skill development in a structured, developmentally appropriate way. The system gives students opportunities to practice goal setting and delayed gratification, as they can choose to spend five stars on a small reward or save up to ten for a larger one. It also serves as a non-disruptive way to reinforce positive behavior in the moment—while precise, specific praise remains essential, the chart provides a tangible representation of their progress. Additionally, the chart is designed as a five-frame, helping students build early number sense as they visually track and count their stars.

Visual Schedules

I use a visual schedule to support smoother transitions by helping students clearly see what’s coming next and how much of the day remains. This structure reduces uncertainty and anxiety, especially for students who struggle with time concepts, and it was particularly helpful for those who needed reassurance about when it would be time to go home.

Upgrading the Reward System

When I transitioned to teaching fourth grade, I expanded my reward system by converting ClassDojo points into a classroom currency that students can spend in a class market. This system strengthens goal setting by encouraging students to put in consistent effort academically and behaviorally, while also building responsibility as students manage and keep track of their physical currency. It adds a tangible, meaningful layer to reinforcement and helps ensure that students who may not otherwise have access to fun items at home still have equitable opportunities to participate and feel included.

Encouraging Interests

I encourage my students to bring in items from home that are related to the lessons. I find that including their contributions increases their sense of belonging and deepens their interest in the subject. The more they can connect what we are learning to their own life, the more likely they are to grasp the concepts and retain the information.

In this image, you can see 3 students using a digital microscope to investigate the different crystal formations on a rock which one of them brought in to share during our erosion unit.