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1. Which CCE curriculum content area(s) would you connect this scenario with?

2. How can the teacher be intentional in facilitating CCE learning to meet students’ needs at the individual and class/CCA level? You may think of it in terms of:

a) Providing students with a caring and enabling learning environment

b) Helping students connect learning across the CCE Lessons and other experiences (e.g. SDEs/ Teachable moments)

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Group 3B – Joshua, Mun Foong, Yi Quan, Kai Zhen

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Group 3B – Joshua, Mun Foong, Yi Quan, Kai Zhen

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Mental Health, ECG

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Content Areas:
1. Cyber Wellness (Cyberbullying)
2. National Education (Racial Harmony and Inclusivity)
3. Mental Health (Help-seeking, resilience-building)
4. Family Education

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National Education:
There are signs that Jill and Mark are not socially aware of their statements, and how they can inadvertently affect others.

Mental Health
Tina has sought help from Ms Chan regarding her struggle with negative thoughts.

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Discussion by Group 3A - Rudy, Vivian, Koi, Xiaohui

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Discussion by Group 3A - Rudy, Vivian, Koi, Xiaohui

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Prompt 3: Dance CCA
1. Which CCE curriculum content area(s) would you connect this scenario with?

National Education:

Racial Harmony day performance

Emphasis on Diversity

Mental Health:

Managing of personal feelings and expectations

Managing stress and anxiety

Resilience

Developing a sense of meaning and purpose

Peer support

Help-seeking ?

Education & Career Guidance:

DSA to SOTA

Making informed decisions for successful transition from school to further education

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RE: Jill and Mark
a) Setting norms of group sharing (respect, confidentiality etc.) to ensure a safe learning environment
b) Calling on students to elaborate their contributions (however controversial), and use it to springboard proactive classroom discussions.
c) Using Mark's comments as a teachable moment
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RE: Tina
a) talk to her after class to learn about her struggles, and direct her to receive necessary support
b) tap on peer support network to include her in class

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Group 3B – Joshua, Mun Foong, Yi Quan, Kai Zhen

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Group 3B – Joshua, Mun Foong, Yi Quan, Kai Zhen

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At the individual level, we will focus on ECG and Mental Health by taking the following steps with Liza:
1. Find out from Liza the reasons for her change in mind and her feelings about Helen's comments.
2. Take this opportunity to share own personal stories with Liza to encourage her to be resilient and continue with her CCA and interview with SOTA.
3. During the spare time, help Liza to find out various related options for her post-secondary journey.
4. Check in with Liza frequently.

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Group 1B Jing Long, De Rong, Krishan, Peter

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Group 1B Jing Long, De Rong, Krishan, Peter

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Q1:
National Education - Jill and Mark expressed derision of religion, thus showing disrespect

Mental Health - Tina is withdrawn and has negative thoughts

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Tina
- work with her to understand her exact situation and how she perceives it (perhaps her relationship with Jill could be looked into)
- during class, setting norms, rules and positive classroom culture to make it easier for people who feel uncomfortable speaking up to try public speaking
- scaffold the process of opinion sharing by highlighting important points in her contribution then getting her to add on

Mark and Jill
- the question about the purpose of religion itself is fine but the tone might be disrespectful
- redirection of Mark's comment to a more constructive discussion: "Why do you think so?" "Why do you think some people do not have a religion?"
- redirection/restructuring of decent ideas presented in problematic tones can help defuse the situation, maintain the importance of the opinion of the offender and the offended and keep the lesson constructive

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After the incident
1. Talk to George  1 on 1 - validate feelings
2. Talk to Mark 1 on 1 - clarify intentions
3. Restorative Practice between both students to repair friendship between G & M

Next CCE lesson  "It hurts because it matters."
General rule: be sensitive (no name and shame), focus on having an effective conversation

Part 1: Discuss and explore triggers of conflicts e.g., speaking about family members during arguments

Part 2/3: Discuss Scenarios provided in the lesson plan, modify to suit class dynamics and what happened recently appropriately, and facilitate CSI discussions with students to 1. reflect how they would reconcile and make amendments with the other party if they were involved and 2. identify possible healthy/unhealthy coping habits
or
Use case-study approach: find similar real-life examples of what happened between G & M or cyber-bullying news as discussions, use CSI to help students understand consequences of their actions

Others
Share calming down strategies and social skills relevant to coping breakdown in a relationship (Annex D)

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Discussion by Group 3A - Rudy, Vivian, Koi, Xiaohui

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Discussion by Group 3A - Rudy, Vivian, Koi, Xiaohui

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Prompt 3: Dance CCA
2. How can the teacher be intentional in facilitating CCE learning to meet students’ needs at the individual and class levels?

You may think of it in terms of:
a) Providing students with a caring and enabling learning environment

Problem: Safety issue during the performance (rehearsals) --> Be more proactive in ensuring that the space is safe --> Miss Chan observed that the back of the stage was packed with props and furniture.

Lack of involvement in the CCA --> Mdm Ng proceeded to grade her students’ essays by the side of the stage.

Lack of consistent messaging --> Dance instructor is encouraging the students, but the CCA teachers are not doing anything.

Purpose of the arrangement was not told to the students explicitly --> Lack of explanation for how the students are grouped and what is the purpose of coming up with the routines.

Attempted to give Student's voice, but was misinterpreted by the students. --> Attempt by letting them come up with the dance routines but due to separation and assigned grouping, the students feel like they didn't have a choice.

b) Helping students connect learning across the CCE Lessons and other experiences (e.g. SDEs/ Teachable moments)

Link to Racial Harmony Day (NE) --> Managing Diverse Views, choreograph a short work on Diversity.

Link to social-cultural diversity in Singapore --> Appreciation of Singapore's diverse culture --> show respect and empathy when performing/interacting with the culture of other races

Link to mental health (MH) --> managing personal feelings and expectations

Address Helen's words by clarifying the meaning behind the groupings. --> can be done by CCA teachers. --> link it to how it is in society as we rarely get to pick and choose who we work together with.

If Helen is very emotional, address the issue with her individually.

Link to mental health (MH) --> managing stress and anxiety --> Liza blames herself?

Link to Educational & Career Guidance (ECG) --> Liza's choice to quit the CCA and withdraw from the DSA interview to SOTA

Perspective-taking --> Liza is taking it too hard --> lacks resilience

Can consider framework "I Am, I Can, I Have" --> learn her own strengths, abilities, and attitude. --> self-reflection (SEC: Self-management)

Liza needs to know her limitations too --> need to instil the growth mindset to let her understand that there are things to learn from failures.

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Conduct 1-to-1 meeting with George and Mark individually first.

Talking points for George

Finding out more about the underlying issues that he might be facing → Active listening

Resilience in the face of negative emotions; Mark might not be intentionally mean to the grandfather

Write contract (what can be done to repair the damages)

Ask for consent to use as case study in the next lesson

Talking points for Mark

Consent: Inappropriate and insensitive caption of photo → ask him to put himself in others' shoes

Request for Mark to take down the post

Write contract (what can be done to repair the damages)

Ask for consent to use as case study in the next lesson

George and Mark

Reconciliation after the lesson; talk about their perspective and recognise the wrong that was done, what can be done to repair

Mark: Intention not to share anything personal about the grandfather

Has George been a bit too sensitive towards mentioning of grandfather? → Resilience, self-control

Class-level (during CCE lesson)

Establish ground rules: No name-calling, something real that happened in another school (to avoid some of the extreme emotions associated when you are the subject of the case study)

Replace Scenario 2 with this case study (of making insensitive remarks online)

Moral courage - anonymise Devi, 'a student came up to me to express her concern for another classmate'

Connect to an example from Cyber Wellness lesson plan

Main point of the lesson is not to assign blame or point fingers at others, but to learn from their mistake and become better

Proactive moves to create CESE

[Proactive] Creating a culture of respect; regularly reinforced in all lessons and when collaborative learning occurs → Value and recognise the strengths of all students

[Proactive] Monitoring student discourse and address seriously when derogatory terms are used

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Cyber Wellness (exchange took place in online platform - uploaded by another friend with nasty caption)

National Education (negative comments about ethnic attire)

Mental Health (George might be at-risk)

Family Education (relationship with grandfather)