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Reply to this post to and answer the following questions:

1.What was some of the feedback that you have received in the writing of holistic report book remarks?

2.What were some of the challenges faced in the writing of HDP remarks? How did you all overcome them?

3.What other forms of support do you think you require or need in the writing of HDP remarks?

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Please edit the following remarks and post it.

Emily is a kind and considerate boy. He has shown respect to his teachers and peers. With determination and resilience, he will be able to see improvements in his promising holistic development. Her shy and observant nature prevents her from actively participating in classes. It would bode well for him to voice out his thoughts and opinions more.

[Conduct: Very good]

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Please edit the following remarks and post it.

Yazid is a resourceful and expressive individual who actively contributes his ideas during group discussions. His collaborative nature is evident in his willingness to share his thoughts and opinions clearly. Work on being more civic-minded, Yazid will see improvements. He is reliable and often displays initiative to help, reflecting his potential to further develop his character.

[Conduct grade: Very good]

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Please edit the following remarks and post it.

Jane is a polite and friendly pupil. She encompasses the value of perserverance through her admirable behaviour. Always doing her best when communicating with others, Jane is a joy to have in class. With her efforts going forward, Jane is sure to excel in her academics.

[Conduct: Very good]

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Based on the conduct grade and the characteristics of the student, craft and write his/her holistic report book remarks.

Type your edited remarks and post it.

Name: Lim Wee Chong

Conduct grade: Very good

Some characteristics:

•Sociable and gets along well with peers

•Well behaved in class, quiet during class and group discussions

•Helpful towards teachers and peers

•Able to work independently

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Based on the conduct grade and the characteristics of the student, craft and write his/her holistic report book remarks.

Type your edited remarks and post it.

Name: Alicia Alimalagum

Conduct grade: Very good

Some characteristics:

•Outspoken girl who is not afraid to share her thoughts and opinions

•Helpful towards her teachers and peers

•Tries her best in everything she does but struggles in her studies due to the lack of understanding as she seldom read storybooks

•Some students find her arrogant as her words may hurt her peers unknowingly

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Based on the conduct grade and the characteristics of the student, craft and write his/her holistic report book remarks.

Type your edited remarks and post it.

Name: Adam Arriffin Bin Junaidi

Conduct grade: Very good

Some characteristics:

•Friendly and easy-going

•Takes the initiative to help other peers when needed

•Displays outstanding skills and passion towards his CCA, Soccer

•Gets distracted easily during lessons and requires prompting to get back on task

•Messy handwriting in his written work

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Jane is a polite and friendly student who gets along well with her peers. She displays the value of perseverance through her consistent effort and dedication in her daily work. She has good communication skill as she speaks with confidence and is receptive to feedback. She is encouraged to better plan and organise her schedule to balance her studies with other actives.

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Semester 1 Programmmes 2024:

(1) Let's chat

(2) Learning Journeys

(3) Lifeskills

(4) Class Tracking Sheet

(5) PTM Semester 1

(6) Other forms of support/Capacity Building

We would love to hear some feedback from you regarding the above programmes for Semester 1! Do use this link to access the feedback form.

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Feedback on Semester 1 Programmes & Capacity Building

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Hi colleagues! Do provide us with feedback on the Semester 1 Programmes so that we can make improvements for all of you ! Do use the KISS (Keep Improve Start Stop) strategy to provide the feedback. Thank you!

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Scenario: A teacher posted picture of students who did not complete their homework in a WhatsApp group with other teachers and parents, and the pictures later appear on social media.

Discuss the following perspectives within your group.

We will get some of you to do the role play later!

1. Parents: Discuss how you would feel seeing your child’s photo online and how you would respond to the teacher and other parents.

2. Students: Express your feelings about being publicly shamed and how it might affect your behaviour and relationship with the teacher.

3. Teachers: Explain your reasoning for posting the photo, your intentions, and your response to the backlash.

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Scenario: A teacher posted picture of students who did not complete their homework in a WhatsApp group with other teachers and parents, and the pictures later appear on social media.

How do you think the above will impact the teacher-student relationship? Discuss and give your inputs below.

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What are some structures and processes we have in place to build positive TSR?

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What are some structures and processes we have in place to build positive TSR?

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1.The remarks shown for good and very good need to show difference.

Adding AFi for better students.

Appraiser does not meet our needs as the sentence structure are awkward. Hence, modification needs to be made to add a personal touch to make it sound more genuine. Suggestion given to make changes to structure of sentences.

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1. Remarks should be more general, and not subject-based.

Avoid using contradicting words like, however.

Content of remarks should justify the conduct grade awarded.

Simplify sentences.

2. We don't teach all of the students, so we have difficulties writing remarks for all of them.

We created spreadsheets with certain qualities, and passed them to subject teachers to better understand the students' performance within individual subject areas/ speak to individual subject teachers.

3. Cooperation and feedback within the stipulated timeline of subject teachers is greatly appreciated.

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1. When it was rephrased, it was not accurate in reflecting what we wanted to say about the students.

2. Some students are really good students. Really need to think about what area of improvement to write on. Do we really need to limit the number of strength and afi?

3. Repository of remarks from teachers will help. Suggestion of afi for very good students would also be helpful.

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1. Some of us do not teach the students, and hence giving holistic remarks can be challenging.

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missing area for growth

don't know the students in the form class well

use of the correct tenses

Challenges faced:

don't know the form class well

some students are too good and they have no AFG or too minor AFG

different behaviour under different subject teachers

some students have too many AFG

How to overcome them:

trianglulate among the different subject teachers

focus on the main AFGs

Other forms of support:

an updated compile list of good holistic remarks with AFGs

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1.1 Missing AFI.

1.2 Needed to adhere to 2 Strengths and 1 AFI.

1.3 Change of conduct grades due to final decision by the school.

2.1 Do not know the students well (except through Let's Chat) as we do not teach them.

2.2 Since the group of students we teach are the same group as previous year, it is a challenge to write their remarks as there are no significant changes in behaviour except for a few.

The MOE AI was useful to overcome this challenge.

3. Share a google doc with every subject teacher to capture their input for the students we teach. A checklist with some inputes on behavioural attributes, social interaction with peers,learning attitude and others to be put on the google form for all subject teachers to check off to help FTs with remarks' writing.

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1. Padlet to help consolidate information from subject teachers about students we do not teach.

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1. Some feedback we received

Sentence structure

Reminder not to type in the full name of child

Some names are combined but teachers separated them out (e.g. Ruoxi spelled as Ruo Xi)

Choice of vocabulary to describe the students.

2. Challenges faced in writing remarks

Not knowing some students as we do not teach them at all other than FTGP. (e.g. if teacher teaches on Art, students may not display consistent behaviour across other subjects)

3. Support needed

Have a consolidated document on gdrive (live document) for teachers to give brief comments about student.

Allocate time for teachers to key in the comments.

Reminder for us not to do it online but to download/upload the csv (basic tutorial to help teachers who may not be sure)

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What was some of the feedback that you have received in the writing of holistic report book remarks:

1. Not to insert child's full name in the remarks.

2. Craft more AFIs for students lacking of it esp. for the HP students.

To do away with the word, "however".

What were some of the challenges faced in the writing of HDP remarks?

1. Appraisal platform is not very useful.

2. Language is not the teacher's forte. Used chat-gpt to generate prompts to generate phrases.

What other forms of support do you think you require or need in the writing of HDP remarks?

1. How to ask specific questions to generate holistic prompts relevant to our local context from AI platforms.

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Yazid is a confident student who participates actively during class discussion. He collaborates well with his peers by sharing his thoughts and opinions freely with them. Yazid is also a reliable student who renders his assistance to help teachers and peers when he sees them in need. He is encouraged to be more tactful in his interaction with his peers to improve his social skills. Continue to strive for progress, Yazid!

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Yazid is a reliable and helpful student. He is expressive and actively contributes his ideas during group discussions. He works well in group settings and is able to share his thoughts and opinions clearly.

He is encouraged to be more considerate of the feelings of others and the impact of his actions on his immediate environment.

[Conduct grade: Very good]

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Jane is a polite and friendly pupil who greets all teachers she meets. She encompasses the value of perseverance especially when faced with challenges. She does not give up easily and tries until she achieves success. Jane should work on her leadership qualities as she exhibits the potential to be a good leader. It is a joy to have Jane in any class. By continuing to do her best, Jane is sure to excel in all areas of her school life.

[Conduct: Very good

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Emily is a kind and considerate student. She shows respect to her teachers and peers. Her observant nature allows her to be more sensitive towards the needs of her classmates. It will benefit her to participate actively in class discussion. With determination and resilience, she will be able to show improvements in her work.

[Conduct: Very good]

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Emily is a kind and considerate student. She renders help to her friends in need and shows respect for her teachers and peers through her words and actions. To make further improvements in her studies, she is encouraged to persevere and try her best when faced with challenges. She will benefit from participating actively in class discussions by sharing her ideas and opinions.

[Conduct: Very good]

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Emily is a kind and considerate girl. She shows compassion to others and willingly lends a hand to those in need. Emily works well in small-group settings.

With determination and resilience, she will be able to see improvements in her personal growth and development.

[Conduct: Very good]

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Wee Chong is a well-behaved and sociable student who gets along well with his peers. He is helpful and always ready to lend a helping hand to the teachers and classmates. He is able to work independently with minimal supervision. He is encouraged to participate more actively during class discussion.

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Alicia is an outspoken and confident student who readily shares her thoughts and opinions. She is also quick to help her teachers and peers whenever she sees them in need. She is encouraged to be more tactful in her interaction with her peers to help her build better relationships and improve her social skills. Continue to make progress, Alicia!

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Wee Chong is a sociable student who gets along well with his peers. He is also helpful towards his teachers and classmates. He often lends them a helping hand when the need arises. Wee Chong is encouraged to be more proactive during group and class discussions by sharing his thoughts with his peers and classmates.

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Name: Adam Arriffin Bin Junaidi

Conduct grade: Very good

Adam has a friendly disposition and gets along well with his peers. Being a considerate student, he takes the initiative to help others when the need arises. His passion for soccer is shown through his outstanding ability at dribbling and working with his teammates. Adam requires prompting to remain on task. He can make good progress if he is better focused and puts into practice strategies taught by his teachers.

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Alicia is an outspoken student who is able to share her thoughts and opinions with her peers confidently. She is helpful towards her teachers and peers and always ready to lend a helping hand. She needs to be more tactful in her interaction with her peers to avoid misunderstanding.

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Alicia is a helpful and enthusiastic student who tries her best in everything she does.

She is outspoken and is not afraid to share her thoughts and opinions.

She is encouraged to read more to improve her grasp of the language so that she can be more considerate in her choice of words when communicating with her peers.

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Adam is a friendly and positive student who easily garners the support of his peers. He takes the initiative to help peers who are in need. His passion for Soccer shines through in his commitment and performance. With improvement in the legibility of his handwriting, his presentation of his work would be enhanced.

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Parents - angry, sad

Response: will call the teacher to clarify doubts and verify the intention in doing so

Students - embarrassed, 'bo-chap', emotionally affected and will bear a grudge towards the teacher; more rebellious towards the teacher

Teacher - We will not do it in the first place, so we can't understand the rationale why the teacher had done it.

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Teacher:

To send a general message to all parents of the pending submission of homework. Perhaps to get parents' help to assist with submission of work.

Student:

Embarrassed and low self-esteem. Probably school withdrawal/isolate. Parents might go after them/ scold them for embarrassing themselves. Student may start hating the teacher.

Parent of students affected:

Angry that my child's face was published for everyone to see (embarrassing). Disappointed with teacher's lack of tact/sensitivity to such issues. May also get angry at their children for putting themselves in such situations. Angry at teachers for not directly contacting them about the pending work.

Other parents:

Worried that it may happen to their own child in the future. Question the intention of the teacher. To alert? To teach students a lesson by embarrassing them?

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Parent:

Parent would be angry because the photo presented depicted that of a negative issue of non-submission of homework. Parent felt that the teacher could have personally contacted the parent regarding this.

Student:

Felt unjustified as he has already been reprimanded in class. Trust for the teacher has been compromised as student was publicly shamed.

Teacher:

Did not think of consequences as this post was put up in anger. Teacher has to practise STOP THINK DO just like how we educate our students. Since the picture has been posted online, teacher can inform YH and SLS and apologise to the students and parents.

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Parents: I will be very furious, and I will complained to the school about this.

Students: I will feel embarrassed. I will lose all respect and trust for the teacher. Everything that the teacher asks me to do, I will purposely not do it as I hate that teacher.

Teacher: By taking the picture and posting it on the chat, the intention is to get them to do homework by embarrassing the children and forcing the parents to comply with taking their children in hand and submitting the work on time. I will apologize for my actions and communicate with the parents individually and provide an explanation to the school leaders for such an incident.

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Parents: Shocked. Upset. Disappointed with both the teacher and the child. Embarrassed.

Teacher should have approached me privately and not publish my child's mistake in the group chat!

Students: Similar with parents. Lost of trust and respect for the teacher. Bitterness.

Teacher: To shame both students and parents.

For convenience? "It's all for your child's growth and development."? Or teacher is desperate? Despite many attempts to remind parents to remind their child to do their work, all were still incomplete.

Honestly, we do not understand why the teacher did this. ):

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Parent: don’t feel good, sad, angry, defensive, chill, embarrassed, mixed feeling

Students: ashamed, embarrassed, angry

Teachers: no malicious intention, didn't think it will ended up on social platform, convenience in informing parents,

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1. I felt embarrassed and angry. I will feel my child is humiliated. I would message in the group to PM the parent instead and not to post picture of students in this way in a group setting.

2. As a student, I will feel humiliiated and angry towards the teacher. I will lose my trust in her/him.

3. As a teacher, probably she is frustrated that this has been happening frequently and nothing is being done. She hope that in this manner, the parent/child will "wake" up. However, I would apologise to the group and tell the parent to remove the social media image and I myself will delete the message. I would apologise in front of the class too.

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Rapport will need to rebuild

Trust between student and teacher have to rebuild

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There will be a strain and no trust in teachers. Students will lose respect or intentionally cause trouble (e.g. disruptive in class) which will further strain the relationship --> leading to a vicious cycle.

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Student will feel embarrassed. student will lose all respect and trust for the teacher. Everything that the teacher asks him/her to do, he/she will purposely not do it as he/she hate that teacher.

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Lost of trust towards the teacher. Develop hatred towards the teacher. Things may not improve in terms of academic profile. They will be scarred for life. The student will tell their grandchildren about their bad experience. The teacher reputation will be scarred for life.

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Students lost of trust and respect for the teacher. Bitterness.

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strained relationship between the teacher and the students

students don't trust the teacher

depends on the child's character and personality; it may work on some students but it may backfire on others

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It will strain the relationship btw teacher and student. Student will feel fearful in class and have low self-esteem. Depending on student's personality, he may take it out on the teacher.

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Let’s chat
Learning journey
Camps
Ftgp lessons
Life skill program
any program that allow students interactions

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What are the "key ingredients" for effective positive TSR?

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What are the "key ingredients" for effective positive TSR?

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Trust

Two-way communication

Respect

Listen (not just hear)

Time invested

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Open communications
Mutual understanding
Respect
Trust
Rules and routines in place
Being consistent

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Trust

Open-communication

Interaction

Care and concern

Investing time

Mean what you say, say what you mean

Being fair

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communication

respect

sincerity

practise active listening

empathy

showing concern to students

trust

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1. Trust

2. Respect

3. Open communication

4. Listening ear

5. Transparent

6. Fair

7. Non-judgmental

8. Unconditional love

9. Punish the behaviour not the student

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1. Let's chat

2. FTGP

3. Pep talk during recess

4. Life skills program

5. Assembly talks

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Mutual trust and respect

Ensures fairness

Encouragement (through intrinsic and extrinsic motivation)

Understanding between teachers and students

Safe and inclusive classroom environment where students are not afraid of making mistakes or asking questions

Light-hearted moments (like making jokes)

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FTGP (Sharing of personal stories. Lots of teachable moments)

affirmation of kids

open communication, rapport building, approachable

non judgemental

setting routines and expectations

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All mentioned by group 6. (:

Thank you Group 6.

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Let's Chat

FTGP

Being a subject teacher our students (more interaction = better rapport)

Learning Journeys

P5 camp

Events and celebrations in school (even recess interlude)

(giving more platforms to students to build relationship with peers and teachers = better TSR)

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Let's chat

FTGP

Life skills programme

Assembly talks

Learning journeys

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FTGP

Pep Talk during recess

Learning Journeys (opportunities to interact with students when they are having breaks)

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Let's chat

CCE FTGP lessons

CCE MT lessons

Learning Journeys

CCA

Assembly Items (Skits, Talks)

School leaders Talk

FTs spending time during recess

PAL Lessons

ALP lessons