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See
What did you see or hear in the video? What are some of the words used by the teacher that leave an impression on you?

Think
How did the teacher build trust with the whole class?

Wonder
What could be done differently, what questions do you have?

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Task 2                                                     In groups, come up with a script* for a role play to showcase Principles 3 or 4 from our STAR Philosophy. (Even groups will do Principle 3, Odd groups will do Principle 4) Type your responses on a Word Document, upload the document onto the Padlet Wall in accordance to your assigned group.*(Need not write a full script, can be just a scenario or a short scene) 2- 3 groups will be selected to present their role plays. 

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Task 2                                                     In groups, come up with a script* for a role play to showcase Principles 3 or 4 from our STAR Philosophy. (Even groups will do Principle 3, Odd groups will do Principle 4) Type your responses on a Word Document, upload the document onto the Padlet Wall in accordance to your assigned group.*(Need not write a full script, can be just a scenario or a short scene) 2- 3 groups will be selected to present their role plays. 

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Decha
See-
A chance vp/time for pupils to share openly how they are feeling to let them regulate b4 lesson starts. Taking time to ensure they are ok. To make class feel like family.

Found a lot of time for positive comments and helping pupils feel positive even if they made a mistake and self-correct. Want them to be open to approach her, be ok make mistakes.

Think-
A lot of thought put into the lesson and class layout. Of course the class size is very small. Very purposely with her comments and never negative.

Wonder-
Will it work for us/level. The culture is different and class size. Have to be in moderation.

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The seating arrangement in the class allows the teacher to be up and close with each student. She makes good use of this to push through positive reinforcing conversations with everyone. I wonder if the children will behave the same way once they are off camera.😊

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See
•Check-in with students to find out how their morning go.
•Teacher sets very clear routine.
•Make them feel like a family.
•Give frequent positive comments and affirmation.

Think:
•High-five with friends and sat in a circle to let out their feelings.

•Good seating layout so that they can see everyone in the class and teacher can navigate easily.

Wonder:
How to have this kind of set up with 40 pupils?

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See:
Tr checking in on pupils and acknowledging everyone.

Think:
Tr creates a comfortable, safe and inclusive environment for pupils to share their responses.

Wonder:
Will all pupils be able to accurately recognize what the tr is trying to gather from them?
How tr will be able to handle class with SEN pupils in similar manner?

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See: “It’s okay if we don’t like each other, but we RESPECT each other”.
Positive Messages: “I like that you…”
Relating to students: “ Me too!”, “ I hear what you are saying”

Think: Non-judgemental, providing safe space, accepting all responses.

Wonder: How would she do it differently if she had double the students with much lesser space?

Suggestion: With a bigger group, maybe Think-Pair-Share can give more students a chance to share.

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See: “Correcting in a positive way”

Think: Starting a routine of checking-in every morning since the start of the year. Checking in for their mental-well being and acknowledging their issue and validating their feelings.

Wonder: Alternate days of journal writing or drawing as a form of checking-in.

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See
- teacher gives time for students to decompress
- individual attention with pupils (when giving correction) is without reproach

Think
- effective for students to voice their feelings, feel validated and be able to focus on other objectives of the class
- mindful of pupil’s feelings and allow them to be confident to make errors / view errors positively

Wonder
- will we ever have enough time to do it in class all the time? then how much is enough?
- teacher’s style (what can Teachers do if it’s not their style to engage via circle time?)

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See
1) Checking in with the students
Not just to get the number, but bother to ask WHY.
2) Giving positive statements/comments, including correcting an error
3) Constant checking of students' understanding
4) Empowering the students - learn to let go

Think
1) Create a safe environment
2) Having a mutual support system

Wonder
I wonder if we can set up the classroom differently - easy access & conducive seating plan

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See:
Positive comments, "I like...", also giving corrections in a positive way. Providing encouragements to the kids.

Think:
Conducting the pre lesson check-in to find out children's emotions. Taking time to listen to the kids, as a result the kids are willing to share. The tone and demeanour is pitched to the kids' level.

Wonder:
Those who are not expressive, can be given alternative ways, such as drawing.

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See:
Positive affirmation, "We are family", pupils are non-competitive - like no fighting for attention and all are self-confident

Think:
Good routines in classroom
Horseshoe layout - teacher makes effort to walk around and pupils are less likely to go off-task

Wonder:
Sharing of emotions during the daily check-in must be managed with care as it can be sensitive especially in Asian culture.
Positive correction does not work all the time - serious consequences for serious mistakes, or also subject-dependent
Mixed signals sent to pupils if not careful.
America school culture is very different from local context

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See & Think:
The teacher use positive statements. The community spirit she builds in the morning including the rating is incredible. It’s good that she brings them into the learning environment, ‘start on a good note’, as a school family, no matter how they felt before entering the classroom. ‘Check, acknowledge, let go’ concept. She also crosses the teacher plane to move around and check in on the students. The class layout enables it. This allows the students to feel that the teacher is easily approachable. The 1, 2, 3 routine is very good as it makes it clear to the students what is expected without the teacher having to repeat the instructions. The teacher is very calm and does not point out the students’ mistakes. She is able to correct them in an encouraging manner.

Wonder:
Do we have the time to conduct the rating daily?

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See:
Check-in with students at the start of the lesson. It gives them a chance to be heard and also an opportunity for the tr to highlight issues that might be followed up
Think:
How do we fit in a pre lesson check-in for a 30 min lesson?

Wonder:
Do we narrow down the scope for the students to share?

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See:
- Use of high-five gestures to get students to be ‘present’ for each other and lessons
- Routines for check-in and seating arrangement facilitate greater interaction and assistance

Think:
- She assured the students that they are all part of the family in class

Wonder:
- We wonder if it is possible to set aside some time (10-15 min) for students during the weekly ftgp sessions for teachers to interact with students informally and check in their needs, as well as provide the space and time for students to check in with their ‘buddies’

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See/ Hear
1, 2, 3, 4, 5 , clear commands, routines
Check in, emotional guage

Think
Know what to do, ready for pupils who might be "off-colored", used to it.

Wonder
How much of the discipling can be replaced with classes with challenging pupils or whether it works with class of 40...

Whether  if done in a daily fashion, will they be irritated by it, maybe there should be some variety, and to follow up.

Whether the older pupils find the check in "silly", and whether the lower primary will be too enthusiastically and want to share non stop

How does the personality play a role in the check in with the connection.

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See

Check in activity

Positive reinforcement/feedback

Hi-5

Think

Children won’t feel lousy/demoralized for making mistakes (safe environment)

Teacher actively building rapport with the children while teaching.

Wonder

Is that a average class size?

Is that a fixed classroom? Teachers having a fixed classroom, is that possible in Singapore ?

Is she able to cover the required curriculum?

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See
1) How the teacher started off the day by checking in with every student.
2) Teacher used clear classroom routine by using numbers 1 - 2 - 3. '1' - stand up, '2' - move to your seat, '3' - sit down.

Think
1) There was good rapport between the teacher and students.
2) Teacher used positive and non-judgmental approach in correcting the students' mistakes.
3) The classroom layout (U-shape) was good and it worked for small class size.
4) Teacher knew her students well and would provide them with some personal space.

Wonder
1) Is it applicable for the teacher to interact closely with every child in a bigger classroom setting like ours?
2) How could the teacher manage a bigger class like ours?
3) What if 50% of the students showed a level 5 response (angry)?

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See
Intentional use of terms "Family"
-Communicates how each one is related to one another
-the need to respect one another
-safety net/environment conducive for relationship building

Accessibility/Approachability
-ease to facilitate communication (can students get to the teacher easily?)
-seating arrangement to allow students to be approached

intentional practices
- walking around (presence)
- positive/affirmative statements versus corrective statements
- daily check-ins using fingers
- hi five greetings with one another

Think
Will their practices work in our context?
How can this be done in the context of a bigger class size situation?

Wonder
How much pockets of time can we find to build rapport with students if we are not the form teacher as compared to subject teachers?

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Scenario: During blending learning meeting, student wants to volunteer to create a zoom link while others didn't think he can do a good job because Peter has not been responsible. Teacher was called in to mediate the situation.

To convince group members that Peter has IT training. To give him a chance. He is also part of the group and this is something that he can be responsible for. Everyone deserves a chance for them to prove himself. To show appreciation that Peter even volunteers and have the initiative to want to do something. If things do not work out after giving Peter a chance, changes can be made. Teacher can also talk to Peter separately to prep him for this responsibility.

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Students ran up to Ms Mary to complain

Teacher: ok, thank you boys for telling me. I’ve heard you clearly and let me find out more to hear what happened from him because we must give him an opportunity to voice his view too.

Best case scenario:
Teacher speaks with accused pupil to find out what happened and counselled his wrong behaviour.

Ms Mary sits all pupils down and affirm all their involvement and their candour but goes on to build a safe space for each of them to share their account and work to resolve the conflict amicably.

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Setting:
Giving out of Prelim results

Context:
Student D did not do well. He is usually not in class and does not complete his homework on time. Teacher has called his parents multiple times but parents are usually busy working. He is emotional and tends to be upset very easily if he is accused of something that he did not do. He is already trying to gain recognition from his friends but is not very successful.

Scene 1: Teacher gave out results and Student D made 1 mark improvement

T: D, you made an improvement! You must come to school and you will definitely do better.

D: Cher, 1 mark only leh! Improve also like that. Still fail mah. My parents also don't care.

T: Most importantly, you have put in your effort and made an improvement. You must give yourself more credit! I'm sure you've tried your best.

D: Okay lah okay lah. I will try again. Cher, only you believe in me. I will make you proud.

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Peter, Ms Nellie, Alex, David

Alex and David, “Ms Nellie, Peter stole our pencil!”

Ms Nellie, “thank you for informing me, Iet’s talk about this after the lesson.”

After lesson…

Ms Nellie together with the boys outside the classroom.

Ms Nellie, “boys, what happened?”

Let the boys share their stories.

Ms Nellie as she listens to the stories, check with the parties if it is true. (To refrain from judgment or taking sides. )

Ms Nellie can clarify with the students, their intention and action.

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During FTGP lesson…

Teacher: Class, for FTGP lesson, let’s share each of your personal strength amongst ourselves.

Student 1: I am good at drawing!

Teacher: Oh yes, I noticed that the doodles you have in your notebook are very cute and real.

Student 2: Hmmm… Teacher, I think I am good at nothing!

Students in class: *Giggles*

Teacher: Well, even being good at nothing can be a strength. It’s great that you have such self-awareness. I believe you can slowly discover your strength. Not everyone will know his or her strength right now.

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Scenario: During English lesson, Mdm K asked the students to share about their family outings with the class and what did they enjoy during the outings. Teacher told the class that it was alright that they did not enjoy the outings and acknowledged their sharings by telling them there were times that we did not enjoy certain family outings.

(Privately):

Teacher K: Could you please share with me why you did not enjoy the outing?

Student J: It is because I lost something during the outing.

Teacher K: It is ok to feel sad and you can still write it down in your composition writing piece.

Student J: Alright teacher, I will write it down in my composition worksheet.

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task 2

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Scenario:

Ms Mary approached Peter during recess time. Upon reflection, she felt she was too judgmental towards Peter’s insensitive remarks on Instagram. She apologized to Peter for not listening to his explanations earlier. Peter explained that he did posted remarks but he took it down on the same day as he realized that the remarks were insensitive towards his classmates. He apologized to his classmates on the class Whatsapp chatgroup but his classmates were angry and removed him from the group. They refused to listen to his explanations.

Peter explained the reason why he has posted the remarks. He said it’s because Alex has made fun of his mother online and this triggered Peter to feel upset and about his feelings towards his mother. Ms Mary acknowledged his feelings and comforted him.

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Day 1 of Term 3
Teacher did a check-in with the class.

Student B: I am okay (in a rude, dis-respective manner and proceeds to burp loudly purpose)

Teacher: Why are you ok? Would you like to share?

Student B: Just leave me alone.

Day 2 to 5 of Term 3
Teacher continues to show care to Student B on a daily basis even though he is rude and nonchalant.

Day 6 of Term 3
Teacher did another check-in with the class again.

Student B: Miss Y, can I talk to you after class?

Miss Y: ok sure.

Student B opens up and proceeds to share with the teacher his problems after class.

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Student A had to change her class due to subject combination. Student A refuses to go into the class and started crying.. Student A just couldn’t accept that she is in foundation stream.

Teacher does check-in everyday with her and constantly motivates and encouraging her. Teacher validates and acknowledging her feelings and assure her that she will overcome this phase.