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Providing students with a caring and enabling learning environment

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Providing students with a caring and enabling learning environment

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Touch base with Haris about what might be the cause of him being nervous, and how the teacher can help. The teacher should also acknowledge his effort on his contribution.

Also at the individual level, the teacher should identify and talk to those who made the mean comments one on one. Put a sense of responsibility on their actions highlighting how they have made Haris feel withdrawn.

Acknowledging students who have reported the problem is also important. These students have practised care and concern for their friend, Haris. They paid attention to how different Haris is acting in school and informed the teacher about it. Highlight to the class that these are actions that are good.

Before engaging the whole class to talk about what has happened, the teacher should ask Haris if it is okay. In the case that Haris is not comfortable teacher should be careful to engage the whole class in the conversation.

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3 Takeaways
2 Questions
1 Thing I would like to practise and apply

Please indicate your name in the title when you post your reflection

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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 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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National Education

Cyber Wellness

Family Education

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

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

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Group discussion where students can participate. It would be a more authentic experience for the students to learn. Teachers can address the issue of the mean comments in the classroom.

Teachers can touch on online etiquette about what is appropriate to say when commenting on someone's work. Facilitate perspective taking where students reflect how they would feel if they were Haris who has put in effort to contribute to the commemoration project.

Family education can be found out later in terms of priority. Teachers should engage parents, as another shareholder, to have a conversation about what might have happened and how to help Haris to manage his emotion. The teacher can express some concern over some of our observations in terms of Haris confidence. An open conversation with the mother around how to support Haris could go a long way to help him to grow.

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NE
Ethnic dance movements - Racial Harmony Day? Self-identity.

Family Ed
Language used - not showing respect. Caring for family and friends lesson plan.

Sex Ed
"Dance is for girls and I'm a boy"

Mental Health
Managing relationships, allowing people to understand the thoughts and feelings of peers. How to be respectful?

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a)
1. Continue the debriefing to the class in the following class
2. Facilitate a discussion on the teachable moments - respect - how do you feel with the word "stupid"
3. Maintain the positive teacher students relationship, as well as peer relationships.

b)
-Use past FTGP lessons - P1 Care and Respect for Others - Empathy - Self-reflections - how words can impact family, friends and others
-Reiterate the classroom rules and routines to allow students to reflect on the moment.
-Reiterate the importance of respecting your friends instead of pushing each other.

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1. CCE curriculum content areas

Sexuality Education (Love and Respect)

Mental Health (Low resilience)

National Education (Sense of Belonging)

Issues presented in the case scenario

1. Rules and routines not regularly enforced

2. Linkage to what does respect look/see/feel like to others that are different from them

3. Was not intentional in engaging the class

Example: Called upon a selected number of students

4. The teacher did not seize the "teachable" moments.

Example 1: The teacher chided off Jill.

Example 2: Knowing that Tina is a shy and quiet student, yet, the teacher invited her in front of the whole class.

Example 3: The teacher did not address the issue about being respectful of the culture of other races.

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2a) Appreciating Diversity

Encouraging collective responsibility and respect in class activities e.g.

Using facilitation strategies such as ice-cream sticks (at a class level)

Think-pair share while being cognisant that there are some students who may not be comfortable sharing.

The teacher

2b) Link to FTGP

Help students recognise the impact of words and actions on people’s feelings.

Help students apply the learning to their own words and actions

Follow-up with the affected students.

Encourage the students to show care with to peers who have forgotten to do so.

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Be intentional in facilitating CCE lesson whether through teachable moment, SDEs, or FTGP.

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1 thing I want to apply would be to stay calm when addressing recalcitrant misbehavior and disciplining rebellious students.

I need to be intentional and mindful of the objectives of each PAL lesson as well, not just thinking how tired I'll be and how chaotic the class might be.

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Takeaways
(1) Alert and aware of teachable moments
(2) Do not procrastinate
(3) Intentionality when planning and dealing with students

Practice
(1) Building TSR, and continue to be consistent in showing care

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Takeaways: 1) Keep the KP in loop 2) Emphasise on teachable moments rather than focus on accomplishing the tasks during PAL 3) Don't over plan a lesson that leaves no space for teachable moment.

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3 Takeaways
1.Importance of a caring environment
2.Importance of maintaining a positive TSR
3.Importance of taking advantage of teachable moments

No questions

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Every situation in the class is multifaceted. As a BT, we should seek opinions from our colleagues and fact find before acting. There should also be some accountability for our actions and let our following up steps be made known to our YHs, KPs etc. prior to carrying them out

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I would apply the clarify-sensitise-influence questioning technique when facilitating and guiding students thinking.

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1. Set clear expectations and routines
2. Always be intentional in your teaching
3. Defuse inappropriate behaviours asap

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Takeaways:

1. Having a caring and enabling school environment is really foundational in building positive teacher-student & student-student relationships. 2. Have to be intentional 3. Capitalise on teachable moments

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- Importance of allowing students to recognise impact of tone and words on other's feelings
- carry out our lesson activities with intentionality and do not leave learning to chance

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3 Takeaways
-Take advantage of teachable moments
-CCE Content
-Importance of classroom management & lesson plan

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When facilitating CCE and addressing certain issues, we must be careful and mindful with the sensitivity of some of the issues and our students. We must understand some strategies might not work but that should not mean that we give up and not address the situation. We should ask for help when needed. Most importantly, we must be intentional when teaching CCE.

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3 Takeaways:
1. We should be prepared for surprises during CCE lessons. 2. We should deliver a coherent message via the various forms of CCE opportunities. 3. CCE lessons can help us build and strengthen good TSR.

2 Questions:
1. Is writing reflections really effective for young children when learning values? Will they find it tedious and boring like adults or are they passionate about it?
2. There are just too many teachable moments when it comes to primary school students. How do we prioritize our time?

1 Thing I would like to practise and apply:
I would like to read the CCE guideline again in my free time.

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3 takeaways: It is important to nip a problem in the bud when students demonstrate misbehaviour. Teachers play a fundamental role in helping students understand the consequences of their actions. Teachers need to ask students about their family r/s as much as they ask parents about what is going on at home. 2 Questions: How do we integrate CCE into our subject topics during teachable moments that we are not prepared for? How do we manage a class with many disciplinary issues that require our attention at once? 1 thing I will apply: Teaching students that dance and art in general is a form of expression that both genders can participate in. - Carin

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3 takeaways: It is important to nip a problem in the bud when students demonstrate misbehaviour. Teachers play a fundamental role in helping students understand the consequences of their actions. Teachers need to ask students about their family r/s as much as they ask parents about what is going on at home. 2 Questions: How do we integrate CCE into our subject topics during teachable moments that we are not prepared for? How do we manage a class with many disciplinary issues that require our attention at once? 1 thing I will apply: Teaching students that dance and art in general is a form of expression that both genders can participate in. - Carin

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Takeaways:
- facilitation skills (CSI)
- build upon teachable moments
- be intentional
-have rules and routines that create a caring and enabling environment