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As and EL teacher and FT, I ensure that my students do their leadership roles effectively. I constantly remind them. I gave ideas for EL reps and others on how they can play their role.  Importantly, I gave them the time and opportunity to share and present in front of their classmates. Constantly, made use of the 2 habits to relate to their attitude towards learning and leading others

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As a MT teacher, I assign duties to my Chinese reps and monitor their progress. I encouraged them to be proactive and act more for the class.
During MT leadership training, students are guided on their roles and responsibilities. They review their performance in class during every leadership training.

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1. Giving students platforms to share ideas and collaborate with one another, for example: adopting CL strategies.
2. Getting students to take ownership of their personal space. 3. Class roles in the classroom and in groups for students to take time to clean up after themselves
4. Responsibility could also be getting students to bring their own materials for their artworks or even having to collate documentations in their portfolio

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Guide class leaders when they need help in their duties ( classroom managers :lil clean'up, MT Reps: duties ).
Class rotate leadership roles for Lower P and giving them due recognition for their efforts, and suggestions for them to improve. Opening up peer feedback so that children can learn how to lead from their friends.

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The MT Reps were given opportunities to lead the class in the reciting of text at the beginning of the lesson (P6). For P2 class, as there isn't MT rep, all children were given the opportunity to lead.  MT Reps were also tasked to share 1 story they like with the class, to encourage the classmates to read Chinese books

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MT Reps are put in charge of managing the class library, they will check the loan records and tidy up the shelves. For other class leaders, they are strongly encouraged to carry out their duties and given opportunities to lead when the need arises.

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My MT Reps will lead the class in reading the passages for the week and they also lead them in reading the new vocab for the week.

The reps will also help to monitor who are the ones who did not hand in homework.

They also encourage students to read Chinese books from the class library.

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I create opportunities for students to collaborate during lessons and let them share with their class and hear from one another. This involves collaboration and communication skills. I always talk to the class about values and how to show care. I model the language and explain rationale. There is a quote of the day that I initiate and after a term, students take over and write meaningful quotes to encourage one another.

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Roles and responsibilities are given to students to show leadership. They do up display board n some of them help peers in their lessons

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Science reps role model and share science research with the class before the rest of the class contribute.

For students in form class, students volunteered/ helped to perform other roles, other than their assigned e.g. leadership roles.

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In my P4 class, as their Maths and Science teachers, I gave opportunities for my Science and Maths reps to share their ideas with the class. For example, before I teach a new topic, the reps will do a research on the new topic/concept and introduce a fun fact or video with the class. They also put up quizzes and showcase their good work on the notice board.

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As most of the MT reps were assigned by FTs, some reps were actually not keen in the subject, as the result, it took a longer time for the MT rep to be able to carry out his/her duty in the class (eg do not have the command of language to lead in activities).
Besides the once a term mass training, the Subj teachers do not have enough time to provide guidance/support to the MT rep, as these guidance can only be given outside curriculum time.

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Difficult to extend their leadership capacity beyond these tasks. There shd be some higher calling for them to show passion n leadership. Pupils chosen may not be passionate abt math but we're given by trs

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Roles and responsibilities are stipulated clearly, especially for my P1 class. I have given the children opportunities to try out different leadership roles in class and to voice their concerns when it comes to carrying out their duties.
My P5 class, on the other hand, is more vocal when carrying out their duties and are able to articulate what their problems.

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I would prefer to choose the MT reps myself so that I can empower them with more responsibilities leading their peers .

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Sometimes the selected MT reps themselves do not have a strong command of the language. This somehow restricted my plans of having MT reps to carry out buddy coaching in class and outside classroom.

There is also a concern about MT reps are not interested in learning more about MT. They required supervision from me to push them to encourage their peers to read more Chinese books. This is a valid concern in mixed ability class.

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I may not know fully what each child's leadership role entails, and I cannot monitor them. As a result, child may do nothing( as they are uninterested in leading ), and yet nothing is being done to improve the situation.

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Not all of the reps are motivated hence, they need some nudge and guidance. I will also plan a schedule as to when they are supposed to do their sharing.

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I want to have them do projects or doing some leadership during recess. May consider them for peer coaching if they are strong in math. May even give them autonomy to work with trs to plan some works. We need to discuss more about this during dept meeting. Need to review this to be better in monitoring n motivation

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Not all students are motivated to perform despite reminders and nudges. Some of them felt that they have no interest in the leadership role that they were being assigned, hence no motivation.

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MT reps are not selected by the MT teachers. Some of them do not have passion in the language, thus they are less-motivated to contribute for the class.

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Challenges faced will be student's lack of motivation. Students need constant reminder and guidance despite the leadership training

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To develop students according to their leadership roles is challenging. First time is a big constraint. There needs to be follow up by individual subject teachers. They need to hand hold the child and follow up in order for the LQs to be monitored and developed.

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Giving the reps more guidance and support. More opportunities for the students to display their LQs.
I think that giving them more chances for the reps to collaborate.

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Students may not be motivated to perform their leadership roles as the roles allocated may not be their preferred roles.

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Students need to be intrinsically motivated to be able to carry out their roles very well. It has to be a culture in the classroom, otherwise, it seems to be a little difficult to keep track or motivate the children constantly.

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I need to at least know about what each leadership role "major" in, so that I can help eyeball some leaders who may not be motivated to lead. I will need to step up monitoring in class.

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For EL Reps, we came up with checklist which I want to tighten and monitor closely. Get all EL teachers responsible in getting students complete the checklist.

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Some of the students in P1 still need an explicit list of duties to fulfill have not explored different ways of initiating changes in the classroom. Some are still finding their own little voices and are learning to make 'demands' and exercise autonomy.

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To better define the roles and responsibilities for ICT Reps. Give specific examples of what they can do and encourage them to think of new ways to contribute to the school. Renaming the ICT Reps to Cyber Wellness Ambassadors to give them a better sense of what they role encompasses.

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How can I provide more opportunities to the EL reps next year other than just having them contribute to the library corner.

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To better monitor how teachers have been developing LQ in the classes

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Have platforms to allow various leadership roles to showcase LQs eg. all leadership roles have certain platform to contribute eg. peer supporters to have board to write encouraging messages for P6 etc.

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Motivating the students to find their identity as a leader. What kind of leader do they want to be? What change do they want to make and see? How are they going to earn the trust and respect of their peers.
Giving the students the autonomy to come up with ways they want to help showcase their peers’ work. A monthly meeting/progress charting of the changes taking place in class. More acknowledgement of their contributions to the class.

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Give more guidance to the students and provide them more opportunities to showcase/ contribute.

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1. Aesthetics have an LQ checklist per semester so that all students can be more proactive and check on their own learning. (This year we only did it end of the year)

2. More progression when it comes to eRAL reps. Perhaps an "eRAL passport" could come in handy next year (from P3-P5) where students tick off their roles & responsibilities for the year to have an end in mind. Objectives: To achieve at least 80% of the tasks given.
e.g.:
> Help out as a backstage crew
> Present during morning assembly in the school hall
> Participate in at least one external performance / competition
> Assist in at least one duty for aRtsVenture
> Share about an artist / musician at the class level

This is to provide more opportunities for reps to contribute

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Give teachers more time to get to know the students better before assigning leadership role.
I would like to propose to allow subject teachers to choose their own Rep for the subject.
The dept teachers need to have common understanding on the roles & responsibilities of the rep, as well as how as subject trs they can help in supporting the Rep.

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More progression in terms of the 'end in mind' for the students - How does it look like? As a P3 students, what are the duties or expectations expected of me? vs a child at a P5 level