# data[].attributes.body
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

# data[].attributes.body
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)

# data[].attributes.body
1. National Education
2. Sexuality Education

# data[].attributes.body
The two content areas which we have identified in the case study are:

1. Cyber Wellness
2. Mental Health

# data[].attributes.body
Grp 1 (Fiona, Suba, Chwee Kim, Hon Choo, Joey, Shanu)
- Cyber Wellness
- Mental Health
- Family Education

# data[].attributes.body
2 (a) Teach students to appreciate diversity and differences

- Teacher to explain the significance and symbolism of the different props

# data[].attributes.body
2 (a) Addressing gender stereotypes

- Real life examples where dance and music are not limited to a certain gender

- Dances in cultural traditions that both genders can appreciate such as the Haka dance by the Kiwi men, Japanese "noh" theatre just performed by men, Scottish men in kilts

# data[].attributes.body
Cyberwellness
2a.
- Mr Arun should set expectations on how students should treat and be respectful to each other. A briefing at the beginning of the project would be helpful for students to understand the expected conduct.

- Promote a positive and safe classroom culture.  Set norms of respectful communication to the students about what is and isn't acceptable. Find ways to demonstrate that the classroom is a safe, emotionally caring environment.

2b.
- Mr Arun can use this incident as a teachable moment in a lesson.  However, Mr Arun should consult Haris first if he is comfortable sharing his experience with his classmates.

- Incorporate lessons on cyberbullying into existing curriculum. Find connections to the content and make time to address cyberbullying directly.

# data[].attributes.body
2a.
- Haris needs to learn to self-regulate his emotions. Be confident of himself despite his stuttering.
- Mr Arun should perform regular check-ins with Haris every day.

2b.
- Mr Arun should spend some time during Recess with Haris.
- Implement a Buddy System for Haris
- Listen to Haris's concerns. Offer him an opportunity to have a heart-to-heart conversation.

# data[].attributes.headline
Chanel, Shannon, Nadyah, Jahiza, Jingwei, Ganesh

# data[].attributes.subject
Chanel, Shannon, Nadyah, Jahiza, Jingwei, Ganesh

# data[].attributes.body
1. National Education

# data[].attributes.body
2 (b) Teachable Moments, Exit Tickets
- pause and get students to put themselves in others' shoes
- Setting Rules and Routines at the start
- Being preventive instead of reactive. Take precautionary measures and educate them the significance of the props before getting them to choose what they want.

# data[].attributes.headline
Grp 1 (Fiona, Suba, CK, HC, Joey, Shanu)

# data[].attributes.subject
Grp 1 (Fiona, Suba, CK, HC, Joey, Shanu)

# data[].attributes.body
1) Whole Class Approach (Teachable Moment):
- Address issue over FTGP lesson about cyber wellness,  online etiquettes and perspective taking (empathy - putting yourself in others' shoes) (CW)

2) Individual Approach:
- Listen and talk to Haris individually (MH)
- Work closely with Haris and find out what is causing his anxiety (MH)
- Be flexible and provide suggestions to do the project with a buddy or family member (MH)
- Find out from Haris about his family relationship (FE)
- Speak to Haris's mother about respecting her child's privacy (FE)
- Speak to the students who posted the negative comments (CW)

3) Mr Arun:
- Vet the comments on SLS before allowing it to be published (CW)

# data[].attributes.body
a) Providing students with a caring and enabling learning environment

Establishing rules of engagement/class culture

Partner-Share first before a class discussion to ensure everyone gets a chance to speak

Introduce spinner/leaving it to chance as Tina might have felt targeted

Address Jill’s response of not knowing why instead of just getting Jill to apologise; also address Jill’s blurting in class or in private

Having a conversation with Tina to check in on her emotions

b) Helping students connect learning across the CCE lessons and other experiences

Connecting to learning in other subjects: i.e. Art - Festival/Foods of different cultures

Teachable moment: Being respectful in class discussions

Not being limited to FTGP journal

Relating back to personal relationships (neighbours, family, etc)

# data[].attributes.body
- to be preventive instead of reactive
- setting classroom routines and expectations at the start is important
- role modelling as a teacher is important as students are observant, no matter how young they are

- How can we ensure that students truly reflect on their wrong doings or actions?
- How can we seize teachable moments in the classroom, with the lack of time?

- Setting routines and expectations at the start to prevent chaos from happening.

# data[].attributes.body
Takeaways:
1) Taking a preventive stance to pre-empt issues rather than reacting may be more effective.
2) Values of respect can be role-modelled in class, during teachable moments.

Application:
To ensure one walks the talk, in being consistent about establishing expectations and routines, in a caring and enabling environment, where values are aligned with what we teach.

# data[].attributes.body
Takeaways:

Clarity of intentions guides all our actions, so be clear about what we want students to learn from the lesson or our interactions with them.

Many areas to tap on, so be on the lookout for opportunities.

We are not alone, there is a system looking out for us :-)

Questions:

Although we preach about having a consistent messaging, what should one do if for example their co-form does not share the same values and shares that with the class?

What I would like to practise and apply:

Doing due diligence to research important issues proper before attempting to introduce them in class, ensuring that for example, a pre-lesson is set up to set the tone etc

# data[].attributes.body
3 Takeaways
- There may not be enough time during lessons to cover all teachable moments that happen in class.
- Preventive instead of reactive.

2 Questions
- If there are teachable moments that I do filter out due to lack of time and the situation escalated further outside of my class on the same day, would that be considered my fault/responsibility?
- Would those 'filtered out' teachable moments be addressed somehow during the same day?

1 Thing I would like to practise and apply
- Arrangement for the class for smooth and classroom management

# data[].attributes.body
3 Takeaways:
- Preventive instead of reactive
- Always be intentional with dealing with our students
- Be an active listener

2 Questions: no questions

1 Thing:
- To take intentional time to speak with my students, ask them questions and genuinely wanting to know my students better.

# data[].attributes.body
3 Takeaways
- Teacher should take a proactive stance in CCE
- Be preventive instead of reactive
- Respect and communicate

2 Questions
- Which should I prioritise - the teacheable moment or completing the CCE lesson?
- How do I talk to students who do not like me?

1 Thing I would like to practise and apply
- Being proactive and consistent

# data[].attributes.body
Through this sesh, I have a better idea of how to intentionally facilitate the teaching and learning of values through the 6 approaches that can be used in the teaching of values. These approaches are not limited only to the classroom, but can take place anywhere, anytime, whenever a teachable moment arises and coherent across the total curriculum. These skills can also be applied in the teaching of National Education (NE) as ultimately, the child (student centred) is at the centre of everything we do.

I am quite apprehensive on the topic of sexuality education. How do we go about conducting a meaningful sexuality education session?

- Ganesh

# data[].attributes.body
3 takeaways:
1) CCE is a complex endeavor. There is more than meets the eye even within each lesson and all these require awareness and intentionality of the teacher.
2) There can be valuable teachable moments anywhere and anytime!
3) All things are rooted in genuine care for students and establishing a safe and positive classroom culture

2 questions:
1) How do we teach values to older children without sounding "preachy"
2) How do we address sensitive issues with kids who are defiant/disruptive?

1 application:
1) Being sensitive and alert in addressing issues that come up using teachable moments

# data[].attributes.body
Key Takeaway
-  The 6 content areas makes more sense to me now as a comprehensive framework to guide us in coming up with strategies to help address the different scenarios that can happen in school.

Question
- How do we find the time to address students' behaviour and turn them into teachable moments especially when our classes maybe  back to back and we see our classes for art only once a week? Do we have to inform their form teachers for every misbehaviour?

One thing I would do
- I find the positive and proactive approach to discipline very useful. I would definitely try and work on the preventive measures so as to reduce the number of misbehaviours that may occur in my classes

# data[].attributes.body
- good to always remind students about routines and expectations, esp when discussing sensitive or personal topics
- be intentional and think about how learning in 1 lesson can be connected with other aspects of the school curriculum
- trust that there is a bigger system supporting every student. don't be afraid to reach out

# data[].attributes.body
1)

A whole-class approach is required to cultivate a culture of care for others, consider others’ perspectives, and show sensitivity toward the thoughts and feelings of others

Assurances to students that all their responses are valued; prevention is always better than cure : )

Teach students the importance of inculcating social-awareness skills such as being empathetic

1 Thing I would like to Practise and apply:

Provide rigorous, student-driven learning opportunities to even the most challenging of learners by celebrating their strengths, and not defining them by their deficits, thereby creating a very supportive and inclusive, positive classroom environment!!!!

Questions:

How to have teachable moments with students without sounding like a broken record?

# data[].attributes.body
3 - addressing gender stereotypes are important, especially in today's changing world
3 - sometimes all it takes is to listen to your student's needs
3 - be preventive instead of reactive

2 - no questions
2-

1 - setting rules and expectations before class + being proactive to show care

-Rifqi

# data[].attributes.body
Takeaways
- Being preventive instead of reactive
- Replace and restore after misbehaviour occurs
- Make time for little chats and check ins for students

Application
I would like to intentionally make time to check in with my students and check in with them whenever possible

# data[].attributes.body
1) Positive TSR promotes and prevents misbehaviours
2) Seek to understand (student centricity)
3) Be intentional

Apply: Building positive TSR with my students, setting expectations and providing support for them

# data[].attributes.body
3 Takeways:

- Promote a safe caring and enabling environment for students to learn. (Firstly by teaching them expectations, rules and routines. Role modelling what is respectful behaviour and moral values)

-Be preventive than reactive (very helpful especially in the context as art teachers where we always have limited time in the classroom)

- As students are becoming digital natives, its good to incorporate CCE lessons about cyber bullying and cyber wellness.

2 Questions:
- How do we teach students about CCE when students face a moral dilemma?
- How we address sensitive issues in the classroom?

1 Thing to apply in classroom
-  To get to know my students better, and co-creating rules and routines with them TSR.

# data[].attributes.body
Takeaways:
1. I learnt about the correct curriculum content that should be used to address the problems.
2. We have to think wisely about our priorities and structure of the lesson
3. Through my classmates suggestions there are many ways we can use teach CCE values

Questions:
1. How we we find the time to incorporate teachable moments in our lessons?
2. How do we address sensitive/taboo issues? like sexual orientation, religion, etc

What I would like to do:
1. try to incorporate more preventive measures or be more prepared and address things before certain problems start occurring in class

# data[].attributes.body
Takeaways:
1. CCE needs to be an experience and not just a lesson.
2. Preventive instead of reactive

Questions
1. How do we engage students in CCE if they are not keen in 'learning' it.

Application
1. Creating positive teacher-student relationships that allows students to understand that I'm an approachable figure to aid them in any queries.

# data[].attributes.body
3 Takeaways:
1) Preventive measures is better than reactive measures
2) Seek to understand where students' actions and behaviours
3) Don't be afraid to reach out to colleagues and counsellors for support and advice

2 Questions:
1) What if student still misbehave as the root cause of the issue is beyond our control? (family and emotional struggles etc.)

2) What to do if a student misbehaves and their parents are unwilling to listen or do not believe you.

1 Thing i would like to practice and apply:
Be sensitive and seek to understand student's situation first before making a judgement or following up with an action

# data[].attributes.body
1) I have deeper understanding on learning to meet the students needs and give them a voice.
2) The importance of building a positive TSR.
3) It is okay to ask questions and seek help.

1 Thing i would like to practice and apply:

To be careful and sensitive towards students to understand their point of view before moving on to take the next step.

# data[].attributes.body
3 Key Takeaways:

1. Make CCE teachable moments
2. CCE is student-centric
3. Connect students' life experiences with CCE

Questions
1. How can schools minimise occurrences of violence among students beyond the school perimeters? Why do schools encounter more and more physical violence issues among students? What can be done in CCE to minimise this issue?

2. What is a successful and effective CCE?

Practice and Apply
Facilitation Strategies for CCE

# data[].attributes.body
Takeaways:
- Always establish rules for a safe space before activity
- Understand where inappropriate behaviour is coming from
- Plan ahead for intentional facilitation

Questions:
- What if there are things that students are not comfortable sharing with parents?
- How do we navigate sensitive topics with students if there is a clash with values at home?

1 thing to apply:
- Make time to check in with students, get to know them to for positive TSR.

# data[].attributes.body
3 Takeaways:
1. Teachable moments can be done before a disaster happens (preventive measures)
2. Teachers should seek to understand students and build on mutual respect
3. Respect goes both ways. Students model teachers

Questions:
1. Often we assume students are well behaved because they are quiet or follow instructions. But what if they are just scared of authority/teachers and misbehave in public? How do we ensure students truly internalise values/teachings from CCE?

1 Thing I would like to practise and apply:
- Build a positive classroom culture