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1) Implement buddy system, activate PSL to support child
2) Work with subject teachers to document the difference in quality/ frequency of work. May want to share with parents when you speak to them so that parents have a better understanding of the situation.
3) Engage the child to find out what is happening in his life/ try to tease out the reason for the change
4) Consider giving extra time with guidance to allow the child to catch up with the work
5) Work with the form teachers to support the child
6) Include activites that allow every student to be involved even the shy ones e.g. padlet to write notes to teacher to raise questions.

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TLG Pri Pg 57 to 58: Ideas to Establish A Caring and Enabling School Environment

Building A Positive Class Community: A Guide for Form Teacher

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Please provide specific examples / ideas on the post if possible.

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1) Withdrawal from social interactions.
2) Lack of parental involvement.
3) Change in learning attitude.
4) Class dynamics.

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Areas of concern
- Parents didn’t attend PTM ( no active communication between the parents and school and Teachers )
- Siva seems isolated (only got 1 friend)
- Introverted boy
- Communication between parents and child ( too much trust in the child or too busy for the child or COVID stress)

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1) Child does not seem to have friends in class/ school
2) Child is not doing homework
3) Child's parents does not seem to be involved in his school activites

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1) Some students are left out from group/online activities - they carried over cliques from P4. One student (Peter) is left out due to his active/disruptive behaviour.
2) Many parents are asking the FTs for advice due to recent poor performance in tests.
3) One particular parent (Celeste's mother) appears to be very enthusiastic to be involved in the child's education, but is concerned as a single mother. The child has also been bullied in her previous school. She asked for the FT's mobile number, but there is concern that she may be overly disruptive to the FTs if she asks many questions.

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Managing disappointment (emotions)

Work on class bonding activities and teach explicitly how to make new friends. Buddy system, to pair up with someone from another class. Gratitude/Communication board for students to pen notes for one another.

For the new student, we perhaps can comms with parents using class dojo instead of private number. There can be opportunities for the teacher to share more about the new student's learning in class progressively and update accordingly.

To understand the student's routine in the family and share some time management strategies. Identify learning gaps and help the students to plan how to bridge those learning gaps.

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- no class identity
- no inclusiveness
- unwillingness to make new friends
- no buddy to new student
- how the new student adapt to the new learning environment
- new student had history of being bullied

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- co-construct class rules/routines with students
- intentional classroom seating arrangements
- class buddy system to keep a lookout for one another e.g. keep hw for absentees, peer teaching
- first 1 to 2 months, spend 5 to 10 min to get to know one another via ice-breaker games
- peer support leader organisational chart
- assign a peer support leader as a buddy for new student
- check in with parent (for first month) about new student's wellbeing and how she is adapting to the class and if any support is required, check in with new student (one to two months in)
- parent engagement via ClassDojo
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Outburst might be an early indication/sign of special needs which requires a high priority attention. Strengthen social support by building acceptance and care. Clarify expectations and skills from the students.

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(1) Be more intentional in creating situations where students must interact with one another, e.g. change in seating. We can also form the groups (which would also allow us to group students of different abilities to facilitate group learning). To address issues where some students are left out (e.g. Peter), group work routines should include allowing time for all students to speak and to listen carefully.
(2) Managing parents' expectation - let them understand that there is a transition from P4 to P5 which may result in students requiring more time to find their way. Provide resources to encourage parents to foster a supportive environment at home. Encourage parents to work with us to encourage joy of learning, and academic results will come from there.
(3) Work with subject tutors to keep an eye on Celeste and to raise concerns where they arise. We should generally keep an eye on her progress but not overly intervene unless necessary. This will allow the students to interact more naturally with her. We will try to ask Celeste's mother to be understanding that we cannot share our mobile number but will be active in email conversations.

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- Establish a buddy system
- Plan bonding activities, gratitude board as a class
- Timely updates to parents about children’s socio-emotional progress
- Get other subject teachers’ inputs about children prior to communication with parents

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1) Mr Pang can take Siva out for 1-1 PTI while Ms Vijaya can brief the class on their dynamics.
2) Class discussion on how to build a more inclusive classroom culture.
3) Structured activities to enhance relationships with different peers. (e.g.: angel game / structure recess partner / peer support / etc)
4) F2F parent meet after talking to Siva. Find out more about family relationship and how the school can support his emotional and learning needs.
5) Build a regular communication channel with his parents.