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Questions to deepen understanding - should not be afraid to put these as part of the worksheet or tutorial proper, for students to write what questions they haveeven though students will never be tested on them.

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Help students to MAKE and LEARN during lessons, instead of focusing on completing the syllabus.

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To continue to explore the strengths of our students, tap on their interests and maximize their potential.

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Reminder not to get stuck in the rut of doing

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To look out for ones who have gaps in expressing themselves clearly in the subject.

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To ensure that I must find out more about the different class profiles and customize learning. It is also important that 1-2 lesson objectives must be tied to EdNeuro. From the Mona Lisa smile movie, it’s not just about route learning but also foster in students to be able to connect and create information learnt in a new meaningful wat

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Make time and space to help students connect with their own histories. I can’t and shouldn’t provide all the answers, but i can and should provide perspectives.

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Make concrete plans and set aside time to do more thinking and reflection, design lesson activities to enhance on students learning.

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To vary pedagogy so as to create meaningful opportunities for student exploration, thinking and reflection.

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Use the life coaching prompts to find new and relevant threads of conversation with my students, and take these conversations beyond topics that solely revolve around the A-levels, or even university and career.

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People are at the heart of what we do and why we do what we do

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People are at the heart of what we do and why we do what we do

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The lesson sharing provides an opportunity for the cross-fertilisation of ideas across departments and subjects. The interaction during the lesson sharing with our colleagues engenders a sense of community and professional identity. The life coaching segment also highlights the importance of conversations and deep understanding.

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To refine teaching processes to help students learn better and be more prepared for assessments

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To refine teaching processes to help students learn better and be more prepared for assessments

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Incorporate teaching of values into lessons where appropriate

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To provide structures or tools that can help students communicate ideas and thoughts to others during collaborative learning and meaning making. And these structures do not always have to be words.

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To remember that while conversations with students matter in helping them discover purpose and meaning, our own colleagues may want some time from someone else to provide a listening ear, for support and for identification. Taking care of our own colleagues through conversations and support will go a long way in helping our/their students in the long term.

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This toolkit assist and guide our conversation with the coachees. It provides some structures to engage in meaningful dialogue with the students in bringing about better student development in them.

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To guide my students in more opportunities for self-discovery

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To make use of life coaching prompts for more focused sessions with the students

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To have more conversations not just with the students but with teachers as well to help us improve but also reflect on our teaching practices and beliefs.

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To have authentic and very real conversations with students to understand them better

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Learning through conversations with colleagues and lesson observations / sharing to inspire both new ideas in T&L as well as small continual improvements on current T&L, and better connections and opportunities for students to create meaning about learning and teachers to create meaning about teaching. Use of the life coaching tool in conversations with students.

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Provide students with a safe platform for them to share their thoughts and their action plan following it.

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To motivate the learning of my subject by helping students see the relevance of math reasoning skills & thinking in other disciplines; that the math training can benefit them in decision making in future. Tcheau S H

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To motivate the learning of my subject by helping students see the relevance of math reasoning skills & thinking in other disciplines; that the math training can benefit them in decision making in future. Tcheau S H

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Engage and Connect by Identifying World Relevance

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Engage and Connect by Identifying World Relevance

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Introduce engaging activities to encourage students’ independent exploration and application of disciplinary skills in everyday contexts.

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Get students to be more emotionally attached to their choice of PW topics. This will help to create more meaning in their learning.

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To facilitate stronger student thought processing and argumentation during lessons

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Taking care of student PIES holistically so that their welfare is taken care of even as their gear up towards the A Levels. It will be a trying period for them.

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To have an open mind in every class - allowing students to share perspectives and responding to them in a way that broadens (rather than narrows) ideas

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Very meaningful training for me, maybe too meaningful, need a lot time to review.

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Prompt students using the Process Map and images to help students express their thoughts.

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To enable students to create meanings of their leaning deepens their understanding of the subject.

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Have to courage to try and develop skills in students and be mindful about their body language and tone when they are speaking their mind 

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Have to courage to try and develop skills in students and be mindful about their body language and tone when they are speaking their mind 

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Deeper questioning techniques to bring out in depth thoughts process in students

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To understand the motivations of different students that enter the classroom, and what they hope to achieve in their 2 years in JC. Support them and/or guide them?

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To design lessons that will allow students to engage with issues on a more first-hand basis that allows them to observe and feel for the subject

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never stop learning and to apply

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Spend a little more time listening to students and getting to hear their perspectives, which should include giving them more space in class to express their opinions and have meaningful conversations as a class instead of the more unidirectional process that I have defaulted to.

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Being clearer in application of both ed neuro as well as the 24 areas of the STP - more deliberate in aligning to specific outcomes that could be transferable.

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Give students space to bring their ideas on board, but with accountability. Rather than thinking in terms of how we need to convince students of what we want them to do what we want them to do, reverse the roles.

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Give students space to bring their ideas on board, but with accountability. Rather than thinking in terms of how we need to convince students of what we want them to do what we want them to do, reverse the roles.

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Can be done in SD and classroom contexts

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Help students stay focused on A level preparation but also finding (whatever little pockets of) time and space to help them think of their journey after the national exams.

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to be purposeful in planning lessons that would help engage students, also to provide appropriate and useful frames or structures to help them connect, retrieve and apply their learning.

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Student voice and perspective

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Give even greater room to considering how learners might approach a learning activity, and spend even more time and effort to draw out their different perspectives.

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To meaningfully craft the questions in our lesson so students can benefit the most from it

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To use the life coaching toolkit on myself first and then find use it when I see my students after their midyear  exam

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To engage my players in an individual self discovery within the CCA

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Would like to empower students to participate more during lessons

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To give time and space for students to engage in dialogues, so as to uncover their thoughts, feelings and assumptions.

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Have more conversations with students outside of the classroom about their interests

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to make myself emotionally-available and emotionally-authentic so as to connect with these young adult -ngiam

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Work on facilitation in lessons to encourage students to listen to each other and think in a group.

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Sometimes we engage so much in the intellectual connections that we forget to engage emotionally, and that can make a significant difference to the quality of learning, whether in the classroom or in guiding students through their self initiated projects. I will remember to think about why the topic / issue / project means much to me on top of engaging students at the emotional level.
-Brigitte

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The importance of content mastery in using questioning as a pedagogy.

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Interesting toolkit for Life Coaching - am keen to try it out!

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Allow students to reflect on their holistic development and fill in gaps by authentic actions and exercising student voices.

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To be mindful of the key points in the STP and to incorporate them into my lessons

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Strengthening pedagogy, to be mindful about lesson enactment, to better anticipate and manage the different level of responses in class.
The life coaching process maps as well as the images will be useful in opening up conversations with students.

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Students are gifted and they bring in their gifts into the classroom. Learning to have that appreciative heart that these gifts are special in their own way and there is no one model gift that i should be looking for. They will feel safer and learn better in a non-judgemental classroom.

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Help my students listen better through visual reconstruction and co-construction of music

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I was reminded of the value of slowing down (lessons don’t always need to be packed full of action!), of giving clear and sequenced instructions, and most importantly, of going more deeply into actual student work (not touch-and-go, instead giving students more time to work in groups, pairs or by themselves in class). Perhaps it’s better that they learn one thing well, than learn many things unsatisfactorily! (LL)

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Reminder not to get stuck in the rut of doing things

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I would like more life coaching sessions..

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Use the images and resources to guide students in the life coaching journey.

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To purposefully plan lessons with activities such that they are varied and engaging to help students learn better

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To have more clarity and not assume that expectations will be met if they are not communicated directly to the people involved.

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Use of questions to help students discover themselves and also the joy of learning and discovery.

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Open conversation and classroom cultures to build student motivation and confidence

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Conversations are important and impactful. Rarely do we get a chance to have an honest and deep conversation with ourselves or with students due to the hectic schedule and it seems "strange" to do so. The inertia is high. However, I learnt from today's sessions that it is important and the time spent can go a long way.
The taster lesson makes me want to inject more emotions in my students in my lessons.

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More conversations with colleagues so that I have a fuller idea of what goes on in our students’ lives

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Design activities for students to ‘wonder’ and/or investigate on their own, so that they can ask their own questions

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Meaning-making process > drill drill srill

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Meaning-making process > drill drill srill

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I want to make GP a meaning making process for my students’ lives instead of a compulsory subject they have to get over and done with in their 2 years here with us. The schema of “thinking processes” might replace my existing petphrase  of “evaluation techniques” to facilitate this transition.

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To provide more opportunities for students to retrieve, connect & create meaning - eg. To find a good investigative case study to incorporate tutorial questions seamlessly. Allow collaborative learning through group discussion.

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To remember that learning takes place in our student when their senses are engaged, when they can cannot their learning to prior knowledge or experience, when they can make meaning. All these will facilitate Long term retrieval.

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1 thing that I would apply to support holistic student development in Sem 2...

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1 thing that I would apply to support holistic student development in Sem 2...