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1. Change pace of classroom activities: knowing that Friday afternoons are a drowsy time, Mrs. Ong should plan her lessons to be activity-oriented & include physical movement rather than just frontal teaching (no matter how interesting the slides). Eg. Learning Centers

2. Take them out of the classroom: organise inquiry-based field trips to actual rivers or museums to learn about river civilisations

3. Providing a non-punitive time out: intentionally give them a 5-10 minute break mid-way through the lesson

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Suggestions:
1. Remove distracting objects from students: Remove the drawing paper from Jeremy; provide warning for Lai Peng who was looking at something below the desk before removing it from her

2. Change pace of classroom activities: Introduce more structured activities for students to be engaged in; get students to  stand up and do some minimal physical activities

3. Establish rules and routines at the start of the lesson: Establish rules and expectations at the start of the class; introduce incentives and punitive measures

4. Re-direct the behaviour of students in an appropriate manner: gain back control/pace/attention span of the class by getting their attention

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Suggestions:
1. Plan lesson activities that draw on the interests of/increase participation from the students (e.g. group work, game-based lesson).
2. Seek feedback from students on she can make her lesson more engaging (e.g. using exit cards, asking verbally)
3. Stop the misbehaviours quickly in a way that preserves students' dignity (e.g. do a six-inch whisper with Lai Peng, apply logical consequences)
4. Praise students who are on task.

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1. Changing pace of classroom activities: Since students were already not paying attention, she could direct them to carry out a group activity to encourage participation/ Have everyone stand up and get some blood flowing so they can pay attention to the class
2. Redirecting behaviour of off-task students: Speak directly to Lai Peng to address her lack of attention and have her pay attention to the relevant chapter
3. Building rapport: Express at the beginning of class that she understands her students' fatigue and distractibility and communicate clear expectations on behaviour in class (e.g. pay attention during presentations, discussions to be based on subject and not on personal chit-chat) while being conscious of movement in the classroom (e.g. designing varied group activities each lesson to add element of surprise/ not predictable).
4. Establish routines: Incorporate break time with students and considering offering them snack time to manage their energy and focus level; have a toilet break at the beginning of class

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1. Physical movement (make everyone stand up and do some stretching!)
2. Book special room for comfort (Disclaimer: If students are found sleeping in the special room, class will be conducted back in the classroom! *Need to put in place consequences for misbehaviour)
3. Include activities throughout the lesson
- Think pair share
- Gallery walk
- Kahoot/Quizizz
- Role-play
- Mentimeter
- Show videos in animation and not just boring documentary (Eg. Movie scenes that discuss about the topic)
4. Randomly pick on students to answer questions (through the 'wheel of fortune' style!) => Keep students on their toes
5. Give them random assignment on the spot to scare them!

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Given the situation, if you were Mrs Ong, what are the proactive intervention skills you would choose to employ to address the issues?  Explain the intervention skills and give concrete examples of how you would implement them. 

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Given the situation, if you were Mrs Ong, what are the proactive intervention skills you would choose to employ to address the issues?  Explain the intervention skills and give concrete examples of how you would implement them. 

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Remember to type in your Group No.