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It was a good PTM, parents was very cooperative (even Emilio) and punctual.

1st PTM to touch base could be face to face, 2nd PTM could possibly be Zoom/phone call.

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1) Parents coming to school should be the one who 'really' have to and not every parent. We should use alternative contact mechanisms such as Phone calls, zoom/online meeting platforms for other parents.

2) A number of parents no show and we need to follow up later. Is this practical?

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What went well?

Scheduling of parents and follow up for appointments.

Parents taking the report home so that they can mull over the results with their son.

What can be done better?

Some parents have requested for zoom/phone call as it facilitates their schedules better. Zoom can be considered for future PTM. Zoom would still allow for the human interaction.

More sweets and candy.

Block out lunch for both CMs

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Some conversations with parents lasted longer than 20 min and impacted some parents who have other appointments later.

Suggestion: Teacher will be more mindful of the time, but can ask student helper to like keep time and remind when have 5 min left (like debate)? Then if parent have more questions to get them collate and we can get back on phone later?

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[Last minute changes by parents]

Parents did not update CMs promptly on the change in schedule

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What went well: Parents who said they would come, came. We had productive conversations about the boys' progress and learning attitude. Managed to address some queries and hear about some concerns.

What could be improved: Doing meetings online could save a lot of time, effort and logistic arrangements :O

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What went well:

Good conversation with parents on post-secondary choices was well-received as parents are not aware of the new system and are generally interested to know the requirements.

What can be improved:

Parents are eager to be more involved in their children's academic learning and seek more support in improving their results. We can look into how the school can partner with parents to take more ownership of learning.

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1. Morning - arrange with high needs students only.

2. Afternoon - phone call with all other students' parents

3. Parents who do not turn up for PTM feedback that they wish to be reached out via a phone call only for mid-year and not to hold the results slip hostage.

4. Parents whose child is doing fine also do not wish to come into school just so that they can receive the results slip.

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We can't even have zoom staff meeting.

How likely will the school let zoom PTM happen?

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[Family Composition]

All except 5 students are living with both parents

[Friends]

Majority of students have a good friend-support system in school. 2 students indicated that their close friends are from their primary school and their neighbourhood.

[Confidante]

Almost half the class does not share their troubles with their parents.

7 of them do not share their troubles with anyone, while only 1 student shares his problems with a teacher.

[Whereabouts]

Most students spend 2 or 3 afternoons in schools and head home immediately after they are done with their school day.

Interestingly 2 students have a part-time job. One coaches goal-keeping on weekends while another one is a musician in a band.

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[Family Structure]

Most students come from intact families. However, a significant portion (~25%) take care of themselves after school, suggesting a lack of supervision over their work. There is a small number of students that do not have adequate pocket money given to them which may affect their ability to obtain study related materials

[Friends]

Most have friends within the school with a small handful having friends outside of school. However a significant number of students in the class (~30%) would keep their problems to themselves instead of sharing with others.

[After school hours]

Around half the class would spend to three afternoons at a neighbourhood area, though majority reaching home before 6pm

[Emotional Mastery]

Majority of the students feel that they are able to manage their emotions, make positive decisions and empathise with others. However among those students are those who also have yet to display that personal belief in their interactions in the classroom setting and with their peers.

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[Family Structure]

Most are from intact families. CMs are aware that of those who are from single-parent households and they do not show any difference with those who are from intact families.

[Friends]

Some have managed to gain new friendships with classmates in Sec 3. There are a small number who look forward to CCA and/or recess/lunch breaks so that they can bond with their lower secondary peers. CMs have advised that making new, like-minded friends who are serious about their learning is most important at this stage.

[After-school routines]

Most do go home immediately after school. Some have tuition commitments that last up to 7pm while 1 - 2 stretch till 9pm. CMs have advised to keep their free time engaged with revision and completion of daily schoolwork. And have sufficient rest for the next day of learning.

Izuan & Jia Lin

3 Service

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[Family Structure]

Almost all are from intact families with one student staying with a guardian. A number of them have siblings with a small number having only one sibling. They seem to have adequate pocket money given to them.

[Friends]

Most of them have friends whom they hang out with. They seem to confide in their friends more than their own family members.

[After school hours]

A number of them attend tuition classes after school and they tend to spend a considerable amount of time doing their school work. The students resort to online games as a means to relax during their free time.

Punitha & Beatrice

3 Christe

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[Family] mostly intact families with a few students with single parent. Around 4 indicated that no one takes care of them when they reach home, most likely because their parents are working.

[Confidante] Half the class share their problems with their parents, while around one-third said they prefer not to tell anyone. There is no discernable profile (in terms of behaviour and academic performance) for the latter group of students.

[Other observations]

Slight more than a third of the class are not at home for most of the school week afternoons.

Around 10 students sleep less than 5 hours a day.

Half the class spent more than 3 hours on the computer/handphone. Only 3 person spent less that 1 hour.

Around one-third of the class lack the social skills of empathy, managing emotion, saying sorry and making positive decision

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[Family structure] Majority live with the students live with both parents. We have a few international students that are under the charge of a caregiver. Around 1/3 (13 pax) of our students are not under the care of their parents when they reached home from school. It is likely that both parents are working. Out of this group, 8 students do not have a caregiver when they reached home from school.

[Confidante] Comparable numbers across 3 segments (around 1/3 each) of students shared their problems with Parents, secondary school friends or keep the problems to themselves.

[Tuition] Around 2 in 3 students spent at least 1 afternoon having tuition after school. Out of this group, around 50% of those surveyed had tuitions 2-3 times a week.

[Digital exposure] Around 50 % of the class spent more than 3 hrs a day on computers/handphone for non-school related work.

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[Family Composition] Majority of the students have an intact family structure. 5 students come from single parent household. About 1/3 of the class are latchkey kids and take care of themselves after school.

[Friends] Majority of the class have a good support system in school. Will follow up: 2 students highlighted that most of their friends are from online and they have no friends in school.

[Confidante] Around 1/3 of the class prefer to keep their problems to themselves rather than sharing with parents/siblings/friends. Only 2 students felt comfortable sharing problems with their teachers (sad sad cry).

[Daily routines] Majority of the students spend most of their time after lesson in school or at home except one student (will follow up). Most of the students have at least 5 to 8 hours of sleep except 2. Many show signs of gaming addiction with more than half the class spending more than 3 hour on phone/computer each day. Most of the students have sufficient pocket money, those who do not receive are FAS students that the school are aware of.

-Brenda & Yj

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[Family Composition] Majority of the students in TS live with both parents, with 2 out of all respondents living with single parent.

[Friends] Most have their closest friends in MSS and their primary school, few cite online friends to make up the bulk of their friends.

[Confidante] As with responses during MVP, the class have a sizeable no. of students who do not share their problems with anyone, preferring to keep it to themselves.

[Wherabouts] Most of them spend most of their time in school and at home, with a number of them enrolled into multiple tuitions.

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first choice - flag

2nd choice - banner

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Have a memories board at the back of class for them to self-reflect and jot down. Monitor throughout the year. Revisit at the end of the year.

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Class banner with the class theme