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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/CCA 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)

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- Cyberwellness
- Family education
- Mental Health

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- Primary Content Area: National Education (Religion)
- Cyberwellness (Online SLS activity)

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Cyberwellness
Family education
Mental health
National education

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A) Providing students with a caring and enabling learning environment
1. Instead of using SLS ITT where students cannot remain anonymous, teacher can choose an alternative platform like Padlet to create a safe space for students to share their opinions, especially for quiet student like Tina who may not be comfortable to share on SLS. Teacher can monitor and remove inappropriate posts as well.

2. Teachers did not establish the group norm with the students which is very crucial for discussing sensitive issues like religions.

3. Teacher can acknowledge Tina's effort in responding on SLS and move on to another student instead of putting pressure on her to speak in front of the class.

4. Remind enthusiastic students to give others a chance to speak during classroom discussion by first respectfully acknowledging their sharing and encourage them to give others time to share.

5. Teacher should take time after the lesson to speak to Tina as well to understand what she is going through and whether help can be offered.

6. Teacher can provide writing frames for students to respond individually first, then inviting students to respond to someone's post. To set a parameter for discussion, teacher can also provide guiding questions for constructive feedback such as "1 thing you resonate with your peer" and "1 question you have for your friend".

B) Connection
1. Cyberwellness - Learn to differentiate between real and fake sources of information.

2. Cyberwellness - Use real-life examples of insensitive online posts towards religious and racial issues to engage student in discussions

3. National Education - Unpack certain biases / stereotypes / misconceptions that we have towards other religions and increase appreciation towards diversity in Singapore

4. Building positive teacher-student relationships to create a safe space for students and teacher to share openly and respectfully with each other

Question
1. Before scolding the student for his insensitive remark, should we give him an opportunity to explain himself? He might have a specific reason behind that statement he shared.

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1.

Mental Health (bullying)

Cyberwellness (SLS)

National Education (Religion)

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2.
(a) Ms Chan should not have reprimanded Mark in front of the class; should have invited him to explain his thought process and turn the situation into a teachable moment instead of a scolding session.

Ms Chan should not have put Tina on the spot since it is quite a sensitive and controversial topic. Perhaps she could have started with simple factual questions that are easier for Tina to mention.

Ms Chan and Ms Priya could have agreed on the lesson plan before the lesson, to ensure that Tina could have spoken up instead of talked over. This allows Tina to feel that she is a valued contributor to the discussion.

(b) Ms Chan and her co-form could intentionally create collaborative activities to increase the opportunities for social interaction in class. This facilitates the students' social-emotional competencies and allow them to learn how to interact with their peers.

A few students in class have made disparaging remarks about religion. Firstly, the teacher should have set rules and expectations about their behaviour online. If students still make disrespectful remarks, teacher should have invited them to elaborate on their ideas and articulate their thought process; the teacher should also present contrasting viewpoints and invite the class to come to their own conclusions.

Instead of using SLS, where students are identified with their name, a different platform could be used that allows the blinding of names for the students, while allowing the teacher to see who wrote what.

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General:
- Perspective taking & role-playing
- 1 to 1 chat with students to find out family background of students and at risk factors
- Conversation about race and racism

Mark:
- Find out the reason & intentions behind his behaviour
- Inform him that this is a form of cyberbullying that causes harm to victims
- Would he say the same thing in person?
- Put him in the shoes of George (perspective taking)
- Restorative practice

George:
- Find out more about his home situation and check if anything is happening in the family
- Check if he needs counselling or support
- Restorative practice

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- National education (RHD)

- Mental health (resilience, SECs, eg self-regulation, relationship management)

- ECG (managing education and career pathways)

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With Liza:
Speak with her about her emotions, what she thought she did well, what she could have done better, her ECG thoughts/ options/ why she applied for DSA, teach her to adopt the growth mindset – use of the “I am, I can, I have” framework.

With Helen:
Ask why she said that, is it appropriate to say that, could she have managed the situation better, encourage her to reflect on her actions better (build social awareness and relationship management). In life, are you always able to choose your group members? If you have the potential to do better, could you not have tried to help your group members rather than blame them? Rather than asking questions, clarify her thoughts, sensitise her to the issues and influence her to have a more positive attitude towards CCA and team-building.

At the class/ CCA level:
Teachers should not have immediately selected the group after, and should have given reasons why (was it based on merit? Why or why not?) – and stressed on the relevant SECs, values.

Connections:
Connect to mental health lessons (CCE), leadership training and/or outward bound camps etc (on teamwork, resilience, relationships).

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3 takeaways, 2 Questions, 1 thing I would like to practice and apply

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(1) Intervention
- Talking to students involved and following-up with them after CCE lesson
- Reflect on how they feel + what they think about the situation + impact on self and others (relate back to Identity, Relationships & Choices)
- Address class in terms of cyberbullying and negative peer influence + standing up for the right thing as a bystander

(2) CCE Lesson: Looking at relationships in the context of an online space
- Pre-activity: Why do friendships break down?
- Zooming into context: Relationships can break down because of offensive comments/remarks, whether intentional or not, followed by class discussion
- Coping with breakdowns in relationships (e.g. drawing of social networks - for students to recognise who they can turn to)
- 'If the tables were turned' activity: getting students to pen down their responses in terms of what they might have done instead (the bully, the victim, the bystander)
Landing point: Treat everyone with respect + how to self-regulate emotions

(3) Extension
- Look out for distress signs by student in terms of relationship with other family members

(4) Connection to other CCE Lessons
- NE: treat every culture with respect
- Sec 1 ‘You Have a Friend Request’ lesson: empathy
- Sec 1 ‘Steady or Not?’ lesson: communication
- Sec 1 ‘Bouncing Back Stronger’ lesson: coping strategies
- Sec 1 'It’s a Whole New World’ lesson: identify social support circle
- Sec 2 ‘Stressed or Distressed?’ lesson: learning to seek help

Theory
Coloroso model: Restitution (before CCE lesson), resolution (before + during CCE lesson), reconciliation (during + after CCE lesson)