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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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Mental Health
Education & Career Guidance

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1. Which CCE curriculum content area(s) would you connect this scenario with? (Bernice, Eric, Hong Ming, Justin) Group 2

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1. Which CCE curriculum content area(s) would you connect this scenario with? (Bernice, Eric, Hong Ming, Justin) Group 2

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Cyberwellness & National Education (for the class)
Mental Health (for Tina)

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Mental Health and ECG

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2. How can the teacher be intentional in facilitating CCE learning to meet students’ needs at the individual and class/CCA level? (Bernice, Eric, Hong Ming, Justin) Group 2

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2. How can the teacher be intentional in facilitating CCE learning to meet students’ needs at the individual and class/CCA level? (Bernice, Eric, Hong Ming, Justin) Group 2

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Individual level
Tina (negative thoughts + mental health):
1. Inform Tina that she can take her time to think of her answer, and come back to her later. Alternatively, Miss Chan can direct the question to another student, and ask Tina to provide her feedback.

2. Have a follow-up conversation with Tina in a private and safe space to understand the issues the student is facing.
Offer a listening ear first, and have Tina to elaborate more (e.g. what she means that no one cares about her). Keep a lookout for self-harm indicators which would call for CMT action.
If not serious, Miss Chan can consider setting up a buddy system for the whole class to create a stronger support system in the class. Alternatively, a "satellite system" can be created to monitor and track Tina's performance.

3. Need to target her self-esteem. Find alternative ways for Tina to contribute in class (Anonymous/ Padlet, Group contribution)

4. Affirm and value her feelings and emotions.

Mark and Jill (Inappropriate remarks on religion):
Sense making - teachable moment for the class to reflect on how a religious student would feel?

Anonymous post:
How would you feel if you were the victim/ you were affected?
Having the shroud of anonymity does not grant one the passport to make comments.

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Group 4 (Danial, Hanna, Jiong How & Rachel)

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Group 4 (Danial, Hanna, Jiong How & Rachel)

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Cyber wellness, mental health

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National Education - Racial Harmony (religious diversity)
Cyberwellness - Online Etiquette & Cyber Bullying

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Mental Health:
Individual
- Teacher can use I am (normal to encounter setbacks/failures/challenges), I have (tapping on support network of adults and peers) , I can (coping strategies, skills on managing emotions) learning aid to remind Liza that she has the support of the teachers and instructors, and that one incident/comment does not make her any less capable as a leader
- Address Helen's negative comment: that whatever they say can affect others (ask her to reflect on how her group members or leader Liza felt when she made the comment), and also not to push the blame onto others and give excuses but to learn from their failures and have the courage to try again and improve
Group
- Address the whole CCA during the debrief and ask groups to share one thing they liked about another group's performance, turning it into a teachable moment that although some groups did not get selected, there were still aspects of their choreography that was well done and could be learned from (each other) - building a safe learning environment/culture
- Conduct a debrief with Liza and Helen's group to share what they felt when the negative comment was made by Helen + clarify (what makes you say that?)-sensitise (how would you feel if someone said that about you?)-influence (does this comment contribute to our learning to collaborate with peers?)

ECG:
Individual
- Remind/ask Liza why she chose to go for the SOTA interview in the first place, and encourage on why you think she should still give it a shot (e.g. what you see in her)

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Group 3 (Boon Han, Melody, Derek, Peter)

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Group 3 (Boon Han, Melody, Derek, Peter)

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Cyber wellness (for the class and Mark)
Mental health (for the class and George)

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1) The teacher should have paused the practice and asked the students about the dangers of the furniture being stacked dangerously and what they can do to minimize the risk.

Group Level:
2) After choosing the winning group, encourage groups that were not selected to not be disheartened. Recognize the collective efforts of the groups and highlight how each of their strengths led to the goal being achieved (the dance). Not every time in life we get to choose our group members and we have to harness whatever strengths our group members have. (coherence)

Individual Level (Liza):
3) Remind Liza her initial motivation in applying to SOTA in the first place and do not let one setback dictate her future. Tell her to focus on the positive things that she learnt from this experience (positive disposition).
View setbacks as opportunities to develop one's self and resilience (ECG + MH)
Helen could just be frustrated in the moment and said something that she did not mean.

Individual Level (Helen):
4) Choosing your own group members will not always guarantee that the group will do better. The success of the group depends on the ability of the group to harness the strength in diversity. Ask Helen how she would feel if she was in Liza's position (perspective taking).
Regulate and self-monitor emotions of frustration and unhappiness (MH)

Circle Time/Discussion (Liza & Helen):
5) Can gather the 2 students together to discuss about the incident to repair the relationship.

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Group 3 (Boon Han, Melody, Derek, Peter)

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Group 3 (Boon Han, Melody, Derek, Peter)

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Before the CCE lesson, reach out to Devi, George and Mark individually. Affirm Devi (in case she feels upset for experiencing a backfire when speaking to George). Employ restorative practices (TSR YouTube video) to arrive at Mark apologising to George. Speak to George about the skills he learnt from "Bouncing Back Stronger" CCE lesson. Speak to Mark about having empathy for others, and also to seed ideas to lead to the "If the tables were turned" activity under It Hurts Because It Matters.

In the CCE lesson, mention what they can do/cannot do. We may choose to bring up our own experiences of getting bullied. Since many others added on to the negative comments, address the class directly through facilitation strategies such as Fishbowl, Action Replay, Circle of Viewpoints with the aim of eliciting perspectives and developing empathy. Key learning: respect, empathy, to have a caring and enabling environment. We can also connect to previous CCE lessons (as listed on page 2 of (2.3) It Hurts Because It Matters), 'You Have a Friend Request', 'Bouncing Back Stronger', 'It's a Whole New World', 'Stressed or Distressed', and discuss perspective taking to recognise and
understand the thoughts, feelings and needs of their friends, and how to resolve conflicts with empathy.

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a) Providing students with a caring and enabling learning environment
"Tina was caught off guard and remained silent for a brief period."
--> Learning activity should not always be the priority when time is concerned, but rather students should be provided ownership of self-expression.
--> Miss Chan should express assurance to Tina that (an appropriate amount of) wait time would be given for her and to also make clear to the class to respect boundaries set by Miss Chan and not takeover Tina's turn to speak (i.e. Jill, Mark).
--> Miss Chan could also speak with Tina after lesson to check in with her if she has exhibited signs of distress. It would also be good to check with the other subject teachers to understand how Tina is doing for other lessons.

b) Helping students connect learning across the CCE Lessons and other experiences (e.g. SDEs/Teachable moments)
'Miss Chan addressing Jill and Mark for their insensitive remarks'
--> It is right for Miss Chan to step in to address the insensitive remarks made by Jill and Mark.
--> Miss Chan could use this as an opportunity to unpack the insensitive remarks made by Jill and Mark by getting them to clarify what they meant by the statement 'religions are only for the weak and needy'.
--> Miss Chan could also set and enforce the class norms before the start of the CCE lesson to set clear boundaries for students to respect each other's perspectives, avoid judging each other's views and be more mindful of their choice of words to one another (teachers and peers alike).
e.g. "This is a topic that might be uncomfortable for some of you, and some of you may have certain biases and perceptions. Let's make the effort to learn from one another and respect each other's view."

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Group 4 (Danial, Hanna, Jiong How & Rachel)

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Group 4 (Danial, Hanna, Jiong How & Rachel)

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How can the teacher be intentional in facilitating CCE learning to meet students’ needs at the individual and class level?

The teacher can be intentional in having the whole class to share their personal experiences with frayed relationships and guide the students to understand that this is something that every person struggles with. During this process, the teacher can get students to individually reflect on how they will feel if they are being (cyber) bullied. The teacher can then guide students to brainstorm together what are some of the solutions they can employ to address such relationship issues.

However, given that the discussion topic is very personal, the teacher should first lay some ground rules and classroom etiquette to ensure that the classroom is a safe space for students to share their experiences with one another. Also, the teacher should try to respect George and Mark's privacy  when addressing this topic by avoiding to drop names.