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The presentation is interesting! Flow is good! Thank you for the wonderful presentation!

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Thank you for the presentation! Agree with Silas that it was a nice integration of the TML content. I think PP and TML needs to work hand in hand in order to amplify the positive learning environment.

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Nice integration of TML content!! Really shows the overlap between the two courses. Thanks for the presentation

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A really good move by Mr Yeo because he tries to find out the issues bothering the student instead of scolding her right away. This may affect the TSR negatively if teacher scolded her directly. Students would not be able to find a safe space with the teacher and thus would no longer approach teacher for help.

And the fact that he kept the class busy by giving them materials to work on is really good! Student was already in a lot of distress and any more attention on her might make her even more overwhelmed.

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Good point on adhering to the hierarchy of management interventions.

It can be challenging to address students under unstable emotional states for fear of affecting others in the classroom, and taking the time to clarify why.

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Getting to know why students display misbehaviour is important. This example of how Mr Yeo managed Pei Shing not just addressed the misbehaviours, but also assures her that he is not an unreasonable teacher who is just there to stop her from using her phone.

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I think what was really showcased was Mr Yeo's ability to be aware enough that Pei Shing was not feeling well.

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I agreed that sticking to the Hierarchy of Management Intervention gives the student chances to correct their misbehaviour and reduces the risk of escalation and confrontation.

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Zhen Yong
I feel that it is good that the teacher always clarify first before jumping into conclusion. Students might have some personal issues which cannot be seen from the surface. So seek to understand first is very important.

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There's again the element of withholding judgement which I am sure the student appreciates. Being able to create a safe environment for students to be honest helps reinforce good TSR. (Of course, this also relies on the student being honest and open to creating a positive r/s in the first place.)

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I think that it was very smart of Mr Yeo to use the hierarchy of management interventions. I think many teachers might respond to such situations with anger or frustration, but I feel that this might be the result of a bruised ego, and may not be best for the student. Mr Yeo, however, took the time to ASK the student why she was behaving in a certain way, without judgment.

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I think Mr Yeo did well by getting the student out of the class to address her issue when she was crying which might have helped in maintaining her dignity. He has clearly showed empathy for his students and role modelled this for student.

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I think that the level of escalation for misbehaviour in class was very well managed, using non verbal cues as a warning. This gave the student the opportunity  to confide in the teacher and for him to find out about her struggles. If he had immediately escalated the situation, he likely would not have learnt about the student's issues nor be in a position to help her.

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Mr Yeo utilised good classroom management by using non-verbal to verbal intervention and not confronting Pei Shing. He also protected his positive TSR by checking on the needs of Peo Shing. In fact, he further strengthened this relationship when he made an effort to check for the well-being of Pei Shing.

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The teacher made a great effort to appeal to the different students and he is quick to react when Saw was getting disengaged. When he starts to bring in the model apart from simply showing videos, I am sure the students are able to feel that he is making an effort for the class. This could help to improve the TSR.

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I like the the use of extrinsic motivation, provided it is utilised sparingly. I think using it to tie in to a trigger or hook helps to sustain the interest, while also not overly encouraging poor attribution.

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The teacher has aroused the interest of the student who was sleepy by passing the toy to him first. I think that was a good move. But seeing that he was immediately interested, i suppose there might be another reason as to why he was falling asleep. Could be due to personal reason or just simply lack of sleep

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The teacher has made good use of ICT to engage the class. The use of a concrete manipulative also allowed the teacher to capture the attention of the sleepy student, who may be more stimulated with a tangible object. He may learn better through kinesthetic means. As such, it was smart of the teacher to be aware of the diverse needs of the class.

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Zhen Yong
It is nice that the teacher relates the lesson to real life application so that students can better appreciate and make connections.

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I agree that showing videos relevant to the topic introduces novelty into the lesson and is often effective in getting students' attention. In particular, Mr Yeo told the class what to observe during the video. This helps the students focus on what is important, rather than just watch mindlessly.

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It was good how the teacher managed to think on his feet and get Saw's attention by allowing him to use the physical model.

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To add on to waking Saw up by passing the physical object to him, I find that such a move preserves the dignity of the student over moves such as publicly calling the student out for falling asleep or even asking the student to go and wash his/her face. With this move, we reduce the chances of students taking offence and becoming resentful of the teacher.

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Using physical models is definitely helpful in helping some students develop a more intuitive understanding of a concept. However, I wonder whether students will end up being distracted by the physical object as it is passed around during the lesson? Also, what happens if the topic does not involve a physical model? What would be a good alternative to keeping the student awake and active in class?

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I think using physical objects is great as it can also help cater to those with kinesthetic learning profiles better! (DI)

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The use of physical manipulatives are a good and effective technique to increase engagement with the students. However, I'm not sure if continued use of reward authority base will be sustainable in the long run in motivating the class.

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The teacher has clearly leveraged on media and technology to capture the student's attention and arouse their interest. This helped to increase intrinsic motivation and help them sustain attention on their own.

He also appealed to different learning preferences. The sleepy student clearly could not stay awake through visual and audio modes, so the teacher used kinesthetic ways instead: passing him a manipulative model.

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The teacher has spark the interest of the students using real-life application of the theories learnt. It would definitely be better if the real machines can be displayed to the students.

He made a good move to bring in models when the actual machines cannot be brought into the class.

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I wonder if a possible alternative to addressing late comers is to give them the opportunity to explain themselves to him and to the class. This way the class will also be clear that late coming without good reason is not tolerated. And if there was a good reason, the class will also see that the teacher is reasonable and understanding, not to punish the students?

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The act of validating Saw for his positive behaviour certainly would help to encourage such positive behaviour among his classmates. Not only are they reinforced on the classroom rules and routines, but they are also encouraged to practise good values such as looking out for each other.

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I agree that Mr Yeo made a right move to address the 2 students privately so that he can understand why they were late and to talk about their attitude towards being late. However, I feel that Mr Yeo would need to speak to the class with regards to being late as well, in case the rest of the students thought that they can get away with a private talk with the teacher.

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I feel that it is good Mr Yeo consistently reinforces the class rules  again especially when there is recurrence as students need time to adjust and get used to the class rules and teacher's expectations. It gives them the chance to do be responsible for their own actions.

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I agree that it was good for Mr Yeo to politely remind Li Ting of the class rules, instead of reprimanding her. This will ensure that there his positive TSR isn't damaged. If she continues to shout out her answer, Mr Yeo might consider speaking to her privately, as he did with the other 2 students who came late.

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I think it was a good move to address the latecomers privately in this case. However often this problem plays out in class where a lot of people trickle in slowly in groups. Do you think it will still be viable to address them all privately then?

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I agree with his approach of talking to them in private so as to minimise distruption to the lesson. However, if late coming is generally an issue in the class, it might be a teachable moment to address the class as a whole.

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Zhen Yong
I agree with the teacher as students need to learn from their mistakes so that they will not repeat again. In this case, since they are late, standing for 10 mins is reasonable.

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I think that it was a good move to praise students who remind others to adhere to established rules. Rather than only scolding students, giving out praise when appropriate avoids giving the impression that one is a very negative teacher.

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I agree that Mr Yeo's consistency in enforcing and communicating classroom routines and rules is an excellent practice. Consistency is what cements the legitimacy of the teacher's authority.

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It was good for Mr Yeo to reinforce his expectations of the class, whether it be by himself or through one of his students, so as to set clear boundaries on what he considers to be acceptable behaviour.

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I agree that Mr Yeo should speak with the students privately and not disrupt the class if he were to address them in front of the class.

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I like that students who came late were not addressed publicly, and immediately. This helps ensure that the flow of the lesson is not disrupted, and not embarrassing the students in front of their peers.