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Yes, we generally agree with the sentiments of the piece

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Yes, we generally agree with the sentiments of the piece

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Obligations: what are the baseline requirements we have to meet?

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Obligations: what are the baseline requirements we have to meet?

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conducting ourselves in an "Ethical" manner, "ethical" is so vague, what does it mean? Different school follow different ethics. How do we make sure we are always on the right track?

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conducting ourselves in an "Ethical" manner, "ethical" is so vague, what does it mean? Different school follow different ethics. How do we make sure we are always on the right track?

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1. A set of principles that will ground us in our teaching and managing of students.

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- Very prescriptive
- What exactly is 'ethical'? A shifting yardstick

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We largely agree with the guidelines laid out in the TB's definition (esp. respect), but would say that "charisma" (p30) is subjective -- one can command presence without being "pleasant / upbeat". Need to be consistent

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1) Regarding your Charisma - Don't use Sarcasm
We feel If you have a good rapport/long term relationship with your students , sarcasm may actually be an effective communication tool.

2) "Take the following suggestions seriously and make absolutely sure you abide by them."
Seems too prescriptive; we feel these obligations should be taken as guidelines to be followed to the best of our ability and not as absolute.

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- The 'prescriptions' might be too idealistic but many are basic expectations.

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Remembering the Triggers of Special Needs Students

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Remembering the Triggers of Special Needs Students

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- How small things may have larger than expected effects.
- The need for a whole school approach to manage the situations of students with special conditions - some schools might not have appropriate structures in place.

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- But how to not overstep one's boundaries / overdo it.

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1) Classroom Discipline
eg. basic respect , collecting homework on time, keeping away their handphones

2)  Getting students to be on task when doing group work

3)  Content Mastery

4) Keeping students engaged
Dozing off during later lessons

5) Age appropriate discipline/scolding

6) Student Motivation
those who constantly do badly may give up , may think of some subjects as not important

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Students tried to test boundaries since own personality is not very authoritative or assertive; so it was tiring to put out many small fires in class.

Constant phone usage in class.

For Express class – students start to act up once they are familiar with the teacher; establishing boundaries. Difference between firm vs fierce.

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- Looking young = assumed as inexperienced BUT easier to build TSR
- Difficult to manage different levels of learning in class (HR students bored easily)
- Defiant behaviour (eg. NT students outright disruptive, chasing VP with a broom, personal insults)
- Personal beliefs going against school's student management style
- Content Mastery

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1.  Alisha -- maintaining relationship, being aware of students -- not being blindly

2. Ershen -- keeping students engaged consistently... not just about the teacher but students' feelings. How to be more naturally "myself" around students.

3. Ynez -- students had a "I already know this mentality" due to many having tuition; need for differentiated instruction and managing student expectations

4. Rachel -- Similar to Ershen -- how to engage a class of 40; "many little groups". Believes that it shouldn't be a norm that some students can "escape" with bad behaviour; managing diverse groups at the same time