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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 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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Wulan, Sen Leng, Rachel Teo, Rasyidah, Shermaine

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Wulan, Sen Leng, Rachel Teo, Rasyidah, Shermaine

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Cyber wellness - mean comments online

Family Education - being rude to mother

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Wulan, Sen Leng, Rachel Teo, Rasyidah, Shermaine

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Wulan, Sen Leng, Rachel Teo, Rasyidah, Shermaine

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Individual Level:
Modification to assignment - maybe students can type or draw out their assignment instead of recording video only, and include parents involvement

To mother - assure her that we are aware of this matter and will investigate and speak to the students involved

To Haris - assure him of his input and encourage him to be confident, teach/remind about care and concern (explain why his mum and Lucy is concerned), teach about managing and regulating emotions, and encourage and empower Haris to seek help from a trusted person when he feels down and lost

Class Level:
Kindness - be kind and use kind words online and offline, give constructive and encouraging feedback

Perspective taking - ask the class how would you feel if you were Haris, teach them to empathise

Managing expectations - teacher could have highlighted how they should show each other respect in the cyber space before this activity

Peer support - Encourage the class to care for each others like how Lucy did for Haris

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Zhi Yong refusing to dance because he feels that dance is for girls -> Mental Health (Complex issues)

Tom eager and push classmates -> National Education

Helen comment to Ruby -> National Eduation/Mental Health (socially inconsiderate/verbal bullying)

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CCE Curriculum Content Area (s)
1. National Education
- Students were tasked to learn ethnic dance, students should learn the meaning behind the props that are made available to them.

2. Sexuality Education
- Gender stereotypes (boys don't dance)

3. Mental Health
- Dance can be a way to self-regulate their emotions
- Students' choice of words can affect their peers.

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Zafirah, Umairah, Aaron, Sheikh and Serene

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Zafirah, Umairah, Aaron, Sheikh and Serene

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Cyber wellness

Mental Health

Family Education

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1a)Mental Health - inferiority complex
b) Family Education -  lack of similar family experiences

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Zafirah, Umairah, Aaron, Sheikh and Serene

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Zafirah, Umairah, Aaron, Sheikh and Serene

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PART A.

1) Appreciating diversity
- Guide students to appreciate and value one another
E.g. Use a story similar to what has happened and ask guiding questions so that students can adopt perspective taking. What would you do if you were in this situation? Do you think it is right to do so? Why? Do you think it is wrong? Why? What do you think the challenges this person was facing? How can you help this person?

2) Empowering learners
- Use language that affirms effort and inspires perseverance.
E.g. It is okay to stutter. Before I became a teacher, I had stage fright and I used to stutter too but through practice, I managed to improve.

3) Nurturing a sense of belonging
- Be intentional in connecting with students. Establish, practise and remind students of routines.

PART B.

Teachable moments:
1) Family Education: How the student reacted when his mother expressed her concerns to the teacher.
E.g. Change the mindset of the student. His mother is being concerned rather than  'kaypoh'. Why do you think your mother is being kaypoh? In what way is she being kaypoh? How do you feel? How do you think your mother feels?

2) Cyberwellness: How the students reacted to his video.
E.g. Cyber ethics/relationships. Build on the story in part A and include questions on how to be respectful to one another online. (whole-class approach)

3) Mental Health: Self-awareness and awareness of others.
E.g. Haris kept his frustration to himself. Lucy was aware of the change in Haris and informed Mr Arun. Mr Arun could educate the class on the importance of seeking help and emphasise that seeking help is not something that anyone should be embarrassed about.

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Si Xu, Shan Shan, Qistina, Rachel, Samuel

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Si Xu, Shan Shan, Qistina, Rachel, Samuel

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1) National Education
2) Mental Health

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2. How can the teacher be intentional in facilitating CCE learning to meet students’ needs at the individual and class level?
a) Providing students with a caring and enabling learning environment
Class Level
- Teacher can set class routines and expectations from the start of the school year to ensure that the classroom is a caring and enabling environment for all.
- Teacher can also set class rules at the start of the year (e.g. Be respectful to one another)

b) Helping students connect learning across the CCE Lessons and other experiences (e.g. SDEs/ Teachable moments)

Teachable Moment #1: Zhi Yong mentioned that dance is for girls and he is a boy.
Class Level:
- Expose them to different genres of dance in Singapore, to challenge the gender stereotype.
- Miss Chan could have gotten their buy-in before the activity, so that they will be more receptive to the activity.
Individual Level: Bring Zhi Yong aside and ask him why he has such a negative opinion about dancing and where he got this idea from. This allows the teacher to understand how he feeling and why he is feeling that way. (Positive TSR)

Teachable Moment #2: In his eagerness to reach the props, Tom pushed his classmate who was blocking him.
Class Level: Remind the class of their routines and expectations before the activity.
Individual Level: Bring Tom to one side and talk to him (e.g. How should you treat your classmates? Should we push? What do you see Mr Teo doing if this situation happens to him?)

Teachable Moment #3: Helen saying to Ruby, "Why you pick that one? That is the most stupid to choose?"
Class Level: Remind the class to respect and accept each others' differences.
Individual Level: Bring Helen aside and ask her how she would feel if someone said the same thing to her.

Teachable Moment #4: Miss Chan was unable to carry out her debrief at the end of PAL.
- Debriefing is an important part of the PAL lesson as learning comes from here.
- She should have a specific time duration for the choosing of the props, e.g. 5 minutes to choose. At the end of the 5 minutes, she will stop the activity, whether the students have completed it or not. This is to ensure that she will have enough time to carry out her debrief.

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a) Providing students with a caring and enabling learning environment
- Setting expectations and routines : Create a safe and conducive environment for meaningful learning. E.g Turn taking, only one person speaks at a time and use kind words. Students are to co-construct these rules and take ownership. Clear consequences should also be laid out.
- Enabling student voice: Give everyone time to think and write down their ideas or scaffold with other questions.
- TSR: Teacher should have a good understanding of students, class dynamics and have built trust. This will help to provide a customised lesson/activity for the class instead of following the general lesson plan. E.g. Small group discussions

b) Helping students connect learning across the CCE Lessons and other experiences (e.g. SDEs/ Teachable moments)
- Learning to respect one another and taking turns to speak
- Appreciate that each of us possess a unique set of skills/knowledge/experience and it may differ from one to another

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Si Xu, Shan Shan, Qistina, Rachel, Samuel

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Si Xu, Shan Shan, Qistina, Rachel, Samuel

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Individual
Part A
1. Instead of chiding Jill for her insensitive comment, Miss Chan could have asked Jill to reason out why her comments isn't so kind. (e.g. How would you feel / How would Tina feel?) This is to build empathy in students.
2. Miss Chan should have gone back to Tina and ask for her response again. She could build her confidence up through scaffolding.

Part B
1. Help Tina recall helpful thoughts and actions to deal with embarrassment.

Class
Part A
1. The teacher could have given clear expectations and instructions for sharing of ideas and opinions. Also, she needs to enforce them throughout the whole lesson.
2. The teacher could have given the class another way to share their responses (e.g. writing it down, drawing it out) and give them more time in advance.
3. Miss Chan could have started with think-pair-share / group discussion before getting the students to share in front of the whole class.

Part B
1. Link to what they have learnt previously on what kind of actions and words are unkind (Care and Respect for Others)
2. Key Messages of Mental Health: We can be alert to see if anyone needs help and show care and empathy towards others with out words and actions.
3. Key Messages of Mental Health: We need to be able to differentiate normal stresses from a state of distress and take steps to address it
4. Key Messages of Mental Health: Help-seeking is not a sign of weakness but an act of strength as it leads to better outcomes.

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Show videos of boys dancing e.g. Billy Elliot
Pushing -> Teacher can go in and check if everyone is alright and highlight that it is dangerous to not be aware of your surroundings. Prior to the incident teacher can set collaborative norms such as taking turns and queuing up to take the props.
Umbrella -> Teacher can equip Helen with new vocabulary to express her thoughts more clearly. 'Stupid' is not an ideal adjective to use. Teacher can tell Helen to say 'That is not my preferred colour/my cup of tea'.