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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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Room 2: Syazwan, Merilynn, Sarah, Suniza, Sharon

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Room 2: Syazwan, Merilynn, Sarah, Suniza, Sharon

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CCE curriculum content area - Cyber Wellness, Mental Health, National Education

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group 3: Shi hui, Victoria, Brandon, Viknesh, Amirah

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group 3: Shi hui, Victoria, Brandon, Viknesh, Amirah

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Content areas: Cyber wellness and mental health

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1) National Education
2) Cyber Wellness
3) Mental Health

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1.
Content area: Education & Career Guidance

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2.
Individual level

Encourage her -- Tapping on developing students’ identity, the teacher can spur her to be resilient. The comment was not directed at Liza and she need not feel personally attacked. Rather, the experience could be used as a means of developing her dance skillsets even more.

Navigate pathway with confidence — Process what happened with the internal selection, and to portray reality of facing setbacks. Teacher should talk through what the interview means to Liza, and how she should consider pursuing this if she desires so.

CCA level

Address the CCA as a whole, in working with peers of various skills and aptitudes.

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2a. GROUP 3: Shi hui, Victoria, Brandon, Viknesh, Amirah 

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2a. GROUP 3: Shi hui, Victoria, Brandon, Viknesh, Amirah 

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Providing students with a caring and enabling learning environment:

- Teacher to provide care to the victim by talking to them directly about the incident (ask about their feelings). Remind victim that we are a safe space to share problems.

- Teacher to enable the perpetrator to rectify his mistakes by apologising to the victim personally. Teacher also to show care by providing guidance and counsel about cyber relationships.

- Teacher to enable students of the class by reminding them to take accountability for their actions on the internet. Teach them about healthy cyber interactions and reasons why we should all be kind on the internet. Teacher should also remind students to report actions of cyber bullying that they see and support their peers.

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1. Mental Health
2. ECG

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2b. GROUP 3: Shi hui, Victoria, Brandon, Viknesh, Amirah

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2b. GROUP 3: Shi hui, Victoria, Brandon, Viknesh, Amirah

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Helping students connect learning across the CCE lessons:

- How should we react if people offend us IRL?
Teach students socio-emotional competencies through role play and case studies. Using the consideration approach and narrative approach, teachers can remind students of the value of empathy in their interactions with others.

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1) Set rules & routines regarding class discussions
- e.g. think before you speak (consider how your words will affect others) / scaling up participation (individual - table partner - whole class) / sharing your table partner's response

- wait time

- be meticulous with the content put up on SLS

- preempt quieter students before class if you plan on calling them to participate

2) Develop good TSR
- hold conversations, build trust in the teacher

3) Peer Support
- observe how quiet students are with other classes
- connect quieter students to peer support leaders (if this is appropriate)

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Room 2: Syazwan, Merilynn, Sarah, Suniza, Sharon

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Room 2: Syazwan, Merilynn, Sarah, Suniza, Sharon

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At the individual level:
- Talk to Mark privately to understand his reasons for the post (ask him how he would feel if he was George)
- Address that respect is important even on social media
- Talk to George and find out reasons for his outburst and help him understand that instead of keeping to himself, he has a support system (e.g. Devi who cares)

At the class level:
- Address issue during next CCE lesson (without naming names/calling out the person)
- Set other students to think about if they really liked the content that Mark posted or if they liked the post just for the fun of it
- Get students to identify their personal core values (we can see from George's reaction that he values family so can get students to reflect if they would do the same for people/something they value)
- Improve/increase students' exposure/awareness to diversity in the classroom, in hopes of inculcating appreciation of the beliefs and practices that are different from their own (prevents repeat incidents)

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Group 3 Final - victor, Fazli, cheng yi, Jocelyn

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Group 3 Final - victor, Fazli, cheng yi, Jocelyn

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Looking through ECG lens :
Issues

The Good:

Mr Samuel talked about teamwork before the activity begins.

The Bad

- Safety issues during the dance class.

- Communication Issues between Teachers.

- Students are not resilient when faced with challenges.

- Students don't work well together

(Teamwork, diversity, resilience)

SOLUTIONS?

How can she be more enabling?

Student ownership:

- Let them choose their own teams.

-However, students should also be aware that in life we have to learn how to work with people from different backgrounds.

How can she be more caring?

Let them share their feelings/facts

1. Get students to share as a group how they feel and what they are thinking about the process of choreography?

( Maybe Helen and Liza should elaborate on how they are feeling)

-How do they feel about working together?

Sharing is not enough, we should also help them make sense of their sharing.

2.  Explicitly speak about Resilience and Empathy and learning to work with people from different backgrounds.

- What did they learn from the experience? Get students to discover who they are and reflect on their strengths and weaknesses.

3. Teachers can teach explicitly how they can work with different backgrounds.

4. Set up buddy systems.

5. TSR should also be built and teachers should be involved in the creation process.

Looking through Mental Health ( Liza) lens :

How do we deal with failures in life? Ask the students to recall how she has dealt with failures in her past… let the student realise she CAN get back up after setbacks and continue.

To advice Liza to take a mental health break.

Step 1: Have a conversation with her and address her fears.

Step 2: Acknowledging the fears

Step 3: Follow up and ensure that she is okay.

Follow up and check in to make the most of your CCE teaching moments.

How can she connect with other SDEs?

• Give an analogy of cycling

• Get students a chance to share about challenges that they have overcome before.

• Teacher sharing their own personal experiences about challenges they overcome( Adult Role Modelling)

Let the students build a rapport with you by sharing ur failures, how you practice resilience and build confidence, ask students to recall their own similar instances/bounce backs and then connect to the failure they face right now.