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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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Cyberwellness, Mental health, National education

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Family education
Mental Health
Cyber Wellness
National Education

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- National Education
Relating to knowing about and respecting religious diversity in Singapore regardless of your views
- Mental wellness
Tina was feeling down because she did not have good relationships with her classmates

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a)
- Establish norms for the responsible use of technology
- Ensure consistent and coherent messaging (do not ignore cyberbullying. Must address the issue)
- Positive classroom culture
- Good role modelling

b)
Cyberwellness
- Use a narrative approach: give case scenarios of cyberbullying that is similar to the George vs Mark incident and get students to discuss what is the appropriate course of action

National Education
- Consideration approach: how will you feel if such racist remarks were directed at you instead? (imagine yourself in another country where you are the minority instead)

Mental Health
- Check in with George
- "I can I have I am" approach to help George cope with the negative experience and develop resilience.

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Preventive
1. Set norms and expectations before discussion (e.g. focus on the problem and not the people).
- remind students that derogatory remarks are not tolerated and reassure them to not be afraid to get help.
- provide students the platform where they can get help and how to get help etc (mental health)
2. Educate students about cyber wellness (to be responsible user) e.g. cyber relationship and address cyber bullying
3. Provide a safe space for students to let teachers know that they are not in a comfortable situation.
4. Coping and breakdown of relationships: Teach students to talk about their feelings and ways to identify signs of distress and approach their friends who show these signs of distress (SEC: self-awareness, self-management etc).

Remediation
1. Inform HOD and parents of the two students and address this before the class.
2. Talk to Mark and request the post to be taken down.
3. Conflict resolution - restorative practices.
e.g. "George, how would you like Mark to take responsibility of his actions?"
4. Use this as case study after getting approval from the stakeholders (e.g. students affected). Facilitate the discussion using the idea of 'If the tables were turned' -
e.g. about appearance/family etc (more relevant to most students)
5. Get students to empathise with the situation.

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Content:
- Mental wellbeing --> managing emotions
- Family education --> managing relationships
- ECG --> choosing future path

SECs:
- Self-management
- Relationship management
- Self-awareness
- Social awareness (Helen)
- Making responsible decisions

Values:
- Resilience
- Empathy
- Respect
- Harmony
- Care

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(a)
Lack of coherent and consistent messaging
- Mdm Ng --> not interested, marking paper
- Ms Chan, Mr Samuel --> not interested in safeguarding students' safety, observed the boxes, but did nothing
- Mdm Ng, Ms Chan --> lack of genuine interest (was a performance but they did not care, did not brief students, left it to Mr Samuel to do all the briefing, did not ensure that things are going smoothly)

Lack of adult role modelling
- Mdm Ng, Ms Chan --> did not model responsibility + care

Lack TSR
- due to lack of care and concern

(b)
Identifying teachable moments --> DURING BRIEFING BEFORE THE PERF!!!
- Telling students that sometimes in life, you can't get what you want. Need to work with others, learn how to build relationships. --> emotional regulation, self-management
- Working in a team involves compromising and understanding. --> relationship management

How to help students connect?
- Using CSI framework (Care-Sensitise-Influence)

For Helen:
-> Teacher to acknowledge feelings
-> To help students with self-management, relationship management, and responsible decision making
-> Allow students to derive that her comments were insensitive, and let her realise that she needs to do something to manage her relationships with her groupmates ("if the tables have turned" --> empathy)

For Liza:
-> acknowledging then rationalising emotions and why she had wanted to DSA ("I am, I can, I have" --> resilience)
-> help her to derive her options and what are her next steps

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(a) Providing caring and enabling environment
- [Class level] Setting ground rules before any discussion, especially for more sensitive topics
- [Class level] promoting empathy by providing hypothetical scenarios to let students think in others' shoes
- [Class level/ Individual level] restorative practices --> help them to understand that their words are hurtful
- [Class level] draw back to the main lesson objective which is to respect others' views and religion no matter what we personally belief
- [Individual level] For Tina, the teacher could point her to helplines etc. school counsellor or getting Debbie to be her buddy and friend
- [Class level] Do think pair share if some students are not comfortable sharing with the whole class / call upon someone else first then go back to Tina to give her some time to think
- [Class level] It is easy to type it out on the platform but ask students if they would say it FTF to a religious person. Likely they wouldn't. Use this to get them to reflect on their actions and how it can hurt others + not engaging in cyber bullying

(b) connecting learning across the CCE lessons and other experiences
- [Class level] Asking students to think of a scenario where someone commented negatively on their social media posts before and how did they feel --> can link to cyberwellness and helping them to see that their words can be considered bullying

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Room 2 - Han Yi, Ryan, Pauline, Yee Hwee

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Room 2 - Han Yi, Ryan, Pauline, Yee Hwee

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1. National Education
- relates to students having a sense of belonging and being able to appreciate Singapore's diversity, especially racial and religious harmony

Cyber wellness
- They were using SLS and they may have posted their questions/answers anonymously

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Building a caring and enabling environment:
Teachers should be more intentional in caring for the students physical and mental well-being (chairs were beside the dancing area, debrief not really given properly)

Teachable moments:
Teachers could have handled the debrief better by addressing the following:
a) importance of working as a team and in a team
b) focusing on the bigger picture of diversity, instead of the performance being for themselves

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CCE Content Areas related to the dancer scenario
- Mental health
a) Coping with failure by reframing
b) Resilience
c) helping students see their identity is more than just success or failure

NE
a) Diversity

- Family Education
a) Need to recognize existing relationship management with others could be influenced by family culture
b) develop respectful communication skills within family and communities

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Room 2 - Ryan, Pauline, Han Yi, Yee Hwee

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Room 2 - Ryan, Pauline, Han Yi, Yee Hwee

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Firstly, it was good that the teacher established group norms - "show respect to one another".

The issues highlighted below relate to both the individual and class level.

(a) The teacher can employ the 'not yet' strategy when it comes to quiet or shy students who may need a bit more time to respond. The teacher can help to take the stress off having to respond immediately by saying, "If you're not ready to respond, no worries. I will give you more time to think and I will come back to you later."
- This helps to model patience and show students the appropriate behaviour when someone needs more time

More on Tina:
- She may have low self-esteem so we should try to boost her self-esteem
- Speak to Tina's friends and encourage them to encourage her
- Affirm Tina's response
- Give Tina more responsibility in the class (e.g. scribe during the next discussion)
- Get students to comment on Tina's response on SLS (e.g. What is one thing you learned from her post?)

(b) Social awareness and relationship management
- The teacher should make it clear to the class about what exactly was inappropriate and how they were disrespectful, in order to address specific behaviours. She can also emphasise that they should be respectful when waiting for classmates to answer and should not cut them off or mock their response.
- As Jill and Mark's comment about religion was rather insensitive and inappropriate, this shows that they probably have poor relationship management and social awareness. The teacher can show how important it is to have proper communication etiquette and be aware that people have religions and beliefs that should be respected.