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Issues:
-Students passing comments that dance is a gendered activity.
-Students pushing each other
-Students saying unkind words to each other

Opportunities:
-Clarify and understand why they might think dance is a gendered activity
-An opportunity to have conversations about diversity, differing perspectives and culture
-Teachable moment about how to address themselves in a public space (i.e. self-regulation!)

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3 Takeaways
2 Questions
1 Thing I would like to practise and apply

Please indicate your name in the title when you post your reflection

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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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1) Mental health, national education

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Content Area:
Cyberwellness
National Education
Mental Health
Family Education

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Kaitlyn, Weixiong, Jonathan, Sakinah: CCE Curriculum Areas

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Kaitlyn, Weixiong, Jonathan, Sakinah: CCE Curriculum Areas

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1. National Education
2. Sexuality Education

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Liyana, Belden, Celestine Kau, Gerald & Jeremy

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Liyana, Belden, Celestine Kau, Gerald & Jeremy

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Content Areas:
1. Cyberwellness
2. Mental Health
3. National Education
4. Family Education

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a)
Social awareness of the teacher- when Tina fell silent and addressing the rowdy behaviour when Jill and Henry started shouting

Adult role modeling for students- show how they should respond kindly and patiently

Giving students a voice- for Tina
b)
Speak to Tina one-on-one to find out her concerns
Identifying feelings/emotions- social emotional competencies
Discussion with the class- with a similar situation of speaking over someone rudely, how would you like to be supported if you are struggling to speak up
Give more time to the teachable moment
Can link to the How I Feel chapter of how to manage disappointment (for Tina's benefit)

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Kaitlyn, WeiXiong, Jonathan, Sakinah: Enacting CCE intentionally - Individual

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Kaitlyn, WeiXiong, Jonathan, Sakinah: Enacting CCE intentionally - Individual

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How to address this issue?
1. HOW TO APPROACH:
Teacher to address the student privately since he muttered under his breath and others might not have heard his comment.

2. WHAT TO ADDRESS:
-Inquire into why the boy might think the way he does.
Show interest in the boy's life and use it as a conversation starter.
-Everyone's perspective is informed by their life experiences and the teacher should seek to UNDERSTAND, NOT PREACH.

3. WHY WE ADDRESS IT:
-We address the issue because the boy is important to the class and the teacher wants to know why.
-Teachers are modelling how to approach conversations with others who think differently from us.

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Liyana, Belden, Celestine Kau, Gerald & Jeremy

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Liyana, Belden, Celestine Kau, Gerald & Jeremy

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Issues & Opportunities:
1. Classmates making nasty comments (teachable moment):
- setting clear expectations on online etiquette
- rationalise with them (respect, differences in views, no one likes to be ostracised)
- giving authentic examples to substantiate rationale
- role-playing to get students experience it on their end (how they would feel if it happened to them)
- Compliment Lucy --> encourage everyone to keep a look out for each other, the ability to lookout for signs of distress
Cyberwellness, mental health

2. Haris's outburst:
- use this opportunity to know more about his family dynamics
- what led him to this response? (is it bcos he feel embarrassed or does he want to be more independent?)
- follow up with mother to obtain a more wholesome picture of the entire incident
- showing him that his mother did it out of concern??
Family education

- How to create a safe space for everyone to voice out their opinions?
- The use of SECs (to be aware of oneself and being able to be aware of how your actions & words affect others --> helps to maintain good relationship among classmates --> good decision making)

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Kaitlyn, Weixiong, Jonathan, Sakinah: Enacting CCE intentionally - Class

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Kaitlyn, Weixiong, Jonathan, Sakinah: Enacting CCE intentionally - Class

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1. HOW TO APPROACH:
Teacher addresses the whole class WITHOUT identifying the person who passed the comment.

2. WHAT TO ADDRESS:
Teacher addresses the class for their unkind words (i.e. comments about ethnic props) and unkind actions (i.e. classmates pushing each other).

3. WHY WE ADDRESS IT:
-Help students to see each others' perspective. The process is about creating empathy in students, and to appreciate diversity of various cultures.
-Good to build class identity. Unity in diversity :-D

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(a) Norms should be established before the students created their own videos. Students could have co-constructed cyber etiquette before filming and uploading the videos. Teachers should also equip students with resilience skills (I am, I can, I have) and brainstorming skills so that students can better come up with their video content. A framework of what students can comment on can also be given to students (i.e., sentence starters and guiding questions)

(b) Mr Arun should talk to Haris first to find out how he is feeling. He should also assure Haris that it is okay that this was not his best piece of work, and that it is good because it gives him things to learn. To incorporate family education, he should also help Haris understand that his mum's interference is not because she is being a busybody but is a form of concern, protection and guidance for him. This would help Haris better appreciate his mother.

This can then be a class activity for students to write their parents a thank you card for all that they have done to make it more intentional. Mr Arun can also bring this matter up to the class to discuss and help them to rationalise their thoughts and incorporate perspective-taking, and enhance social awareness. This would heighten their self-awareness so that students would be more mindful of the way they speak and act. Students who were involved in the cyberbullying should also write a note to Haris to apologise (sentence starters could be given).

Utilising this teachable moment would also help Mr Arun tie the connection to racial harmony where all of them have different ideas and perspectives, helping to close off the racial harmony activity. This would show students how Singapore achieved her success despite having racial differences. A question can then be posed to students to think about how they would want to achieve harmony in class, since the students are at the age where they are capable in articulating their thoughts.

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Group 1 (Celestine, Nabilah, Vikineesh, Johnathan, Amir)

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Group 1 (Celestine, Nabilah, Vikineesh, Johnathan, Amir)

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1. Content Area: National Education

-understanding inclusivity in a diverse society (appreciating diversity).

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Group 1 (Celestine, Nabilah, Vikineesh, Johnathan, Amir)

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Group 1 (Celestine, Nabilah, Vikineesh, Johnathan, Amir)

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2a.  Issues: Students being disrespectful towards their poor during the discussion which reflects poor socioemotional skills and self-management of students.

Opportunities: provision of a caring and enabling environment, teachable moment when students were speaking over one another, teachable moment during jill’s insensitive comment, teachable moment when Tina was hesitant.

2b. Class level: Teachable moment for teacher to teach relationship management and self-management, adhering to class rules (turn taking). Teacher can address that everyone’s opinions should be acknowledged and encourage student voice by allowing Jill to answer it at a later time OR can allow students some time for them to think about their answers.  Teacher can address Henry’s query on the halal, non-halal trays in the next lesson, given the lack of time (i.e. don’t rush, ensure students’ understand the reason so students).

Individual: Teacher can speak to Jill and Tina separately.  Teacher can check in on Tina, encourage her to share (with teacher alone) if she had any thoughts about what was asked earlier (encourage student voice), and find out the reasons as to why she could not answer in class.

Teacher can remind Jill separately on class expectations/ rules, and behavioural expectations.

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3 Takeaways:
Sometimes children are not aware they are bullying
Seek to understand, not preach
Relationships go a long way

2 Questions:
How can we better resolve conflict in class?
How can I be a better CCE teacher for my students?

1 Thing to Apply:
Getting students to co-construct norms together so that everyone is on the same page

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3 Takeaways

1. Broaching stereotypes by not preaching but seeking to understand why a student might think in a certain way.

2. Promote a safe environment by promoting prosocial behaviour through enacting class routines and structures. Prevention is better  than cure. If students do not follow the routines, we stop the activity. Number students and take turns to take equipment. Tell them the intention of routines.

3. Before restorative circle is done, you must talk to each student personally to understand why they did certain actions so that you do not misjudge their actions. Get another teacher to do it with you.

2 Questions

1. How can I get an introverted student to speak up?
Answer: Spiral progression, get student stand up first, then speak softly, then speak in a group...

2. How do I broach a topic with students if it is sensitive?

1 Thing I would like to practise and apply

1. Never assume who the perpetuator is. Talk and ask questions first. Get the support of colleagues like the Year Head and co-form teacher

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3 takeaways:
-It is important to know the full picture before deciding how to go about resolving it
-It is important to ensure that all relationships are restored at the end of each conflict
-Routine and rules are important to create a safe space for students.

2 questions:
-How do I ensure that I make a good judgement?
-How do I ask the right questions?

1 thing i would apply:
-I would talk to my colleagues to find out their thoughts before implementing different strategies to solve any conflict.

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I learned that I have to provide my students with the routines and the structures in order to have a positive learning environment.

I learned that TSR is important to have a positive learning environment.

Teachers need to help the students find closure after an arguement. This is part of the restorative discipline.

How do I apply when I learned in the classroom?

How can I build positive teacher-student relationships without being too fierce or too friendly.

I will apply the approaches that I learned from my colleagues such as circles into my teaching.

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1) Keep students at the centre of the learning. Build relationships and always seek to understand. Don't be reactive.

2) Be Intentional with the learning outcomes you would want your students to take away

3) Coherence - always strive to make the connections to the values, dispositions, and experiences encountered.

Questions
1) What if I can't tap on all the teachable moments and I lose the opportunity to address important and pressing issues?

2) How can I better enact CCE and practice consistent messaging more effectively?

Apply
- Building relationships, providing structure and in today's digital age I would really like to set proper cyber etiquette and creating a safe space for my students to interact.

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3 Takeaways
1. Resilience learning aid
2. When exercising open-mindedness and understanding our students (Applies to all students; important to take on different perspectives)
3. Importance of classroom management and routines

2 Questions
1. How do we ensure coherence in all our daily interactions with our students (be it in the classroom or out of the classrooms), during lessons, conversations and even as we are walking along the corridors in schools?
2. Sometimes there are lessons beyond the the CCE curriculum content but we know that they are important life lessons to be addressed -> should we try to steer these teachable moments towards the CCE framework?

1 Thing I would like to practise and apply
To practice active listening and to not jump to conclusions based on our assumptions.

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3 Takeaways
- Seek to understand before judging. Model that for the students as well when undesirable behaviour is observed. Don't be too eager to jump to conclusion and start preaching.
- Structure is important for a safe learning environment and all children respect you for that, even those who don't seem to like rules.
- Building good TSR is really very important to facilitate CCE enactment.

2 Questions
- What kind of identity questions do children ask themselves?
- How do we ensure that learning occurs?

1 Thing I would like to practise and apply
- Children are in the process of forming their identities; need to process with them any prejudices they might have, so that they won't prematurely close doors to opportunities (ECG).

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Takeaways

- There are so many issues and opportunities in a simple lesson, and it is the teacher’s role to make use of this to help students in their CCE learning

- Prevention is definitely preferred overreacting to a problem.

- Relationships are important. But for students to nurture positive relationships in class, a safe and conducive environment must be in place first.

Questions

- I understand that perspective-taking is a powerful tool for students to practise empathy and be considerate of others. However, I wonder how to manage situations where the child has undergone the thought process of perspective-taking and still believes that his matter-of-factly said comments are not hurtful (to him/her)

- Since there are many opportunities in every lesson, how do teachers know which issues to pick and if all, is there enough time?

1 thing I would like to practise

- Remember that sometimes, hurtful remarks are a matter of circumstance, and the students link their thoughts to what they have been exposed to. I would like to remind myself to be patient and hear a child out first instead of preaching.

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3 Takeaways
1. There are many resources and avenues to seek help from so don't do things alone.

2. Approach with curiosity and investigate well before deciding on a suitable strategy.

3. Structures and routines that are based on care and compassion (not control & coercion) are important to ensure students can feel safe and reassured.

2 Questions
1. I wonder what the precise moment is when teachers let go a little bit in order for students to gain and hone resilience and resolve issues on their own, especially in terms of their peer relationships (in other words, how much should teachers be involved in mediating friendship issues?)

2. I wonder how to negotiate or work with a co-form that might have a different approach to things, especially about CCE.

1 Thing I would like to practise and apply
Collective norm-setting and enactment with the students.

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3 takeaways:
1. The CCE framework may be broad, but it is a useful tool that we can use according to the needs and profile of our students.
2. It is important to listen to all stakeholders involved in any situation without making any assumptions.
3. Always aim to develop students as individuals, no matter what situation

2 questions:
1. How can we ensure coherent messaging among the different teachers of the same class, especially if they have different beliefs or teaching strategies?
2. How do I balance between leveraging upon a teachable moment and trying to complete the syllabus/lesson?

1 thing I will apply:
I hope to ensure that my classroom is a safe space and to provide sufficient bonding opportunities for positive TSR and SSR.

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3 takeaways:
1) I learnt that the use of "I" statements (I can, I am, I have..etc) builds the student in a  manner that inspires reflective action and the development of a robust positive identity

2) Understanding the whole situation, facilitating reconciliation, and bridging the differences in perspectives are all important aspects to consider, to ensure CCE is thoroughly enacted.

3) Relationships with the child should be established for meaningful and long-lasting CCE development.

2 Questions
1) what if the brokenness/hurt of the child prevents even the establishment of TSR with a student? Can meaningful and long-lasting CCE development still be established? (i.e if the child has trouble trusting you, can you still impart CCE values to him/her?)

2) How can coherence in CCE development be ensured beyond the classroom?

1 Thing I would like to practise and apply?
1) the reflective practivce and role -modelling of "I" statements.

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3 takeaways
1. Relationship building is fundamental to developing a caring and enabling environment
2. Always find out more about the child and consider the scenario from their perspective
3. At the end of each conflict, extra care has to be taken to ensure that relationships can be restored

2 questions
1. How do I approach sensitive topics in class?
2. How can I inculcate a classroom spirit of care consistently and coherently?

1 thing I would like to apply
1. I would like to take more time to build a strong relationship with my students and create opportunities from my students to build relationships with one another.

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3 Takeaways
- I need to be clear of my intended learning outcomes to teach CCE before communicating with my students. This ensures that I do not react on impulse or based on emotions, and lose sight of the CCE value/skill to be taught.
- It is critical to create a safe space in the classroom by establishing class norms which are agreed upon.
- Having clear routines are essential to ensure a safe and conducive learning environment.

2 Questions
- What far should I go in restoring relationships between students when I have already tried but the students did not show signs of reconciliation?
- How long should I take in leveraging on teachable moments and ensure that it did not turn into a lecture or nagging session?

1 thing I would like to practise & apply
- I would like to apply the teaching of perspective-taking skill to my students to inculcate empathy in them.