# data[].attributes.body
3 Things that you find useful
2 Things/ways you need to prepare before conducting the lesson
1 thing/what that you need help in

# data[].attributes.body
3 Things that you find useful
2 Things/ways you need to prepare before conducting the lesson
1 thing/what that you need help in

# data[].attributes.body
3 Things that you find useful
2 Things/ways you need to prepare before conducting the lesson
1 thing/what that you need help in

# data[].attributes.body
3 Things:
1) many guiding questions
2) learning objectives / developmental milestones reflected right at the start
3) Notes to teachers at the side
4) screenshots of FTGP journal pages

# data[].attributes.headline
Segment 2: Facilitating Meaningful Conversations in CCE

# data[].attributes.subject
Segment 2: Facilitating Meaningful Conversations in CCE

# data[].attributes.body
Teacher's response based on CSI

# data[].attributes.headline
Segment 2: Facilitating Meaningful Conversations in CCE

# data[].attributes.subject
Segment 2: Facilitating Meaningful Conversations in CCE

# data[].attributes.body
Teacher's response based on CSI

# data[].attributes.headline
Segment 2: Facilitating Meaningful Conversations in CCE

# data[].attributes.subject
Segment 2: Facilitating Meaningful Conversations in CCE

# data[].attributes.body
Teacher's response based on CSI

# data[].attributes.body
3 things that you find useful:
1. The document is a one stop document that has the links to all the documents. 2. Most of the guiding questions are provided, making it easier for the teacher to deliver. 3. Scenarios are relevant to the students' experiences.

2 things you need to prepare before conducting the lesson:
1. Look through the questions, think about our class needs and only ask the questions that are relevant to the needs of our own classes.
2. Be familiar with the teaching resources provided so that we would be aware of good teachable moments and areas we might want to focus more on in relation to the needs of our classes.

1 thing we need help in:
1. Make sure that time for CCE(FTGP) classes are not taken up by other school activities. (e.g. teachers and students can reach their classes by 7.30 am)

# data[].attributes.body
3 things that you find useful:
- resources are related to the level (e.g. focus on finding a choice school)
- resources are plentiful (e.g. ppt and slides)
- resources are structured for the lesson

2 things you need to prepare before the lesson
- look through the questions
- share resources with the level if you have any

1 thing you need help in
- time for each lesson may not have factored in time constraints (e.g. assembly)

# data[].attributes.body
Clarify - We would probably ask the boy to unpack the meaning of old-fashioned. Why is losing weight important/fashionable? Why would not eating help you to lose weight?
Sensitise - What are some consequences of losing weight at this age? Why would her mother ask her daughter not to lose weight? Do you really think the mother doesn't care? Why did the student make such a remark towards her mother?
Influence - Are there things in the video that shows that the mother cares? Would you react in the same way as the girl in the video?

# data[].attributes.body
Jane and mother's perspective - one question to ask : for the class to consider - what was the focus of the mother? (jane's well-being) - what was the focus of Jane? (her well-being), guide them to see that they are both thinking of the same thing, but the class needs to see that there a common theme but different perspective.

# data[].attributes.body
3 things about the lesson plan that you found useful:

- resources are useful, relatable to the children.
- flow of the lesson has already been crafted - think-pair-square - remind pupils to stick encouragement stickers/ kindness quotes, this ensures interaction among children and 'forces' them to listen to their classmates.
- Examples provided in the lesson plan - the examples of VIA project provided are doable and interesting, need to teach children about kindness, allows children to take ownership.

2 things/ ways you need to prepare before conducting the lesson:

- teachers need to read and understand the intent behind the lesson aka cannot 'smoke'
- teachers need to know ahead of the theme - for instance, if theme is on kindness, teachers can point out a few examples displayed by the children.

1 thing / way that you need help in:

- The 2 FT need to work together. They can work with CCE-CL teachers too so that everyone is on the same page.

# data[].attributes.body
3 things that are useful:
- making connections between current lessons with prior lessons
- clear resources given (including exact pages in FTGP journal)
- authentic videos and ppt created (with links ready) all under one document

2 things need prior lessons:
- reading up the lessons plans, facilitating points, questions, responses
- download necessary resources and edit/ change presentation view in order to see the notes attached to per slide

1 thing that need help in:
Wondering whether there is enough time to cover SOW when we have only 1 period per week

# data[].attributes.body
3 Things that you find useful
The objective of lesson clear
Resources are up to date and relatable
The hyperlinks instead of searching in the folders are

2 Things/ways you need to prepare before conducting the lesson
Read through and understanding the intent
Discussion with co-FT teacher to teach by the theme

1 thing/what that you need help in
Time to conduct the lesson

# data[].attributes.body
Clarify:
- Ask why the child chose the sticker
Sensitise:
- Depending on the child's answer, teacher can acknowledge child ("I am disgusted that they never think of others before giving out). Acknowledge child's feeling.
- Get child to put themselves in the shoes of others
Influence:
- Get the other students involved. Ask them what other stickers would they paste and why. Ask the other pupils to illicit responses about child's response. Get them to state their viewpoint.

# data[].attributes.body
C - I understand that you chose the sticker that says 'Disgusted'. Do you know the meaning of the word? Why do you say so? What do you think others will feel?
S - Yes, it may be uncomfortable for you. But is this a kind way to react? Could it also be a case where the organiser did not know about this and really just because of ignorance on their part?
I - What can we do to help them be more aware? What can we do to share more about our culture/ personal preferences/ allgeries?

# data[].attributes.body
C -What make you say so? Why did you feel that way? Did you have a similar encounter? [May go by pictorial instead of the word]
S -How would you feel if you give a candy to the person and the person give this response?
I -Guide the child to respond or express appropriately, How to reject tactfully

# data[].attributes.body
1. Simple unit overview
2. Great ideas from “Making Connections”
3. SLS links

# data[].attributes.body
1. Read the lesson outline
2. Go through the content of the unit

# data[].attributes.body
1) Read the lesson guide: knowing the intent and ensuring that we meet the objectives at the end of the lesson
2) Considering the profile of students: any sensitivity in the discussion content with relation to the students' background
3) Filter through videos that are shared

# data[].attributes.body
1. Share more useful videos (both foreign and local)

# data[].attributes.body
Student A
- try not to judge the child's response
Clarify:
- Developing awareness of consequences: You have done this a couple of time. How do you think your parents will feel when they find out?
- redirect to the classmates: did anyone have the same situation as Student A before?
- getting students to take the perspectives of parents and understand the parents' intents

Student B
- broaden in students awareness of consequences: parents lose trust in the child
- clarify: ask why is he scared of her
- getting students to understand the intent of parents (parents set boundaries for the safety of the child)