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More than often, I find that JC students would prefer knowing the answers to the question of their discipline and do not seem to know what is the purpose of learning the subject. During my untrained teaching stint, I make a conscious effort to share with my students how to connect their theories to real-world examples. Through sharing news articles/cartoons with my students, I hope to let students realize that the knowledge that they have acquired through my lessons can be relatable and not see it as just an examination subject. I also tweak my tutorials by getting students to be mini-teachers and discussing with their friends their answers to essay questions before I go through them. This helps students to be learn from one another and moving away from frontal teaching during tutorials.

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During my contract teaching stint,I remember there was an FTGP class, after Children's Day, the form teacher called on students to donate. The teacher vividly introduced that there are many people in need of help in this society. There are elderly people, children with special needs, and many low-income families who need help from society. The teacher also talked about how the funds will be given to those in need after fundraising. This class will make students more helpful to our society. . Qiu Xue

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In a composition writing class, I ran research together with the students for relevant data and we managed to compile our very own notes based on the latest news and reports. I was excited to learn some new perspectives and students enjoyed the lesson as they had ownership of their notes.

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I was tasked to takeover as the new English teacher for a P5 class. Their first English teacher was on long-term medical leave, and the replacement English teacher had quit halfway, as she couldn’t manage this super rowdy class with many strong individual personalities. In one episode, they boycotted her class and the principal had to be called in. I was told to come in to school to be briefed by the level head one day before school reopened. However, to my horror, she was unable to brief me on that day. I was feeling very flustered as I needed to get the materials to teach, so that I could do up with the lesson plans, with only 1 day to spare! To my delight, another senior English teacher who sat near me, asked me how I was doing, when she saw me at the staff room that day. I then told her what had happened, and she immediately invited me to go over to her desk and she would give me an overview. That really relieved me of all the stress I was feeling that day. I learnt that a good teacher is always willing to teach even when they have nothing to gain. This exemplary behaviour will guide me to do the same for any new teacher or student who needs my help in future.

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When I did my first stint in school, I was wondering how I could make punishment less degrading or shame-inducing - as an English teacher I decided to issue short writing prompts that I would give out (almost like a parking ticket) i.e. describe your perfect day- to get to know students and have them practice their writing :) they were super eager to share actually, and was quite feuitful

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During my school stint as an UT, it is quite common to hear the statement from students that they don’t like Chinese. I alway try to connect lessons to real-world examples, encourage students to ask questions, and using the ICT tool to make the lesson more interesting.

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During my teaching stint in school, I was told by my principal on the first day that many of the students in the school are less fortunate. Despite being anxious, I was attached to a very experienced mentor. I remember there was one particular student in the class who was always problematic and rude. Almost all the subject teachers would have something to complain about him. However, I later found out from my mentor that the student comes from a huge family where he has 7 other siblings. He yearns for attention and love, therefore, comes to school to get ‘love’ from teachers. Through the semester, I observed how my mentor was being so patient, yet firm with him. Surprisingly, this student received an improvement award at the end of the year.

~HL

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During my untrained journey, I really think CCE lessons are quite important. Not only positive valus, but also their love about Singapore.

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In my stint school, I noticed some teachers are willing to stay back for extra lessons for our students, always discussing with fellow colleagues for creative T&L resources and motivating students when they get discouraged by the difficult syllabus.

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There was a boy with SEN in my Sec 3 class who was rarely present in class - he was either hiding in the washroom, sleeping in the corridor, and on good days, he would be sleeping in class. During one lesson taught by my CT, he had asked for permission to go to the washroom, and 5 minutes later I saw him outside with one leg over the handrail.

Thankfully, I could go outside to speak with him while my CT continued the lesson, and we had a wonderful chat about purpose and finding joy in life.

Over the next few weeks, I continued to check in on him and he shared about some of the challenges that he faced - It was so heartening to see him put in any effort that he did, no matter the amount, and he would greet me with a smile and a wave every morning.

I’ll keep that warm fuzzy feeling I got when he opened up to me close to my heart - as a reminder to always see the best in, and continue to believe in my students.

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My time in CVSS has been a very enriching and fruitful one. In CVSS, the teachers have an open classroom culture, which means that any teacher is welcomed to observe the class if we want to. When special lessons are designed (using unconventional methods to deliver the lesson), the teachers conducting those lessons will also publicise their lesson date and time to the EO group chat so that teachers who are interested can sit in and observe. This open classroom culture that I observed is an exemplification of this principle that as teachers, we strive to become lifelong learners (to observe a class, we learn) while also educate the future generation to learn to become lifelong learners (engage students to help them learn more effectively) in the process as well.

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I had the opportunity to work with and observe a teacher who would really make the students (especially NT students) feel seen & heard, this attaining their respect, love, and cooperation. I learnt a different perspective of what it means to bring out the best in the students who might be misunderstood and who are going through challenges inside & outside school.

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I have a student who struggled with the workload and was unwilling to share her worries. After spending a month or two to interact and listening to her with patience, she started to share some challenges she faced when learning. She felt that I will not be judgemental or brushing off her worries as mere complaints. Therefore, I am able to provide help academically and other strategies to manage stress from learning. At the end of the year, her mother mentioned that she was grateful that there is a teacher who can listen and relate to her daughter's worries. I am really heartened to hear that I have managed to help a student to cope and go through a year without problems.

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Colleagues have shown and demonstrated how the pursuit of excellence and constant evaluation of our materials can really benefit the students, even if they don't see the work being done behind the scenes.

H

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I was attached to the badminton CCA in my school. One of my students had a friendly match and I realised that there were not a lot of people cheering him on. I sat behind him throughout his whole match, cheering him on and coaching him. He won. A few days later, he told me that he really valued how I cheered him on and helped him win. This affirmation reinforces the idea as to why teachers are so important.

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During my teaching stint, I was given a few P5 and P6 Social Studies classes. I planned and executed lessons that went beyond the textbook and activity book, including videos and hands-on activities to deepen their learning. Specifically, for my P6 class, after we learnt about four ancient civilisations, I challenged them to a tour brochure design activity where they had to design a brochure to convince others to visit the ancient civilisation. I purposely choose this activity as this class was a low ability class that did not thrive in normal paper and pen classes and showed more interest in hands on activities.

This challenge made my students very enthusiastic and they even shared that they went back home to re-watch the videos I displayed in class so that they could include additional information in their brochure.

On the day of the tour brochure submission and presentation, I did not expect many of them to put in so much effort for this activity but it really surprised me when most of them had a brochure to show me. Their brochures were designed well and contained information and drawings that showcased their learning. This was done in Term 3 and up until the last day of school, they were still able to reiterate what they’ve learned about this particular topic clearly.

This eventually became a great lesson for me in which designing and planning a lesson that caters to my students’ learning would be able to permanently plant the lesson into their minds. 😊

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Teaching is a journey of continuous learning, and it's critical to sow the seeds in students' minds to spark their passion for learning.

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Safe to say I had a very steep learning curve in my contract teaching stint. I had a great opportunity to learn from all my peers. I think I was very inspired to see the senior teachers take on a life long learning approach and a growth mindset.

One thing I’ve learned is teaching lit in a way I’ve never been taught before. I had to make my lessons more ‘fun’ and engaging to NA students who can’t be bothered to read the text. I was very heartened to know that students not only enjoyed my lessons but learned and understood the text.

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How my FT supports the student emotionally yet challenges her to grow to bring out the best in her

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How my FT supports the student emotionally yet challenges her to grow to bring out the best in her

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During my UT, there was one student in my form class who was very upset about her brother not being brave and standing up for himself when he was taken advantage of. She was emotionally unstable and even broke down. My FT was very quick to react to call her out and to talk to her one on one outside the classroom. My FT related to her and guided her on She can do her part to support her brother, at the same time, not to allow emotions to control her during class.

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There are some challenging pupils in my class. My form teacher and year head always be there together with me when pupils misbehaved.

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There was a student in my English class that struggled in the subject. She would take a longer time to complete her work and to grasp new ideas or concepts. She used to always call herself 'stupid' or 'slow' and felt that she would never excel in English.

I told her to be kind to herself and that she has yet to understand the concepts and will be better in English. I took the time to go through corrections with her and to explain to her the mistakes that she made.

She became more motivated to learn English and realised that it takes time and practise. Slowly she began to improve and she enjoyed English lessons.

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the teachers should set a good example for students.

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During my UT stint, I have met many teachers who were constantly seeking to learn, improve and upgrade themselves so that they can teach their students better. Many tried to make their lessons fun and engaging so that students can love what they are learning.

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In science, learning is centred around experiments. There are many room for hands on learning opportunities where students can tinker and play with materials. Students had the chance to be curious and learn. There was a lesson where my Sec 1 G1 students had to separate sand from water. During the activity they displayed keen interest and displayed resilience to achieve the task given. A lot of them went beyond the required task and asked a lot of interesting questions which made me felt very heartened.

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It’s really common to hear students saying words like “I dislike Chinese” in schools, and it’s essentially important for students to develop a sense of love in learning their Mother Tongue languages. I enjoy sharing interesting memes, riddles, jokes and videos to students, hoping that it will further develop their interest and understanding that they do not learn the subject just for the sake of examinations, but discovering the fun behind.

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I had a student in my form class who was often sleeping in all her lessons and when she was awake, she was often disengaged. In the beginning I found it hard to understand why and I often found myself getting frustrated at her supposed lack of effort. However, I still wanted her to at least try, and as I got to understand her better as an individual, I realised that she felt left behind and overwhelmed in class. I took the time to schedule consultations after school to help her along the way. After many tries, I saw her attitude in my lessons improve and she came for my extra lessons before the exam unprompted. She might not have passed in the end but she showed immense improvement and I made sure that she acknowledged and affirmed her own efforts. I also encouraged her to continue putting in the same effort and to reach out for help even when I would not be there.

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During my contract teaching stint, I made it a point to have regular teacher student conferences and check ins with my students. I wanted to build rapport with them and meaningfully engage them to see how they were doing in school. It was through this where I slowly gained their trust, compelling them to confide in me when they faced troubles. On my end, I would try to offer emotional support as an FT/ subject teacher or direct them to other appropriate channels (school counsellor etc)

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I often tell my students:" 我爱你们！" Because teacher is also a sign of studying for students. So I want to let the students have the feeling of don't be afraid of learning Chinese, they can start to love Chinese whenever they are ready. And most of my students change from "I hate Chinese!" to "I want to have Chinese lesson the whole day!"

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I often tell my students:" 我爱你们！" Because teacher is also a sign of studying for students. So I want to let the students have the feeling of don't be afraid of learning Chinese, they can start to love Chinese whenever they are ready. And most of my students change from "I hate Chinese!" to "I want to have Chinese lesson the whole day!"

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During my stint, my mentor gave a great display of how to maintain good and meaningful relationships with parents of students. When students were faced with troubles, I saw how parents could turn to her for help and guidance regarding their child.

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As a soccer cca teacher in my contract teaching school, I was tasked to oversee the cca and guide the students. I was not sure how to do so given that I have no experience in soccer. But what I could do was run and that was what I did. I ran with them during training and built rapport with the students. I am heartened to learn that when I left the school, the students were more motivated to build up their stamina by running.

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Mathematics can be really mentally draining for the students, so in one of the lessons my co-teacher started off with a brain break and got the class to play a small game before starting the lesson proper.

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As a form teacher, my co-form and I tried to keep parents updated and to also affirm and assure them in their child’s development and journey.

This meant communicating and sharing the class’ wins during sports carnival, when their child gets an award for exhibiting good values.

I also try to speak to my form class out of lessons and during the small moments. At the end of the year, knowing that I’d be going on course, one of my students gave me a farewell card written by himself and his mother thanking me for the effort and the conversations we had.

It really touched my heart, knowing that communication and conversation goes a long way.

jasmine

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Teaching students how to apologise - Nowell

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Teaching students how to apologise - Nowell

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During FTGP, I was tasked to teach my P2 form class students on how to apologise properly. We had different scenarios in which students will need to apologise in, be it to their friend, their parent, their sibling or their teacher. I had students come up to the front of the class to do role play. It was particularly relevant, as 2 boys had fought yesterday as they queued up after recess. They had fought physically over who would get to borrow a book. Hence, I took the opportunity to talk about it as an example, and how we should apologise after. It was useful as they had calmed down by that point. They learnt about the emotions of each person through the role play. And learnt how to apologise properly. Not just saying ‘sorry’ but reflecting upon what they were sorry about. And thinking about what they will or will not do in future.

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Worked to win the trust of a parent who convinced her child to resume basketball training - Ten cherk ping 

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Worked to win the trust of a parent who convinced her child to resume basketball training - Ten cherk ping 

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My school had all levels to a heartwarming video of their form classes to showcase during a Celebration of Learning Ceremony. I volunteered to undertake this project for my form class and I requested for my class' students to help out and put the video together.

I asked them to write down what they could do which includes their editing skills or vocational skills. I picked out the quieter students to give them a chance to speak out and enable them to gain confidence in their skills and themselves.

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During my contract teaching, I observed a quiet boy that often go unnoticed in class. I was heartened and encouraged to see that he was chosen for a character award by the end of the term by his form teacher.

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During my contract teaching, I remember how closely my colleagues worked with the parents and how feedback was shared between parent and teacher to moniter the student's mental health and to further the growth of their learning. The parents and teachers met up to discuss how to help the student with their learning and managing their stress levels so that the students would not have a meltdown. I saw the improvement of the student's disposition and attitude and saw the importance of working with the families

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I noticed that one of the teachers in my department was always on time for every meeting and class. She was always well-prepared and came to each class with energy and joy. Beyond the classroom, she would check in on how I was doing, meeting me for meals and giving me advice. She was excellent in all the responsibilities she had and yet remained personable and kind.

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during my contract stint, I made a conscious effort to check in with my students regularly to see if they were coping well with the transition to secondary school.

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During the untrained teaching stint, I was co-teaching a lower secondary science class. Since the class is mainly made up of weaker students and most the students have shorter attention spans, it is challenging for them to stay in a one hour lesson. In order for them to love to learn, the teachers learn to use games to facilitate learning. By doing so, we maintain the students attention in the class and at the same time help them realise that learning is not just listening the teacher.

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I try to encourage students to express their thoughts even though they are not sure about the answer. It is to build their confidence in learning, especially for the slower-progress students.

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One of my P1 students often failed in Spelling. I contacted her parents and shared what I have observed during the lessons, especially about her strength and weakness. Also, I gave suggestions what parents can do to support the student.

After that, the student did much better in the following Spellings. I praised the student at class and gave feedback to her parents.

They also shared how they support the student at home and sometimes asked for suggestions .

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In the primary school I did my contract teaching in, form teachers will have a one to one session with a different student every week. The purpose of this session is to understand any problems the student may be facing in school and to find out if there are any ways for the school to help the students out.

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I taught this p2 boy who had difficulties managing his English spelling. After much persistence and encouragement, he eventually opened up and began speaking up whenever he needed help. Just before I left, he received full marks for his spelling and was evidently more confident in himself. I hope he keeps that passion in learning and applies to all other things he does in life.

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There were many candid moments that made me realise the importance of walking the talk as a teacher.

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In one of my SS class, my SS mentor drew relevance in what was being gone through in class to real world context. SS skills and content do not lie in isolation from the world and SS teachers have to keep themselves updated. Drawing relevance for the student helps not only students but also us to be more aware and appreciative of our learning

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It is important for us to be informed about the happenings in the world that can be used as examples during our lessons. Whether it be values or something related to the lesson content, students need to be exposed to what is happening and have discussions about it. We can even share our relevant experiences with students. This is also a good way to tune in for students to the lesson contents.

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I designed my lessons to cater to the interests of my students based on real life events that were occuring around them. They found these lessons more engaging ans impactful.

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Some senior teachers are not good at technology, but they are not afraid of asking and learn new teaching pedagogy. Their passion on teaching and learning inspired me.

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I try to look out for the mental and physical welfare of my students by giving them short toilet breaks before the lesson starts, especially when my lesson is the last lesson of the day.

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To show the students how applicable the subject is and how it comes alive in the real world. & to help them see the awe and wonder of learning economics

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Together with a group of teachers during my contract stint, we brought a group of students for VIA to a senior day care Centre. The students interacted with the elderly from diverse background and brought joy to them with engaging songs and games items. During the post-VIA review, the students learnt the importance of serving the community and aspire to continue the meaningful work in the future.

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One day, in my stint school, I saw a p1 girl melt down. The form teacher sat beside her, on the stairs, comforted her until the girl calmed down and felt comfortable to go back the classroom.

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During my UT stint, I was lucky enough to observe a CT who always incorporated values and morals into her lessons, despite being an English subject teacher. She made sure that students understand the rationale behind her instructions and expectations, and links them to the right values we aim to see in good citizens of Singapore. It was truly heartwarming to see the students transform under her care.

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In my contract school, I had a student with identified SEN and one day, I received a text from a fellow teacher stating that the boy had attempted to jump down from a high level. I was notified as I was his Math teacher and the CMT team wanted to gather all of his subject teachers to update us on the boy’s condition. I was very heartened to witness how dedicated each teacher was to ensure that they care for the student and that they would do their best and look out for him in their lessons. This is a good example of how teachers put the child at the centre of what they do and they care for the well-being of the child so that he/she is safe in out care and thereby has the ability to excel and have a meaningful and fun time in school.

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During my stint, I faced some challenges with a student who was disruptive in my class. I called his father to inform him of the student’s behaviour, hoping that he can help to counsel the student. Initially, it improved but it eventually went back to how it was previously. I sought the help of SEN officer and she suggested that student’s behaviour may be caused by his need for additional support. We found out that he was a latchkey child. I worked with her and YH to get a place for him at the student care centre. His father was appreciative.

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During a CCE lesson on mental health, I shared with my students that mental health issues might not necessarily be visible and it is essential to be empathetic to one another, as we might not fully understand what the person is going through. The students were all open in sharing how they could be kinder to one another in the classroom.

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In Mathematics, many topics are abstract and students may find it hard to remember certain facts or properties. As such, traditional method of pure memorisation and doing practices may not prove as effective.

For my Secondary 1 Mathematics class, I was able to gamify the topic "Polygons and Geometricial Construction" into the game 'Treasure Hunt', which excites student. Furthermore, we are able to promote collaborative learning. Students will also see that Mathematics is not just 'do and practice' but something that can be fun and engaging, which can allow them to look forward to future Mathematics lessons!

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My co form always looked out for each and every one in our class, constantly looking out for their needs and well-being, and always communicates with parents. She has demonstrated to me what it means to be a form teacher.

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During my stint at my contract teaching school, the principal would typically share about the progress of specific student cases so that all the teachers would be on the same page. In these emails or verbal discussions, the principal often recounts about his conversations with the student’s parents and their input. A consistent procedure of discussion with parents is modelled by my principal’s leadership, and this reminds me of the need to continue to win the trust, support and co-operation of parents.

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My form teacher was super caring, She gave me all the guidance and unwavering support. She helped me all the way and teach me how to manage the classroom.

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My form teacher was super caring, She gave me all the guidance and unwavering support. She helped me all the way and teach me how to manage the classroom.

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The Math Dept teachers in my school were embarking on an Inquiry Based Learning project during their PD sessions. It was inspiring to see teachers with many years of experience being enthusiastic about learning new ways to make learning fun and effective for their students. Through projects and lesson plans that involved IBL, I observed the students being excited about the concepts they were learning about.

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The teachers in school demonstrate their willingness to help the students when they are in need. Especially during PCTC, some parents were worried about how their children were doing, and the teachers assured them that they would work together with the parents to guide the children as best they can.

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WLOL

When the students are talking to me, I give them my full attention. Learning is not only found in the textbooks, but also it can be found through our daily conversations and provide students an avenue to develop their communication and interpersonal skills.

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I am the science teacher of a sec 1 G2 class. Just fresh out of primary school, the students tend to be more mischievous and easily distracted. I had this female student in my class who was chatty and often distracted her classmates from the lesson as well. After a few lessons of teaching, I asked to see her after school as I wanted to enquire more about what made her so distracted in class. Little did I know that her reason for being so chatty was because she had low confidence in the subject and thus had already given up on Science. Hence, she did not bother trying at all and even wanted her friends to be like her. I tried to continuously encourage her throughout the lesson, asking her bite sized question and eventually she started participating more in class and even came for frequent consults after lessons. Though she still did not pass her Science EOY, her perseverance and change in attitude moved and encouraged me.

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I sat in for one of my students' PTM session. Besides the Form Teacher, the session involved the student's English teacher, the assistant YH, Vice-Principal, as well as 3 members from the student's family. Everyone had a detailed and meaningful discussion on how to help the student cope with his studies. It was very inspiring to see everyone's involvement and dedication in this student's academic life, as well as see how my colleagues were so willing to work together with the family of the student.

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Call at start of school year to establish rapport with parents before contacting them for any student-management related matters

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Children often have a tendency to be nice to the people they like and unintentionally mean to those whom they don’t. I often lead by example by treating all students equally, even when some students question why I interact with students who they deem unsocial/weird/unhygienic/etc.

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Imparting my love for film and filmmaking 

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Imparting my love for film and filmmaking 

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As a film studies enthusiast and with my education background in broadcast and cinema studies, I imparted my passion and skills in these areas to my students.

I organised a film editing workshop where I taught the P6 students the basic concepts of film editing and let them have a hand in editing a film through Canva.

As part of our post-exam activities, I also shared my students more about filmmaking and some works I have done which made them motivated to learn more about filmmaking.

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I learnt from my mentor that good classroom routines and encouragement can increase students' love in learning. I wish to be like her in future.

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Yes, without learning anything, how to pique the students’ passion to learn. Based on my experience, I shared my life experience using certain subjects’ terms, via visual gesture communication, and the children seemed to be thrilled to learn more & thirst for more.

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There are students who require more support in their academics and/or emotional well-being, but the time that teachers have with our students is quite limited. Hence, I tried to meet them before assembly, during recess or after dismissal to catch up with them and give them the support they need.

Sofina Ng

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During my stint at Riverside Secondary School, the teachers sing the national anthem and take the pledge loudly and proudly.

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There were a number of challenging students in the school I was posted to. I observed that the best teachers always noticed and affirmed these students for every positive steps they took. They always believed that the students could be better versions of themselves despite where they are currently.

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I've consistently embraced our mission to bring out the best in students by fostering an environment that encourages their growth. In my teaching journey, I've witnessed transformative moments where students surpassed their own expectations.

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I've consistently embraced our mission to bring out the best in students by fostering an environment that encourages their growth. In my teaching journey, I've witnessed transformative moments where students surpassed their own expectations.

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With Art, the question of whether its a skill/talent that comes naturally, or it can be learnt by anyone, creates doubt in many students who lack in confidence regarding art. Some students also develop a disinterest due to such fear. By introducing "play" in my lesson for my rather disinterested P4 students, I got them to understand that the fun elements of Art brings about joy in learning it. This moment reminded me the endless possibilities in experimenting using DI in class.

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As a CCE teacher I was given an opportunity to teach my students the values and morals and the students participated enthusiastic and they shared their real time experience 

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As a CCE teacher I was given an opportunity to teach my students the values and morals and the students participated enthusiastic and they shared their real time experience 

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During my contract teaching stint, I was placed in a Primary 1 class with five LSP students who could not read at all. Throughout the term, I gathered ideas from other EL teachers and provided differentiated instruction for the students. Even though they could not read or write independently, I engaged them in other ways and was proud and happy that in the later terms, they were able to answer my questions verbally, and participated actively in STELLAR book readings. I hope that in NIE I will learn to be more effective in engaging such low ability students.

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During my English lessons, I actively encouraged them to take charge of their own learning, inviting them to give me new words that they have learnt to share with the rest of the class. This helps to encourage the students to learn from one another and to appreciate the beauty of the English language.

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During my teaching stint, I was given a few P5 and P6 Social Studies classes. I planned and executed lessons that went beyond the textbook and activity book, including videos and hands-on activities to deepen their learning. For example, in my P6 class, after we learnt about the 4 ancient civilisations, we had a tour brochure design activity to promote a tour to one of the ancient civilisations. Many of my students were enthusiastic and it warmed my heart to know that many of them actually did their own research to design it. :)

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When I was undergoing my untrained teaching stint, I coached many students through their emotions and helped them express themselves in healthy ways through art.

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At the end of the semester, each academic department had budget from the school to bring the teachers out for a learning journey to foster stronger bonds. The school had also included the cleaning aunties and uncles and the security guards in this program. I thought it was exemplary of the school in teaching the students to be inclusive of all

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A student in my home class did not have the best attendance and parents condoned the behaviour. Through several engagements with the student, I was able to get him to come to school more.

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During my Contract Teaching stint, I saw how the other teachers in Pei Hwa really exemplified this by searching out courses or sources of information to better understand their students' needs and to pick up new skills in interacting and managing students. One particular teacher really stood out in how she would take the initiative to learn these skills and then intentionally take steps to implement it in her teaching. She would also readily share what she learnt with colleagues, and always planned lessons/used teaching moments to inspire this same love of learning in her students.

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Love of learning begins with accommodating to our students' learning style.

During my stint, I ensure my students understand their strengths and gaps and curate lesson plans based on this.

Example, students who learn better kinaesthetically the class can walk around when completing  the worksheet

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Teaching is hard work because it's hard work. I think I've heard derivatives of this line over the years, but they all stem from the belief that in this line of work, we seek to understand and connect with students as the basis for our relationship with them before we can work together to develop their potential. I've been fortunate to have met good teachers and colleagues who go above and beyond to come up with many ways to inspire and challenge students, despite the extra work and having to break the mold and try new ways to grow them, which in turn inspires me. Perhaps the epitome of this was the student leadership head herself, attending and running the student leadership development camp, who not just connects with each and every student in the camp, but also walked the 20km hike we had for the students and other student leadership teams. To bring out the best in them, be it resilience, ambition, empathy, kindness - you have to be the teacher that does the heart and hard work and pave the way, and walk with them.

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The experience of teaching in CCPS which is the school I was posted to enhanced my belief in being a MOE teacher. The teacher is not only a job but a role to help mold our kids into full people with correct values and characters. And I truly believe only teaching with love can get this mission completed.

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Use teaching moments as they pop up in class and not to brush these moments aside. For example, i used covering up of the notice boards in one of my Maths lesson to teach the concept of area since the exams were around the corner. I used this moment to bring up the issue of cheating during exams.

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It is important to trust that our students are capable of great things. Regardless of learning ability, they need to be encouraged and pushed to reach their potential. I remember a student giving me a post-it note on Teacher’s Day. It just has this simple line “Thank you for not giving up on me”

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During my teaching stint, my colleagues urged me to build a good rapport with the parents’ of the children in order to create a “community” in learning. This was done through bi-weekly calls, notes and postcards to the parents.

Parents appreciated the constant feedback on their children and were more open to suggestions for the development of their children.

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I encourage weaker students to do their best in all their assignments. They understand that they have to try their best even if they do not know the correct answer. My students continues to improve themselves.

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“But I am not a cleaner” a boy said when he was told to clean the area around his desk.

I took some time to have a discussion with the class on how the cleaners would feel if they hear this. I also asked the class if it was their responsibility to keep the class clean or was it the cleaner’s responsibility.

Every moment is a teachable moment.

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My JC held a parent's engagement to bring clarity towards the JC curriculum & student matters and there was a short segment where the CTs (form teachers) interacted with the parents of their students. As the co-CT, I also had the opportunity to do so and it was really nerve-wracking, given my inexperience. However, it was an important part of my UT experience as it taught me the importance of parents' trust.

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English is not just a content subject, it is a way of life. I always encourage my students to be mindful of their use of language and reminding them of its purpose - communication.

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During lessons, I always remind my students that Learning is an ongoing process. As a teacher, I too have to prepare myself through research of artist before I embark on teaching the lesson

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Providing opportunity to think and freely express their opinion or alternate perception about the topic.

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During my contract teaching stint, my co-teacher and I worked closely with the parents of our students by providing a space for students to reflect on their learning journeys in school together with their parents. It has proven helpful, and the parents themselves notice positive changes in students' efforts at home as a result.

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During a CCE lesson related to ageing population in Singapore, I facilitated a discussion on ageist stereotypes and enabled students to be more aware of some stereotypes and misconception they have about seniors. This has encouraged them to understand the senior population better, learn to care for them and create a more inclusive society for different groups in Singapore

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Other teachers in the school I was posted to went the extra mile to talk to the students who were defiant/inattentive in class to find out if they were struggling, and I followed suit. This taught me the importance of looking beyond the student’s behaviour to see if they are doing okay as individuals.

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A student had not submitted any work allocated during HBL. It was found that the student locked the doors of his room during every HBL session and does not allow his parents to enter. Feedback and discussion session with the parents were conducted and the student was given the option to come back to school during HBL to ensure that work has been done. After the feedbacks given, the student was back on track for the tasks allocated to him

Gigi