# data[].attributes.body
Role: A guide. Teachers should change their mindset (students’ failure does not mean we failed to teach well)

In the classrooms; it can be noisy. They make their own decisions and may discover that are wrong and laugh/ scream/shout about it.

Conflicts will likely happen, esp when they aren’t used to experiencing failure.

Teachers Preparation: teachers must anticipate kids’ emotional response and know how to avoid, or prevent responses from escalating.

Teachers need to preempt the children of what to do when they get upset.

Challenges: parents may not understand when their kids “fail”- they may blame the teacher for poor guidance.

Parents may “save” their children from failure- prevent children from the experience.

# data[].attributes.headline
What are your thoughts after reading the deck on 'Transforming Transitions: Empowering Every Child'? 

# data[].attributes.subject
What are your thoughts after reading the deck on 'Transforming Transitions: Empowering Every Child'? 

# data[].attributes.headline
What are your thoughts after watching the video on ‘Productive Failure’? 

# data[].attributes.subject
What are your thoughts after watching the video on ‘Productive Failure’? 

# data[].attributes.body
We do not have to overdo scaffolding in lessons, but sometimes we can plan some tasks with some level of difficulties that students might “fail”. From there, we scaffold to help them see that sometimes failure might help them be more resilient.

# data[].attributes.body
We see our role as a medium for provoking opportunities for struggle — where errors are viewed as learning opportunities.

Classroom: one that taps on ZPD —-> SOWs are crafted to include elements of scaffolding, clarifying, extension (how do we find that sweet spot?)

Should a SOW be filled from start-end? Opportunities for PF? (Eg E&I)

# data[].attributes.body
What is our role?

Creator of struggles, mediator, culture builder and facilitator

How does it look like in our classroom?

Growth mindset - Create a culture where mistakes and failures are something positive

Play, passion, purpose - Students need to learn why they fail and how to pick themselves up

How can we prepare our teachers to implement for our students?

A lot of discussion

A lot of disappointment

What challenges / concerns do you foresee?

Resources created has to include challenges and platforms for students to extend knowledge - more inclined towards IBL

Skills required from teachers to facilitate discussions in class

# data[].attributes.body
1. Role - teach students. (get students ready for the next phase of learning, stretch the students to the best of their ability, grooming self directed learner for life long learning, designer, facilitator, observer, listener)

2. see above

3. make sure trs have the correct mindset facing failure. Not to stay in the comfort zone. We allow failure to take place while trs sharpen their saw.

4. Parents complain. Teachers' mindset and confidence level. Use the PF as an excuse (no outcomes at all).

# data[].attributes.body
What is crucial is the productivity element.

What is our role:

infusion of prompts to guide them towards thinking about thinking

has to be very intentional in planning

How does it look like in our classrooms?

Inquiry - matches quite nicely, related to NOS, a lot of discussion and more open tasks

How can we prepare our teachers to implement for our students?

From info downloading to students learning and sense making (CAIT)

Streamline - to make time

Challenges

Time factor --> Need to give time for the productivity failure - because it will take some exploration and iteration

# data[].attributes.body
What is one strategic action you would take with your departments as you plan for 2026?

Create the buy-in to convince teachers that direct instruction will not be adequate for students today

--> Cut down on worksheet - With "less marking", students are still able to learn (eg Gamification)

--> Take away mindless tasks to cater time for meaningful activities

# data[].attributes.body
Teachers are key

understanding what are the teacher's barriers in making this mindset shift

e.g. time, make space in SOW (one extra period)

concept based activities & open-based tasks that can possibly incorporate E21CC + productive failure (maybe just include one of such task per chapter as a starter)

# data[].attributes.body
Learn from observing the Experts. Imitate the expert.

Organise by interest/ passion group, so that the passion for learning and trying out the … (area of interest. Eg. If there are a few people who want to learn more on gamification, allow them to form their own group and have freedom to find/ explore more courses/ learning areas. Then others can learn from them.

# data[].attributes.body
1. Unique learning experience (Soft skill based eg. thinking skills focused teaching instead of content based textbook teaching) (Partly)

2. Less Exam focused

# data[].attributes.body
Transferring the locus of control to the teachers to open up the opportunity for teachers to explore, share and use what is most suitable for the lesson that they are planning. Helping teachers to recognise that they have their strengths in different pedagogies/teaching actions that is of value that can be shared and the collective learning helps create a multiplier effect.