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The walls of our school ISH are quite bare.  We may want to put up  visuals on the wall to complement teaching.
Also, use new, novel and "exciting" equipment in lesson.

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How to get the students to "appreciate" what they have learnt and used them in situations.

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(1) Strive to make lessons interesting and enjoyable for the students, catering to all the different abilities of the students in the class.
(2) Get inputs from the students pre lessons and use the inputs to plan lessons.

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more hands on activities for the lower primary students and create conducive environment for the student, make lessons fun and engaging

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lack of parental or family support

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I would like to find out more about lower primary students with special needs and how I can better help them when it comes to learning.

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when students are spontaneous and participate actively during my lesson

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Have parents on board the teaching and learning of lower pri pupils. Make it compulsory for them to attend workshops ( both academic workshops and parental involvement workshops). Perhaps they should clock in a minimum number of hours to attend these workshops.

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Lack of cooperation from parents. They are supposed to be working with us for their children's progress and not leave everything to us, teachers.

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Resources made available by CPDD because they have not updated so many things in their website.

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When pupils enjoyed the lesson and requested to learn more.

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Communicate with parents more regularly and emphasize importance of learning Chinese.

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I would like to know more on how to educate students with difficulties in learning Chinese, especially those from non-Chinese background families.

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How to spot/deal with students in distress, ie. family violence issues. Lower primary students may not know how to cope with such issues.

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Check in weekly with students on the problems that they faced, and provide support such as introducing them useful learning resources to cultivate their self directed learning skills.

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Assign more reading or communication assignments through e-platforms for students to use the language.

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Students did not have sufficient platforms to apply their learning, especially using of MT during daily communication.

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How to best satisfy student's learning needs especially those from low family support.

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I want to know how best to bridge the gap for students from their pre-school education.

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Get to know lower primary students well byiIncorporate “party time” or “makan”session once per semester to build TSR.

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When the lower primary students concentrate during my lesson, looking at me with bright eyes, and actively raising their hands to answer questions, I will feel excited.

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Work closely with parents to communicate what we do in school, so that parents can follow-up at home instead of doing another way.

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How much knowledge students have acquired during pre-school education, so that we can fill in the gaps if needed.

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What we do in school, undone by parents at home.

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Some students don't have family support.

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The daily interactions with students. These interactions help to improve TSR.

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How to deal with the small kids that with short attention span and make them remember the instructions.

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Students lack basic social & fine motor skills due to disengaged parents or parents struggling with making end meets.

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Students' progress in learning

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FF
Not familiar enough with the teaching system, often feel rushing to class.

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Family background of children
Disengaged parents
Too entitled parents

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Have a better understanding of pre-school curriculum & varied pedagogical approaches to cater to the needs of our lower primary students.

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The interaction with lower primary student excite me. They are full of energy!

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What are the common habits or skills we want them to achieve. Guidelines? So that they are able to be at the same pace after LP education.

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FF
I need to know more about the psychology and characteristics of children in the younger age group.

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1. The learning outcomes (academic & social skills) of 2 years pre-school education so that teachers would be able to bridge the learning gaps of students who have fallen into the cracks.
2.How to engage students with special needs and let their peers accept their differences?

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How to handle the special needs students.

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FF
There are many possibilities in them.

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The spontaneous & authentic responses from the students when they like your lessons.

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To have authentic learning where students are able to learn in fun and able to use what was learn in daily life

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The students engage and happy in learning.

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The learning objectives and curriculum for pre-school so that we can better guide our students to transit from pre-school to primary school setting.

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Provide authentic learning experiences to enthuse our lower primary students.

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Allow for more hands-on/tangible experiences in and outside the classroom to deepen learning and improve students engagement.

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Checklist on skills that students are supposed to achieve by the end of P1 and P2; Activities to allow students to have authentic learning experiences.

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It will help to have a written guide pasted somewhere for teachers’’ reference on who is in charge of what and who we can go to so that it is clearer and it saves time. . At times, we may go to the wrong person to ask/ query about certain matter.

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Parents who are not supportive and are permissive
Students' persistent untidy penmanship

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How I could engage my students better during lessons and strategies to manage challenging students

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When there are technical glitches especially with ICT gadgets and help is not readily available.

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Things which are new to me and I have not done/ used before or if there are changes which I need to know/ familiarise before I use / teach.

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Going into the class to see my students wanting to learn and ready to learn; Carrying out the lessons and activities as planned. Interacting with them and listening when they share their experiences.

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What excite me is when I am able to carry out my lessons well and impactful and especially also when I see joy in my students’ faces because they have had fun!

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More concrete methods to manage challenging students who easily get distracted so that they can stay focused on the task at hand during lesson.

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Some students from challenging backgrounds struggle with school and do not receive parental support. The lack of adult guidance and supervision at home worries me.

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Interacting with my students and watching them learn, progress and grow to become independent learners; And helping them develop their unique interests excites me.

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Strategies to handle students with special needs in my class in order for me to better understand how to cultivate a more inclusive classroom environment. This will also allow other students to learn to be more accepting and understand their friends with special needs.

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Skills based checklist without any points given for P1/2. A set of checklist of the types of skills each child needs to acquire at the end of P1 or P2. It can be skills like how to pack your schoolbag, how to use your ruler to draw a straight line, penmanship skills, or even how to write your name correctly (using correct upper or lower cases) or even friendship skills can be the focus for each term.

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Students who do not have family support or those who are absent from school frequently worries me.

Parents now have a mindset that lower primary has no formal examinations and thus will sometimes “applied leave” to travel overseas or absent without valid reasons.

So I feel it is important to reinforce the importance of consistent learning and the objectives of FA or non weighted assessment for lower primary students. And that continued home school partnership is very important for the learning and well being of every child.

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To bring back SEED classrooms to provide experiential learning and better student engagement

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Have an informal check-in time for Teachers and students once a week. (Hadijah)

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How to ensure my students will learn and progress well despite their family backgrounds or challenges they may have or face. (Hadijah)

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I need to know how to make better connection with my students so that I can understand what their roadblocks for learning could be. (Hadijah)

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- disengage parents; who prefers others to handle the parenting

- students with baggage; from different backgrounds and have issues with their social emotional

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Would like to propose for competitions at lower primary level eg: handwriting competition to spur students to display the right aspects of neat handwriting

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Students who might have emotional dissonance i.e. look stable on the outside but are bottling up worries within eg: friendship issues, sibling issues

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How to use strategies to teach reading to LSP students effectively. I am excited to do so as knowing how to read will allow my students to learn better.

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My daily interactions with my students in class. Their uncensored and truthful responses excite me. All these daily engagements with my students make me look forward to coming to my class!

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The current preferences or interests that students are generally inclined to eg: games

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Bringing into the classroom authentic experiences for students to have experiential learning

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Consider height of the kids when putting up visuals in school

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Consider height of the kids when putting up visuals in school

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- have more visuals to show students what we are learning
- use more video feedback (videos of students themselves) to show students their learning
- reward trying and improving, not perfection

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Skills based concept learnt thru playing of games.

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Get routines right
Being polite and using correct tone
Non threatening environment
Encourage caring and sharing

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A cheerful and catchy greeting at the start of every lesson.

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- small skill activities for students who needs more practice
- creating a more welcoming friendly play area

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- Set up a learning corner that includes games, manipulatives, activity sheets or activities to engage students who have completed their work.
- Put up more of their group work so that they feel proud of their work.

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Put up some motivational quotes in my classroom to make it more inviting. To create a non-threatening environment to learn, get students to have some personal sharings in class.

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Setting up a calm down corner in class to help students develop self-regulation skills and to manage their emotions

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1. Give students more autonomy to decide what goes up the notice board or class decorations.
2. Ensure that when a student is punished, they understand why they are punished (because of their actions/words etc)

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Rethink on routines to suit the time (different batch of kids requires different approach)

Create corners for self-learning and quiet time. This will benefit the students who do their work fast and help them to practise being independent.

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Get all students to know their friends’ names orally and in print. It’s the 1st step to know members of the class.
2) Have anchor charts to remind students on what caring and respectful behaviours look and sound like. By doing so, it becomes the charts act as a live point of reference for the students to use.

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1. Create an encouragement corner to motivate students.
2. To have a time out corner for students to calm down or reflect on their actions

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Sherral
Empowering learners by not restricting their creativity in them. In order to build good TSR, students must be able to trust and relate to the teacher.
I would continue to set clear routines so students are clear of expectations and not be 'lost'. Classmates are also encouraged to keep a lookout for each other so as to have strong student-student relationships.

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To set up learning centres in the class.

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Get P1 students to know the names of all their classmates and to remember at least 5 names well for the first two weeks of school.
In this way, they will enjoy coming to school because they have friends to study, talk and play with.

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I can include posters in the classroom to make routines more visible eg: how to greet, how to line up, how to sit, how to listen. These can serve as visual cues for the students during the lesson

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I will set up learning corners (games, worksheets, puzzles, flashcards etc) in the classroom, so that students who have completed their work may occupy themselves meaningfully while waiting for their peers to complete their work.

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Getting incoming p1 students to bring 1 item that is able to provide comfort for them to reduce their anxiety

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Setting up more time for different students to get to know each other. Cos I noticed some students do not like to mingle and only talk to the same group of friends. So I would like to incorporate more ice breaking and getting to know you more kinda activities during FTGP lessons.

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I would like all my class pupils to praise a fellow classmate in chorus. This would encourage good class spirit.

Putting up more effort in classroom decoration but also being mindful of our class being used as venues for official exams.

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Incorporate more vibrant posters into the classroom. In addition, I will post student work on the notice boards in the classroom. The fact that their work was shared with others would make the students pleased, and others would work hard to earn the chance to paste their works on the board.

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1. Give students the opportunity in making decision.
2. Give students more opportunities to share their views and their learning needs.

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I will
1) Establish routines

Establishing a classroom routine is a great way to develop a positive classroom culture in which students feel comfortable. I'll try to keep a consistent routine of what happens during lessons.

2) Encourage sense of belonging

A positive classroom culture is one where every student feels valued, accepted and part of the group.  Encouraging a sense of belonging to the class, can promote a positive culture. One way to develop sense of belonging is doing more group activities which encourages more peer interactions that will strengthen relationships between students.

3) Use praise well

Celebrating students’ successes will create an environment in which all students feel they can do well if they try hard. This will develop their growth mindsets. It will also create a culture with an emphasis on hard work, where students are driven to achieve.

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1) Paste more colourful motivational Malay phrases around the class to make them feel more welcomed

2) Give them more autonomy to make some decisions together as a class

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1. create conducive environment
2. empowering leaners by giving the choice

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I would like to empower my students learning by giving each child their time to share their thoughts about something that they find interesting on that day.

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Encourage students’ voices and empower them to take greater ownership of their learning. It is also crucial to stimulate their learning interest so students are motivated during the learning process.

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Decorate the class with more colours and involve the students in the decoration so they will feel a sense of belonging. Put up students' work on the wall/noticeboard so students feel more motivated and love coming to the class to learn.

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Put up some encouraging posters, and teachers use similar language to encourage them in normal teaching. Put pictures of social skills that they can use as a reference if they have a problem.

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Encourage on creativity and imagination at suitable timing.