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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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Jordan, Benjamin, Jennie, Angelyn, Saffwan

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Jordan, Benjamin, Jennie, Angelyn, Saffwan

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National Education - racial harmony, understanding and respecting other races.

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Cyber Wellness: no routine set up to develop safe , respectful and meaningful online relationships. eg: classmates ridiculed him without considerations to how he feels

Family Education: student doesn’t want parent to be involved, uses disrespectful terms like “kaypoh”.

Mental Health: haris is unable to handle the stress and hence exploded when he found out that his mother got involved. he did not seek help throughout the entire saga.

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Jack, Nerissa, Hafiz, Hakim, Nathaniel, Sean Hoo

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Jack, Nerissa, Hafiz, Hakim, Nathaniel, Sean Hoo

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National Education - nurture a sense of belonging and national identity, a deeper understanding of who we are as Singaporeans through understanding the different cultures

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At a class level:
- allow students to be in each others' shoes and explore how students would feel via role play and get students to collaborate and come up with rules and routines when they are online
- teachable moment: commend Lucy and friends for noticing the comments and helping haris silently by approaching the teacher

At an individual level:
- teach haris to self-regulate and manage his emotions about his mother (to not explode at a teacher like that)
- teach haris to learn how to express his sadness/anger about the SLS comments and seek out a teacher's help

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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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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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The teacher can first group the items on the floor (eg. fans, etc) and lay out the items out and get students to line up behind the items first. Once students are neatly seated behind their prop of choice, students can then collect the items and begin exploring their dance routine.

Class level: Teacher can also include a role play on how a person can feel if being pushed.

Individual level: Can speak to the boy on why it is important not to push.

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Setting classroom routines/etiquette e.g. showing respect for one another, taking turns

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Cyber Wellness: The incident took place on SLS website where students are allowed to comment on other student's video.

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Jack, Nerissa, Hafiz, Hakim, Nathaniel, Sean Hoo

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Jack, Nerissa, Hafiz, Hakim, Nathaniel, Sean Hoo

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demonstrate care by setting group norms to reinforce behaviours and expectations (clear and consistent messaging).

enable relatable learning by getting students to create some form of artwork to help them better relate to what is learnt, as well as to help them understand more about the various diverse cultures.

making links from FTGP to social studies lessons (e.g. in sample lesson plan 2.2: how CNY is celebrated, what food is had during CNY, showing respect to other students by respecting their cultures and customs)

be more intentional and spend more time wrapping up lessons and during conclusions, taking advantage of teachable moments to help students see things from each other's perspectives.

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b.

show videos of boys, other races, other classes participating and appreciating the different ethnic dances.

Respect (different opinions)
Care for others (no pushing)

Teacher's facilitation:
1. can get a few students to explain why they chose that prop (showing examples of different opinions)
2. show and explain how each prop could be used in many different ways (no prop is inferior to the other)

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1-to-1 conversations with students involved

Post-lesson reflections

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Before scenario: Mr Arun should have ensure a safe space for the SLS lesson. Set ground rules for students. Teach students the correct netiquette.

Mitigating the situation: Build awareness regarding cyber bulling (e.g. be mindful of the repercusions of their comments, understand the dangers of the cyberworld and that people hide behind anonymity

Think-pair-share to facilitate discussion and thinking among the students about what was wrong with the situation. Mr Arun can also conduct role play for students to see how it feels like to in either party's shoes.

Use of reflective questions to students to reflect using Sense-Think-Act routine
- Have I shown respect for self and others through my online behaviour?
- Did I demonstrate positive peer influence in the cyberspace?

Commend the class for looking out for others even while online and urging Lucy to approach Mr Arun.

Also, equip them how to handle when they think they are cyber bullied and what they can do if their friends are bullied.

Mr Arun can also teach students to encourage Haris instead of posting nasty comments. They can apply this skill for other SDE (e.g. P5 camp; cheering on someone who may have difficulty overcoming a fear or difficulty).