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student centred vs self care:
- "always do what you can to help students"
- burnout is real
- part of being professional is knowing when to take a break

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- don't put students on the defensive: defensiveness is a natural mechanism for a lot of secondary school students

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The part about communication “Be helpful and encouraging but don’t preach or moralize” is quite hypocritical because that is exactly what teachers are told to do in CCE lessons - e.g. no smoking, no doing drugs, etc.

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doing your job vs being good at it:
- sincerity is key
- be willing to listen

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"Do you agree with the chapter's definition of professionalism"

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"Do you agree with the chapter's definition of professionalism"

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- It takes time to develop our professionalism -- if according to this definition
- Definition seems quite rigid and black-and-white (for e.g. when to be fair and when to personalise/empathise) (e.g. students sleeping in class)
- Segment regarding cooperation is difficult because there is a lot of self-interest at that age. Also makes presumptions about students's states of mind (e.g. practicing empathy vs developing empathy)
- Assumes that you are your students are on the same page.

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a lot of obligations.. looks easy on paper but how do you live it out in a way that is personal to you

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- Obligations might be too strong of a term for such idealistic goals.
- Understandably, we must uphold these standards and values, however, it is difficult to meet all obligations realistically
-  These obligations seem to be limited to students only, but we think that teachers in Singapore have obligations beyond the classroom.
- How do we live these obligations if they seem contradictory to your own personal identity as a teacher?
- Using sarcasm actually works! Based on experience
- Being honest selectively.

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Being charismatic is subjective from teacher to teacher (ie. being sarcastic or sassy)

How do we give them advice without preaching?

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'Regarding respect'
- Top-down approach as part of the Asian culture
- Agree that students deserve the respect as individual beings
- But treating them as equals contradict the authority figure?

- Assumption that students are engaged but every class is different due to context

'Regarding Charisma'
- Every teacher has their own style
- If everyone follows a guideline, doesn't that cause teachers to be uniform in character

'Regarding communication'
- Yes don't preach/ moralise/ criticise but how do you convey your message across then?

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- We agree with the definition.

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- Duties and responsibilities we are expected to fulfil as teachers
- Punctuality, dressing appropriately, meeting deadlines and providing timely feedback, keeping the students physically and emotionally safe, imparting knowledge.

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- Upholding standards and exemplifying values

- Building rapport with various stakeholders in the school setting

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> Passive-aggressive students who are not engaged with your lesson
> Students sleeping in the class -- sometimes with legitimate reasons (e.g. CCA, family commitments, school work etc)
> Doing work for other subjects during your class
> Using handphone during lessons

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Drawing the line and maintaining professional distance.

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- How to ensure group discussions remain productive
- How to reprimand while inspiring reflection
- How to handle multiple responses at the same time (one voice at a time)
- How to make students feel safe in the classroom
- How to ensure students understand instructions and can execute effectively
- How to cater to different learning needs and styles.

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Special needs students are a bit hard to handle because its not quite clear how to distinguish between behavioural problems and meltdowns. Difficult to find the balance between being fair to the others and special accommodations for the SEN students.

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Difficult to get a response from the students sometimes because students might be afraid that they would be incorrect and look bad

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> Students leaving class without permission
> Groups of students within the class who go out of their way to derail the lesson, and disrupt the class for the other students who want to learn
> Students requesting for a toilet break multiple times within a lesson

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- Starting lessons on time
- Eliciting responses and participation due to lack of confidence or self-esteem
- Finding a balance between being firm and casual
- Ensuring students are using their devices for lessons and not for social purposes/fun!

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- Motivating students as active learners
- Students banding together
- HW issues, skipping classes
- Maintaining a professional distance between teachers & students
- How to be an 'adult'
- Managing troublesome students who trigger each other
- How to break up a fight
- How to manage students ostracising or bullying another student (peer pressure to conform)

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- Lack of readiness for lessons
- Disruptive, rowdy students
- Meltdowns
- Motivation
- Lack of engagement
- Rude students
-  Achieving a balance between rapport and discipline
- Differentiated instruction