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Teachers come with an open mind, this resonates with flexibility where teachers are to adapt, make changes, and when necessary to enhance learning.

Using Role Play, the idea of the principles was clearly depicted. The role play portrayed both sides of the coin, the bad and the good.

Providing handouts allows other group members to jog their memory of what the key principles are.

What really stood out to me was treating the students with dignity. Many times what I have observed with my experience working as an educator, teachers when at wit's end tend to resort to belittling and sarcasm, as hard as it is, I strongly believe that everyone has to be treated with respect.

Including a game in the session, made the lesson very engaging and interactive.

The limitations pointed out were very apt with the difficulties that teachers face in the classroom and tweaking the principles to fit into our school system was very well thought out.

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I enjoyed learning how to treat the students with respect through the role-play with explicit examples. This gives me a clear guideline of how I should phrase my instructions and explanations. I also really liked how the group evaluated the model and tailored it to the Singapore context. Moreover, the modifications to Singapore such as starting with small groups and equipping teachers with knowledge were helpful in giving me ideas of how to use this model in my future school. Ultimately, I was able to understand and see how this model applies to us when we go to our schools in the future.

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Through this model, I understand that teachers must have a open mind, heart and willingness to carry out discipline with dignity in the classrooms. This model has a more lasting effect to change behaviours. However, in the Asian culture, this model is not adopted as much but hope to see more teachers use more of the 7 principles in this model.

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The presentation was well prepared with clear explanations of what the model is all about. It was a good idea to incorporate role plays to give us an idea of what the correct / incorrect discipline principles are.

What i have learnt:

Classrooms should be welcoming places and students should accept responsibility instead of teachers demanding the discipline on them.

Teachers must have an open mind and heart to carry out discipline with dignity in the classroom.

Teachers should use long term efforts to change behaviours rather than short term efforts.

Teachers should stop doing ineffective things.

Teachers should tailor consequences to individual needs.

Teachers make rules that make sense as students deserve an explanation.

Teachers model what they expect.

Teachers should give students to make best decisions for themselves based on information given

Teachers should treat students with dignity.

Usefulness

-Teachers do not have to keep detailed

records of behaviour and rule violations.

-Targets individual needs of students

Difficulties

Maturity of students

Students with disrespectful attitudes

Students with repeated offences

Teachers must adopt a more assertive type of discipline model. This model is a widely used and recognized approach to managing behaviours and discipline. However, educators need to adopt and adapt it carefully.

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I liked learning about the underlying reasons for students’ behaviours and what we should avoid to do. These ensure that our interventions and strategies are targeted to the student’s specific needs. This thus allows behaviours to be effectively managed and provide long-term solutions.

I also liked how the group provided reasons for each strategy and how we should use it in class. For example, using democratic teaching and management enables a collaborative learning community and effective instruction. We can do this through treating students as individuals and with respect as well as modelling respect at all times.

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Dreikur's Democratic teaching and management suggest that teachers create a democratic classroom by committing to the belief in equality for all people. The examples provided by the team have given me better insights into what kind of educator I would like to strive to become.

I always thought that praise and encouragement work similarly. However, through the team presentation, I learned that encouragement actually works better than praise, as it acknowledges the student's improvement and progress, and it also allows the student to reflect on their own mistakes. By acknowledging their improvement and giving them time to reflect, it allows them to figure out how they can improve themselves better next time, enhancing their self-worth and making them more responsible for their own action.

I like how the team did a gallery walk. It allows us to reflect back on what was being mentioned during the presentation. Encouraging active learning.

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Discipline With Dignity is a flexible program for effective school and classroom management that teaches responsible thinking, cooperation, mutual respect and shared decision-making

Discipline With Dignity equips educators with classroom skills, techniques and structure that enables them to spend less time dealing with behavioral problems and more time on positive interactions with students and on instruction

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As educators, we often praise students to acknowledge their good work or behaviour. However, from today's presentation, i realized that use of encouragement is more effective than praise. It focuses on their efforts and process. By acknowledging their efforts, they will take ownership of their own learning. This in return will help to build their resilience, develop their self worth and be more responsible for their actions. Students need short success to know they are doing it correctly.

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I like how this model warns us about the dangers of using punishment and rewards. Rewards may diminish the intrinsic motivation to do good, and focuses on the outcomes than the process. Whereas for punishment, it is humiliating and offensive, and does not tell the student why is it bad and what is the right behaviour to do instead. It does not empower students by helping them to avoid making the same mistake. I also agree that paradigm shift is more difficult for older teachers, as I have seen older teachers being less receptive to adopt suggestions made by SENO and SC in class as they are very used to a certain teaching style.

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Dreikurs believed teachers could have acceptable classroom behavior by helping students reach their genuine goal of belonging by involving students in decisions that affect their school lives.  He called this technique democratic teaching because it involved both the teacher and student in the decision making process.

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I learnt about the difference between encouragement and praise. I learnt that it is important to acknowledge progress, and instead of comparing with other students, the student’s own progress can be used.

I also learnt how all behaviours have a purpose and lead to consequences, and that different behaviors should be tackled in different ways (eg. attention getting —> assign responsibilities; power seeking —> give students time and choices).

I also really liked the examples used to illustrate the different strategies as it helped to enhance understanding.

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Discipline with Dignity

I have learnt of the 7 principles -

1) long term behaviour change versus short term

2) stop doing negative things

3) be fair, treat as individual

4) apply rules that makes sense

5) model what to expect

6) responsibility more important

7) treat students with dignity

I love that the group has role-play with a teacher demonstrating the above 7 disciplines to the two students, making sure to present both the right and wrong ways.

It is interesting that they relate some of these disciplines to Peter and I particularly enjoyed the game where we need to pull out number cards to represent our choice in selecting the options.

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From this group’s presentation, it has changed my point of view of encouragement. I always thought that by giving praise, we are encouraging the student to work towards the end goal. I have overlooked that praise is only focusing on end result. We often forget to acknowledge progress and improvements. Students may think that even if they have put in efforts to work harder, the teacher may not see it. Encouragement is more effective in positive behaviour and self-esteem. By using encouragement, it builds responsibility and resilience. Encouragement also focuses on student’s effort and process.

The group presentation is very clear and engaging :)

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Pretty slides!

Role-play was clear to show examples of the various Principles. The flow of presentation allow us to better see the model as a whole.

Good way to check for our understanding via the game as it kept us focus on the presentation. I like how the group actually highlighted that Asian's school would have different perspective on the model.

The group has unpacked the model well enough for us to understand. I felt that most of the principles could be adapted into local context with modification, which I will probably apply in my future practice.

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It resonates with me that discipline should always be carried out with the dignity of the student and the preparation for long term independence and success in mind. I particularly appreciate the practical points in favour of the practices presented as they go a long way to make this approach one that is sustainable and looks after both the well being of both students and teachers as opposed to one that is taxing:

No need for keeping a detail record of wrongs

Focus on meeting the objective needs of the students

Resources are not wasted on practices that are ineffective

Really appreciated the efforts put into the role plays to demonstrate both negative and positive examples and engaging us in understanding the 7 principles. Really clear, organised and visually pleasing slides. Thank you!

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What I have learned is that Assertive teaching makes the expectation known and puts limits to rewards and consequences. Here I learnt that the students take charge in decision-making and take full account of the consequences of their actions. Teachers would need to be consistent throughout to carry out this strategy. I like that they have included ICT and despite the issues, they maintained calm and continued on with the presentation well!

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Assertive Discipline

I like how how the teacher's role and responsibility help student to take charge. I would want to try and change my response style towards how I responds towards my students. The appropriate consequences help to better manage misbehaviours in the class as while teacher give chances, they also make sure there is a follow up. This is doable when teacher has build the TSR with the students.

I think moving forward, teachers should also have alternative to teach students rather than just paper and pen. I like how "Sarah" was offered an iPad to follow through the lesson as in our mainstream school, often teachers are reluctant to do so as it might disrupt the class. Probably, it is time for a change.

Role play was on point to show the examples. Good job!

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Teachers are here to help students to take charge of the classrooms and their learning. This will teach them to be responsible students. Students have a choice for behaving in a certain way and based on the classroom rules, students will also know the consequences. This is something students have chosen. Hence teachers have to be consistent in their rules and expectations. They should also be clear so that students will be able to take charge of their own decision making. Teachers must positively interact with students to create and optimal learning classroom. Teachers and students must develop trust and respect.

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I liked learning about the 3 response styles (non-assertive, hostile and assertive) of the teachers as it helps me identify the type of teachers in the future and as a result, helps me to respond and aid them appropriately. I can also describe what is the best kind of style to embody and why the others are unhelpful.

I enjoyed learning about the application of the model with examples in schools. Specifically, the discipline hierarchy was useful in explicitly demonstrating the steps in how to handle the situation.

I thoroughly enjoyed the role-play as it was very interactive. I will want to use this style (engaging the audience and giving them choices, and the actor will act accordingly to the audience’s choices) in the future. It allowed great participation and provided a sense of autonomy in the audience. It was fun and engaging! Well done!

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From the presentation, employing assertive disciplines in classrooms is not just a means to punish students arbitrarily. Rather, it involves a hierarchy of consequences with increasingly severe sanctions for repeated misbehaviours instead of immediately enforcing severe punishments from the get go. I also found the broken-record response interesting (i.e., repeating requests/reminders for a max. of 3 times before invoking consequence) as it ensures that adequate forewarning had been given and that students had chances to engage in the correct behaviour.

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I like how they started with interactive activities like Mentimeter to capture the audience's attention.

The team touches on the three response styles of teachers, the nonassertive, hostile. and assertive. The nonassettive styles are often deemed as uneffective, as there are no clear standards of behaviour. Although the hostile style may have an instant effect, however, it may cause emotional harm to the students. The most effective would be assertive, instead of using a hostile tone, the teacher uses a firm tone. This prompt me to be more aware of how I communicate with my students in the future.

I also like how the team provided a clear explanation of the pedagogies used by the teachers in educating Peter, as well as what improvement can be made with reference to the assertive discipline model. They were also clear in identifying the limitations of the model.

They also gave a good explanation of how to increase the effectiveness of AD in the Singapore context, such as the use of behaviour contract.

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I like how this model states that there should be a hierarchy of consequences as I see how school management teachers administer the same set of consequences to students who misbehave - i.e., detention and suspension, and writing a reflection letter. I also like how the group talked about cultural differences - e.g., eye contact may be seen as rude and threatening, Secondary school students also do not like to praised in front of everyone as they may think it is embarrassing, and Asians tend to prefer to be more humble and do not like to be praised publicly. The roleplay as helped us understand the model better.

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It would be beneficial for Teachers to have an open mind and be flexible where they can adapt and make changes where necessary to carry out discipline with dignity. Instead of using short term goals, long term goals are more effective in changing behaviour. It is also important for teachers to model the behaviour they want their students to follow. The role play was well done!

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Really enjoyed the role play that was interactive where they asked for the audience to give the answer then they play it out. I also like how there are warnings given first before invoking consequences. The order of the consequences are also gradual where it goes from less to more unpleasant so it eases the student in while still giving a punishment instead of removing it altogether.

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I like how the group used role-plays to illustrate the comparison between good & bad/ineffective examples of applying the different principles in a classroom setting. I also like how the group didn’t just state limitations but suggested means to adapt the principles and circumvent the supposed limitations. There were also clear & concise explanations listed on the slides.

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I learnt more about democratic teaching and its 4 key concepts.

Democratic teaching believe in equality of all students, freedom of decision making and trust student to make wise decisions. When teachers demonstrate democratic teaching means treating students with respect, modelling respect, including students collaboration to make class decisions. This will build students self-esteem and resilient.

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This group taught me that in positive strategy teachers can use overlapping and withiness hand in hand to address problem behavior in class. Teachers can also incorporate desist, group focus, and group accountability in classroom management. I love how the group has taken out snippets of videos from educating Peter and showing the strategies used from the article that they are sharing.

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Although this model has many strategies, the group explained each strategy very clearly. Using role-play and clips from Educating Peter also helped to illustrate the strategies better.

I am glad this model talked about Overdwelling, as I see it very often during my school stint and during my own schooling days. Teachers tend to spend too much time reprimanding a student that a lot of curriculum time is lost. When the teacher attends to one student for an extended period of time, he/she will lose the rest of the class. However, I also understand it is difficult for teachers to multitask and give instructions to different groups of students simultaneously, and teachers may require years of experience to be able to do this.

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The role play reflects clearly the positive and negative aspects of the model. I like how the team align the model with various theories that we have learned throughout this module to give us a more precise understanding of the model. A good example of not taking the theories as a standalone.

I have also learned that strategies could be overlapped in one way or another for the betterment of the students. Thus, it is good to be flexible and having the various models to follow kind of help the teachers out in the classroom management.

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Organisations and planning is key to classroom management. I liked all the strategies I learnt today and it is something I would apply when I have a whole class to management. I think it is first important to understand that effective flow of lesson plan and and classroom management, increases desirable behaviours. The positive strategies I learnt today are overlapping, withiness, desists, group focus and group accountability. I like the how they evaluated and conceptualised these theories.

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The team started with an engaging segment to capture the audience's attention.

There are various things that I have learned and felt would be useful in the future. For example, the positive strategies that educators can adopt when handling a class.

The team was also able to link the model to various theories that were being taught in the module, providing a clear and concise explanation of their model.

I also enjoyed the role-play that they prepared for the class, the explanation that follows the role-play was also very clear. It clearly illustrated the positive strategies that they mentioned earlier. It was also interesting to learn how some of the strategies can actually overlap with one another.

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I learnt about making expectations known by stating rules clearly and consistency. I also learnt about making use of broken-record responses, by repeating the request before invoking the consequence. I also learnt the importance of having consistency in response style.

The role play by the group was very enjoyable, allowing the class to choose the correct option before acting it out was effective in enhancing understanding.

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The strategies shared by the group are quite practical and applicable to our current context. Overlapping and withiness work hand in hand when managing a classroom. I like how in the demo the teacher used mental calculation to call upon the student’s register number, a different approach than just calling them out that I’d like to try.

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I have learned that how a good classroom management will increase desirable behaviours. The ability of teacher to organise and plan lessons are essential to have effective lesson management. Implementing such an approach also depend on the proactiveness and sensitivity of the teacher to the students.

The role-play is also very clear on how each positive and negative strategy may affect the lesson flow.

Individual accountability: by having a good lesson flow, it will motivate each student to active in the task. This will increase desired behaviour and decrease undesirable behaviour because student will be very focus on their task.

Satiation: I must also be mindful of not staying on the same lesson for so long as students may start losing interest in the lesson as they are not challenged, and their quality of work starts to decrease as students will not be occupied. This is also equally important when working with students with SEN where their attention span is shorter.

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I really liked that both positive and negative strategy descriptions were incorporated, as it enhanced understanding of both what should be done, and what should not be done.

I learnt about the importance of overlapping and withiness, where being able to skilfully multitask and handle behaviours appropriately and swiftly.

The role play was also helped to enhance understanding as it helped to clearly depict how the strategies were incorporated.

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AD helps to support the student in taking responsibility for their behaviour through helping them to understand what is expected of them and being a clear guide to how rewards and consequences are metted out. Having a clear hierarchy of discipline helps various professionals to be consistent and reasoned in the way that situations are handled. Dignity and autonomy of the student is promoted in how severe punishment is not given out for every misbehaviour, but consequences are intentionally planned and administered to provide sufficient forewarning and information to the student, who then can make an informed choice in managing his/her own behaviour. This is especially important since students come into contact with multiple teachers and there may not be enough time between lessons to effectively communicate and reconcile arbitrary approaches.

Thoroughly enjoyed the role play from the group and the various examples we were quizzed on. Thanks for the efforts!

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Dreikur's democratic teaching emphasises involving students in decisions. He mentions the differences between praise and encouragement, something that I used to think was the same. Now I see that encouragement is more useful as it focuses on the process rather than the end result. also, democratic teaching focuses on modelling respect and collaboration to build resilience and self-esteem. In addition, I liked that the group did the gallery walk and related it to educating Peter.

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There are three response styles of teachers - non-assertive, hostile and assertive. Understanding the 3 response styles helps me to identify the kind of style I adopt in my own classrooms, and helps me to identify the response styles of other teachers I work with too. Knowing what is effective and not effective, I can change my style accordingly. being assertive is the best response style as it makes clear to the students what is expected of them in a firm tone.

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I liked that the group incorporated elements of role playing and videos of educating Peter to illustrate the strategies. they also did well in listing the negative and positive strategies from the model. overdwelling, which is dwelling on corrective behaviours longer than needed is something we see a lot in our classrooms, along with satiation where they teach the same lesson for so long that students are tired of the topics. knowing the positive strategies however, I am more aware of the ways that can better help my students.

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I learnt a lot from the presentation. How to apply the principles in a mainstream school in a singapore context. focus on Long terms effects, don't target short-term gains in managing children. which principles are realistic and which principles are not. also takes into account the western and cultural aspects of behaviour and discipline. The role plays consist of real life examples that are what I witness during job stint. very applicable. They mentioned how teachers are really not very trained in SEN, insightful that shows they have don research to talk to teachers also (

not textbook)

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Encouragement rather than praise is important because for some children, when we cannot find something to praise, we should not heap insincere praises. For SEN children, majority need you to reassure they are doing well, the can choose right choices. Logical consequences is important because after a child grows up enter teenage years - there is no one to punish them. Logical consequence then forms part of the thinking process that child can use to rationalised their own decisions to make a good or bad choice. Gallery walk and giving exit tickets on poster was enjoyable part of the lesson. thank the group for their effort to make the posters.

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Presentation captures attention especially when they are the fourth group. Teacher KAv photo is the enjoyable part of the presentation - get the audience to laugh and they can remember what you teach them even more. the team shows so much synergy in their role play. Denise and if I not wrong Sam linking the theory to other theories was a new perspective and I learnt a lot . Thank you

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I have learned from the group presentation and role-play that being assertive is to make expectations known and consequences consistent. Having a clear hierarchy of discipline, students are empowered to take charge of their behaviour and allows them to understand their choices and the hierarchy of consequences. This model also stated the importance of positive relationship building where teacher’s role is to provide positive interactions. Assertive discipline emphasizes the importance of teachers having the right to teach and students have the right to learn. Teachers should also be consistent in their response style and avoid empty threats or sarcasm.

I also like how the group used ICT tool to engage us during the presentation :)

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The way to present Educating Peter video next to the points the team want to present is clear succinct and a video tells a thousand words.

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The role plays helped us to better understand what to look out for when trying to use positive strategies to class management, as well as the pitfalls of negative approaches that we find very relatable. It was great that strategies were not explored as standalone approaches, but there were various instances where combinations were used to meet the students' needs in the given scenarios/video.

Particularly found the linking to the video snippets of Educating Peter useful in building our understanding of the positive strategies used.

The group also went further to provide good considerations and recommendations for what could be improved based on the strategies shared.

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Assertive discipline is a systematic approach to behavior management that requires that teachers set the rules, maintain a balance between positive and negative consequences, and be assertive in their verbal communication to make their wants and needs known to the students, parents, and principals.

I had an encounter with a teacher in my school stint who was always looking for new ways to improve her class/teaching. she shared assertive discipline with me awhile ago. It was nice to hear about it again

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Democratic teaching

I learnt of the 4 key concepts

1) mistaken goals - attention seeking, power seeking, revenge and feeling of inadequacy

2) democratic teaching

3) encouragement versus praise

4) logical consequences

It was funny being pointed out that the democratic teaching was unlike that of someone being patriotic towards the country but more of having the independence of having a choice.

I would really strive to work towards encouragement instead of praise because ultimately it's the latter that we will have to depend on when we wean off students from tangible rewards in behaviour management. This would be a sound alternative instead.

It was interesting that they relate their concepts to Peter through the Gallery Walk. The visuals actually helps me to see the connections, especially the limitations in the local context.

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Ecological Approach

I learnt about the different teacher's behaviours:

positive - overlapping, desists, group focus, group accountability

negative - flip flops, thrusts, jerkiness, satiation, slowdowns, stimulus bound

I like that Ms Kav gave clear examples of each of the different behaviours. The explanation through the visual picture also helps me to see them in an organised manner.

It was interesting that they managed to pick out the traits from the video of educating Peter. I particular liked the one where the teacher actually allowed Peter's peers to inform him of the correct behaviour rather than the teacher intervene.

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What I enjoyed about this presentation was the emphasis on acknowledging on different learners needs while treating all students with dignity when giving out a consequence.

I think that it is so important to be genuine in all our interactions with our students and display a welcoming vibe to them as it sets a positive tone at the start of the lesson. I feel that by doing that, students will also be more receptive when we give out consequences and understand that we come from a place where we want them to grow and to strive to be better.

I enjoyed watching the role play and from it, I was able to understand the positive and negative examples from the 7 principles. It was really well done! Thank you for all your efforts in putting up such a clear and informative presentation.

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In this presentation, I have learnt about how every behaviour has a purpose and how we can use strategies that help students feel that they have control of their own behaviour but yet at the same time make them feel relevant and seen. For example, when students display behaviours to get attention, Teachers can assign them class errands to do or in order to avoid power struggle, to give students time and choices to make them feel in control of the situation.

I really loved hearing about the difference between praise and encouragement. I think what resonated with me was that encouragement focuses more on the process and efforts and how it acknowledges student’s capabilities. Example: “looks like you could finish more questions this time” (not comparing students with each other but with their own progress to see how far they have come along)

And the gallery walk! What a lovely engaging idea. It was so well thought out and it helped me reflect back on educating Peter. Thank you for all your efforts for this presentation! It was wonderful :)

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In this presentation, I enjoyed learning about the 3 different response styles (non-assertive, hostile and assertive) of Teachers and it also helped me to reflect and think of my responses to students.

The role play was really well executed, and it showed very distinctively the application of the responses in different situations in the classroom settings. It has taught me how I can react and what are the responses I can give.

I liked how clear the explanation of the different pedagogies relating back to educating Peter was and the how to apply the model in a school setting example: Providing an optimal learning environment, being consistent with rewards and punishment, to have a discipline hierarchy and to give out age-appropriate consequences and also consequences that is tailored to the child’s needs too.

Thank you for coming up with a fun way for us to answer questions and earn prizes! I think we appreciate y’all reading out the questions to us! It was great. :)

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This group taught me that teachers should avoid using an authoritative stance as students do not owe obedience; and that teachers should come with an open mind and open heart to carry out discipline with dignity.

Treating students with dignity prevents other classmates from ostracising the students. I think this point ties in with

principle 5, where teachers should model what they expect. This also goes back to principle 7 which talks about how teachers should always treat students with dignity by avoiding using unkind tones & giving negative comments/feedback in private as compared to saying it out in front of the whole class.

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This group taught me that praise and encouragement are two seperate things. I use to think that they refer to the same thing. Today, I learned that teachers should use encouragements instead of praise and it be focused around the student's efforts and the processes. By doing so, it builds resilience and a sense of worth in the student. It also reinforces the idea that everyone can improve. When using encouragement, teachers should:

be specific and descriptive

acknowledge progress improvements

use encouraging language

encourage self-reflection

when a teacher is encouraging, it promotes a more effective classroom.

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One thing I like about this model/approach is that the teacher's role is to help students take charge of their own learning and the classroom.

I thought it was interesting that this model/approach talks about a hierarchy of consequences and how consequences should be tailored to the specific needs of the students. In my stint school, I saw that the discipline team was very intentional about the type of consequences that students SEN would get as compared to the other students. When they did not know if the consequence was appropriate enough for the student with SEN, they would check in with the SENO for advice. Hence, I think it is important for us, future SENOs, to know about things like these as other teachers/departments might approach us for advice.

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I learnt how Positive strategy descriptions (overlapping, withinness, desists, group focus, group accountability) compares with Negative strategy descriptions (flip flops, thrusts, jerkiness, satiation, slow down, stimulus bond). Particularly, I liked the use of role-plays as a means of engaging with the audience while also illustrating positive vs negative strategies would manifest in the classroom.

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1. Discipline Hierarchy is widely used in schools. I learnt from my Discipline Mistress how she implements it during CMT weekly. I was glad she accepted the behaviour contract my mentor and I drafted to execute for the child. Parents and child were asked to sign on it. Thereafter, a monitoring chart is used to monitor if the child continues the wrong behaviour. Discipline Hierarchy was explicitly stated in the Discipline Policy Document the DM and school leaders follow.

2. Giving a child a stare might seem rude, however, for some students, using a stern look may be enough to make them stop the inappropriate behaviour.

3. At home I use the broken recorder method with my sons (17 and 21) , to remind them to do the needful. In school I used the broken recorder method to remind students who are misbehaving - it works quite well and they stop their misbehaviour.

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What I have learnt is that a classroom should be a welcoming place with a democratic environment. I felt that the points of having a open heart and open mind is important when it comes to interacting with students because we might get caught up in our preconceived notions sometimes. Often, we might get caught following rules without understanding why they exist, but with the change in student demographics these days, it is ever more important to treat students with dignity and granting them autonomy. This might be something hard to accomplish in a traditional asian classroom in Singapore, but I believe we'll be able to get there.

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It was a refreshing view point that was introduced to me today, where teachers should use encourage rather than praise. I feel that it is a way to keep students with the hunger to want to better themselves further because there is always something that can be done better when we give encouragement rather than praise. This is as it focuses on the student's progress, and it acknowledges the student's efforts rather than looking at an end goal.

The point on having logical outcomes for punishments made sense as well because far too often I have encountered teachers in the past that gave punishment which did not make sense and students behaviours did not get better.

The part on mistaken goals will be useful to note for the reasons why students behave the way that they do (e.g. attention seeking, power seeking, revenge and feelings of inadequacy). In fact I did not think revenge would be considered a mistaken goal, hence it was a surprising nugget of informationt that I gathered from the sharing.

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I enjoyed the role play that was shown in class, they were great for understanding the concepts that were shared.

The parts that were linked to educating Peter was helpful as well. It was helpful that they gave handouts and I thought that was really nice of them to have done so and perhaps something that I can learn for my future presentations. Personally, I felt that the point of jerkiness is quite true as I have seen teachers stopping in class to focus on something irrelevant and I hope to never do that with my students.

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Common Themes

What I realised when I looked back at the presentation slides was that there were a lot of concepts that are common.

First was the establishment of simple rules which leads towards instructional behaviours and expectations.

Second was that students have the responsibility of their own behaviour and to an extent sense of ownership of the classroom.

Lastly was the involvement of not only teachers for all the strategies but to include the whole school and even family and community members.

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I think this group did such a wonderful job of analysing the details of the model and how it can be adapted to the Singapore context and the use of explicit examples made it much more comprehensible. This practical demonstration has equipped me with a explanations that are respectful and effective.

What truly stood out was the group's ability to tailor the model to the Singapore context.These adaptations presented practical and feasible approaches that I can implement in my future school.

As a result of this insightful session, I now have a clear perspective on how to apply this model in our future school settings. Overall, this group really meet the rubric of the assignment

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I appreciate how democratic teaching places a strong emphasis on modeling respect and collaboration, contributing to the development of resilience and self-esteem in students. The incorporation of these principles in our educational approach is truly valuable.

Lastly, the group's use of the gallery walk technique and its connection to 'Educating Peter' was a highlight for me, offering a practical and insightful application of the concepts discussed. I thought that the gallery walk would be boring but apparently the group really put out some nice posters and the design and message were very intentional. SO Kudos!

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I liked that we learned about both good and bad strategies, which helps us know what to do and what to avoid.

I also learned how important it is to multitask and handle behaviors quickly and skillfully, which is called overlapping and withiness.

The role-play exercise was great because it showed us how to use these strategies in a clear and understandable way.

Apart from that, I like how the group did something very creative by introducing ‘Ms Kav’ . Something that we can all take note that presenting may not be boring and we can think more creatively to engage the audience