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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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National Education
Peer Support & Relationships
CCE lessons

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1. Cyber Wellness
- Cyber bullying as his classmates commented on his video and laughed at him.

2. Mental Health
- Haris is keeping everything to himself and even ignored Lucy when she is trying to help him.

3. Family Education
- When the teacher mentioned about his mum, he gave the reaction like "Why she is so kaypoh?" This might show that he does not have a good relationship with his mum.

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[1] Addressing students’ behaviour/ mannerisms:
- Creating a positive learning environment.
- Ensure class is in order before other activities can continue.
- Teacher needs to identify that students should converse with one another in a respectful manner.
- Multiracial, multi-religious, multi-language society — explain and embrace diversity in Sg.

[2] Understanding other cultures and practices:
Class level:
- Ensure students of different racial groups mix together and interact during class discussions.
- Teacher can conduct mini-lessons on dining etiquettes: hands, chopsticks, forks and knives, etc.
- Play documentaries/CNA videos on related topics.
- Racial Harmony Day. Create theme to be more focussed on different racial ethnicities and eating habits.

Individual Level:
- Role play. Teacher uses Q&A method/ think-pair-share to elicit responses on certain topics, give students chance and voice to talk about their family’s eating practices and etiquettes.

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Siow Jit Keong, Saw Lay Lay, Jamunarani, Qin Lu

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Siow Jit Keong, Saw Lay Lay, Jamunarani, Qin Lu

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1. National Education

2. Education & Career Guidance

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Siow Jit Keong, Saw Lay Lay, Jamunarani, Qin Lu

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Siow Jit Keong, Saw Lay Lay, Jamunarani, Qin Lu

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1. Zhi Yong: Dance is not specifically belongs to girls, it can be both genders.

2. Tom: a.Teaching him to ask classmates to make way. b. Raise hand before approaching to the fan.

3. Helen: a.Calling friends stupid- should not mock at friends; b. Calling props stupid- SED

4. Miss Chan: Distribute props more organised with clear instruction.

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NE: Racial harmony

Mental health: Change in behaviour (Haris had been keeping to himself and was not joking around like he usually did.)

Cyber wellness:  Cyber bullying (mean and hurtful comments)

Family education: Bad relationship with mother

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1. Appreciating diversity (NE) (CLASS)

-Appreciate and value one another

- Care for one another

-Learn and work well together

- work through conflict
Round robin: Student take turns to share about their race and culture.
Role play/ CSI - being outcasted, how would you feel (sense of belonging)

2.  Help students recognise their own emotions (Mentail health) (CLASS/INDIVIDUAL)
-Social-emotional competencies
- reassure students that it is okay to be upset
- self awareness, coping (self regulation) and help-seeking (chat with friends, family and teachers)
THUMB-O-METER/ Drawing: a quick check on how the student is feeling

3. Bring awareness about cyberbullying (Cyber wellness) (CLASS)
- Awareness of cyber bullying (sharing news / videos)
_ Reinforcement of netiquette
Hot seat: The teacher to come up with a similar scenario, and conduct a hot seat session where students could have a chance to ask how the teacher is feeling.

4. Parents to show care and concern. (Family education) (CLASS/INDIVIDUAL/PARENTS)
Role in the family, relationship management
During FTGP or CCE lessons, organise activities that would promote conversation between the parent and child.

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1. National Education
Learning to live in harmony with others
2. Mental Health
Learning to respect each other's feelings and thoughts

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1. Classroom management - address the "chaos", behavioural issues in class, remind them about the class rules
2. Raise awareness of different culture and practices
- ask rhetorical qns "How much do you know  about the practices of other races?" "for instance, do you know the rationale for not mixing halal and non halal utensils?", "do you know the dos and donts of using chopsticks?"

- ask students to discuss and share

- tie up the discussion by sharing videos/documentaries

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Class Level:

- Teacher can use the CSI method to make Jill (and everyone) think about how her actions and words made Tina feel. Allowing Jill (and everyone else) to put herself (and theirselves) in other people's shoes, will enable her to respect other people's feelings.
- Teacher can create a caring and enabling environment by establishing class rules beforehand so that students feel safe sharing their views.
- Lesson objective is to teach students to respect each other's culture. Miss Chan can use the incident to teach students not to just respect one another's culture but also respect their feelings and thoughts.
- Teacher has to be intentional in establishing a positive teacher students relationship (in order to communicate with students and for students to listen to teacher)
- Teacher to use videos and media tools to educate the students about the practices of other cultures.

Individual Level:

- Guiding Tina to be aware about signs of anxiety and what steps she can take to overcome (deep breaths) and be more confident in herself.

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Takeaways:
1. Patience is key
2. Use “positive” to clear “negative”
3. Embrace diversity and changes

Questions:
1. What can we do when students are not receptive to our instructions and guidance?s

One Practice:
I experienced class management issues last year. So, I like to practise on ensuring rules and expectations are well spoken and carried out in class.

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Takeaways:
1. Catch the teachable moment
2. Prioritize urgent and essential matters
3. Positive and Proactive Approach

Question：
How do I prioritize what is urgent and essential?

1 Thing I would like to practice and apply
Positive and Proactive Approach

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3 Takeaways: Different areas to look at when attempting a scenario, different strategies to apply, preventive measures to take
2 Questions: Balancing curriculum and teachable moments, asking the right questions
1 Thing I would like to practise and apply: debrief skills

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Takeaways
- Each case is unique and wee need to apply the relevant strategies
- There are many preventive measures for different scenarios
- Important to have a positive classroom culture and TSR

Questions
- How do I know if this strategy works for my case?
- What if the students or parents do not want me to help them?

1 Thing I would like to practise and apply
- Positive and Proactive approach in class in future

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3 Takeaways: Need to catch the teachable moment; Using Hot seat strategy; Be inclusive
2 Questions: How to use the appropriate facilitation skills? How to be more sensitive to students' emotional changes?
1 Thing I would like to practise and apply: Using role-play strategy to create a lively scenario for students.

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Takeaways
1.  Must set rules and expectations
2. Inform students about Do's and Dont's while comment to their peers
3. various Strategies

Questions
1. How to handle the student who always asking controversial questions.
2. How to determine the best strategy for teaching CCE.

I would like to apply
Design my lessons with three guiding principles

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3 Takeaways:
1. Observe
2. Respond (not reactively) - to handle the crisis by grabbing the opportunity for the teachable moment
3. Prioritize

2 Questions:
1. How best to handle when time is limited?
2. How to correct the "misbehavior" when the students don't see the real concerns?

1 Thing I would like to apply:
Slow down, think and then response sensitively. Thank you.

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3 takeaway
1. 6 content areas
2. 3 SDE
3. CSI (general facilitation)

2 questions
1. How to apply appropriate measure for appropriate issue ?
2. How to further improve my skills in handling such CCE related issues ?

1 thing to apply
1. To apply the different facilitation strategies

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3 - strategies to employ in class, perspectives shared by classmates, address issues like safety
2 - (to myself) How would I approach this issue? Is there other ways to go about it?
1 - Allow students to learn from the situation "sometimes don't need to be overly protective"

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Takeaways
student centric
be intentional
coherence

I would like to practice THUMB-O-METER with my class.

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3 - Intentional, Coherent, Student-centric
2 - How I can prep the lesson better to prevent the mentioned in the scenarios? Can I complete my lesson while addressing the teachable moments?
1 - Checking how students feel by making them draw in their worksheets

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3 Takeaways
1. Build Positive TSR
2. Keep students meaningfully engaged
3. Follow up with specific individuals after any incidents in class

2 Questions
1. How do we handle students who display undesirable behaviour but they say that behaviour is displayed by their parents?
2. How to provide emotional support for students?

1 Thing to practise and apply:
Being intentional during class debrief

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3 takeaways:
-students need to be able to understand the feelings of others to be able to empathise
-routines and rules help alot in cce education as well
-the content areas, values and social emotional competencies are intertwined in alot of aspects

2 questions:
-how do we determine the best strategy for teaching a particular cce aspect to the class
-how do we ensure special needs students also benefit as much from our lessons when some kids with autism have challenges understanding emotions

1 thing I would like to apply:
Crafting each of my cce lessons with the three main guiding principles in mind

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Lydia:
Takeaways:
- teach students to replace inappropriate behaviour with appropriate one
- CCE lessons need to be carried out in an intentional manner
- importance of prioritising

Questions:
- what can teachers do when student ask us about controversial issues

1 Thing I would like to practise and apply:
- remind myself that it is not possible to do "everything" but to prioritize in identifying what is most important and helpful for students

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Takeaways
1. Student centricity, intentionality and coherence teaching CCE
2. Possibility of multiple strategies in teaching the same incident or issue
3. Prioritising age-appropriate content for the different levels of students to effectively convey message and for students to learn

Qestions:
1. How would we be confident of the best strategy to apply for the particular teachable moment?

Practise and Apply:
1. Using feelings to make students understand

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takeaways
1. positive approach
2. teachable moment
3. Prioritize important matters

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3 takeaways:
1. The 3 main guiding principle for CCE
2. Prioritize the teachable moments
3. Positive and Proactive approach to discipline

Question:
1. How do I identify and prioritize what teachable moments are suitable for each level?

I would like to practice and apply the strategies mentioned by my peers.

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3 Takeaways:
1. Student-centricity: it is the core of our effort and we must always ask if any actions or effort benefits the students or not.
2. Intentionality: it is not to be left to chance, as we must seize every available realistic opportunity to educate and illustrate the values we are passing to our children
3. Coherence Messaging: ensuring consistency across the system so that young minds are not confused

2 Questions:
1 Are there any "interest group" on OPAL where we can join and get ourselves updated?
2 How do we "lay our hands" on CCE teaching resouces?

1 Practice
Look beyond the behavioural iceberg of a person who misbehaves.