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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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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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RHD Group B - Jia Hui, Jonnalyn, Jun Wei, Hardi

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RHD Group B - Jia Hui, Jonnalyn, Jun Wei, Hardi

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1. Which CCE curriculum content area(s) would you connect this scenario with?

Cyber Wellness, Mental Health

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Caring and Enabling Environment
- Setting rules and expectations for virtual classroom
- Peer support leader (Lucy ready to help Haris)
- Positive TSR
- Adult Role Modelling
- Consistent and coherent messaging (values upheld in physical classroom should be reflective in virtual classroom too)

CCE Lessons
Help students understand the following
1) What unkind and disrespectful words/actions look and sound like in different context
2) What caring and respectful words and actions look and sound like in different contexts
3) Reinforce students’ understanding of caring and respectful

communication

Teachable Moment (Haris)
1. Point out what negative effects those hurtful words have on people
2. Highlight what positive effects caring and respectful words can bring
3. Speak individually to Haris (To address issue and guide him towards success in presentation, also address his Mother had kind intentions not kaypoh), Lucy (To highlight to her that she is helpful and caring, possibly use her as role model to the class, peer support leader), bullies (not shame but to reprimand them and inform them of the negative effects their words have)

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RHD Group B - Jia Hui, Jonnalyn, Jun Wei, Hardi

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RHD Group B - Jia Hui, Jonnalyn, Jun Wei, Hardi

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2. How can the teacher be intentional in facilitating CCE learning to meet students’ needs at

(Sequence: Talk to Haris first, then the class then those who posted comments (but separately), then the class, then a group apology)

the individual level? - (this will happen first) Mr. Arun will talk to Haris first before talking to those who posted the comments.

Mental Health: Mr. Arun could encourage Haris to voice out whenever there is something bothering him, and that school is a safe space to voice out any discomfort.

Good questions to ask the students who posted the comments: "why did you post the comments? how would you feel if others posted such comments about you?"

Good questions to ask Haris: "I realised you have been very quiet recently, is everything ok? Is there anything you wish to talk about?" "How do you feel when your mum stepped in? Why?"

and the class level? - Mr. Arun will have a class discussion about whether the comments posted are appropriate and why: Allow the class to have a free say on whether those students who posted the hurtful comments were right or wrong and why. Then guide them from there as to what is socially acceptable.

Cyber Wellness: Mr. Arun can talk to the class about Cyber Wellness in terms of proper netiquette (in this case, how to give positive and encouraging comments and why). Mr. Arun can teach the class how to spot signs of bullying and also to always think twice before doing anything + take responsibility for any action committed.

Mental Health: Mr. Arun could talk to the class about how to show empathy to someone in need. (In this case Haris was in need of empathy and his classmates could have checked in on him and do something to help Haris calm down).

Tip for us: You may think of it in terms of providing students with a caring and enabling learning environment and helping students connect learning across the CCE Lessons and other experiences (e.g.

SDEs/ Teachable moments)

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RHD Group A - Joycelyn, Yao Xiang and Pearly

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RHD Group A - Joycelyn, Yao Xiang and Pearly

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CCE Curriculum Content Areas:

National Education (NE): RHD video on culture
Cyber Wellness (CW): Cyberbullying
Family Education (FE): Haris upset that Mother contacted the teacher.

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PAL Group B -Bao, Eunice, Angeline, Shenlynn

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PAL Group B -Bao, Eunice, Angeline, Shenlynn

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1) National Education - Learning of the Ethnic dance
2) Mental health - Socio-emotional well being
3) Education and Career Guidance - Discovering self

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PAL Group B -Bao, Eunice, Angeline, Shenlynn

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PAL Group B -Bao, Eunice, Angeline, Shenlynn

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a) Providing students with a caring and enabling learning environment

- Set routines and establish rules before the start of the activity

- Acknowledge student's choice but challenge his belief of why dance is only for girls
- Respecting others choices and appreciating diversity (Accepting that others may have different choices/likes/dislikes than you)

b) Helping students connect learning across the CCE Lessons and other experiences (e.g  SDEs/ Teachable moments)

-Teachable moments are in the scenario - pointing out that different people have different opinions. Link back to the main goal of the lesson where they have to cooperate with each other (appreciating diversity)

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Which CCE curriculum content area(s) would you connect this scenario with? - Indu, Joy, Khadijah, Kesh

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Which CCE curriculum content area(s) would you connect this scenario with? - Indu, Joy, Khadijah, Kesh

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I think it would relate to National Education and Mental Health.

National Education - a sense of belonging and reality helps pupils understand inclusivity in a diverse society through schools events like Racial Harmony and celebrating festivals.

Mental Health - helps students manage their thoughts, feelings and emotions (cope better with anxiety, and stress as well as deal with the shyness of students as well as undesirable comments in class-e.g., Tina and Jill from the case study)

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2. How the teacher can be intentional in facilitating the CCE lesson (Indu, Kesh, Joy and khadijah) 

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2. How the teacher can be intentional in facilitating the CCE lesson (Indu, Kesh, Joy and khadijah) 

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a. Teacher needs to acknowledge the fact that students will not know why there is a need to seperate halal and non-halal utensils
b. Address why Tina was hesitant to participate
c. Teacher could have asked students who raised their hands to participate instead. Perhaps can do group work (share with shoulder partner first then get more vocal student to share with the whole class)
Get students to go to the school canteen to see the food in the canteen (how are the utensils sorted)
d. Shouldn't reprimand Jill in front of the whole class and force the child to apologise in front of the whole class. This may cause child to feel embarrassed or resentful. Maybe can address this in private after class.

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Group B (Kenn, Jasmina, Yu Ying, Jun Xiong)

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Group B (Kenn, Jasmina, Yu Ying, Jun Xiong)

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1. Which CCE curriculum content area(s) would you connect this scenario with?

National Education and Mental Health.

We live in a multi-racial and multi-religious society. Teachers and students should practice inclusivity and create a caring and enabling school environment for all. A positive learning environment promotes mental well-being.

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Group B (Kenn, Jasmina, Yu Ying, Jun Xiong)

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Group B (Kenn, Jasmina, Yu Ying, Jun Xiong)

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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.

Teacher should have set the ground rules for class discussions. For example, before the discussion, the teacher should instruct students to raise their hand if they want to speak up and that they should speak one at a time so that everyone can hear each other.

Teacher could have explained to Jill why her actions were wrong instead of just scolding her and demanding her to apologize. She could have asked Jill to put herself into Tina's shoes and asked Jill to think about how Tina was feeling after she made those remarks. Teacher should have addressed this incident to the entire class because someone else might make such a remark in the future.

Teacher should explain to the class that it is okay to admit that they do not understand certain cultural norms yet because they are here to learn about them in school.

Teacher could have explained to the class more clearly as to why there is a need to return utensils into separate tray return areas. Henry and his classmates do not seem to understand why there is a need to separate the utensils even after the discussion.

Teacher should have spoken to Tina separately to encourage her to continue speaking up after the incident. Tina seems deeply affected by the incident because she stopped participating in class discussions during mathematics lesson.

b) Helping students connect learning across the CCE Lessons and other experiences (e.g. SDEs/ Teachable moments)

Need to teach our students why there is a need to return their utensils to the designated tray return areas. Teachers can use Racial Harmony Day to teach and introduce the different cultural practices.

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PAL Group A - Hana, Jin Xiang, Sze Cheng, Xue Er

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PAL Group A - Hana, Jin Xiang, Sze Cheng, Xue Er

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National Education - embracing diversity, ethnic cultures

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PAL Group A - Hana, Jin Xiang, Sze Cheng, Xue Er

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PAL Group A - Hana, Jin Xiang, Sze Cheng, Xue Er

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a) Providing students with a caring and enabling learning environment
- Set expectations at the start of the class
- Appreciate and value one another (annex C, TLG pg 57)
- Respecting differing views and preferences, other's culture e.g. dance
- "If you don't like something, you don't have to say it out"
- "Don’t say anything if it's not helpful"
- "Think before you speak"
- Care for one another

b) Helping students connect learning across the CCE Lessons and other experiences (e.g. SDEs/ Teachable moments)
• During NE commemorative days, students can perform for their friends, demonstrating different ethnic backgrounds
• Everybody can take turns to take on a leadership role in different SDEs:
leading in different aspects in group work.  e.g. timekeeper, etc

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3 Takeaways
1. Always stay calm
2. As a teacher, preempt and set expectations beforehand
3. We need to be clear of the content areas to have a holistic view of our children's CCE.

2 Questions
1. What are my personal motivations and ideals I want to impart to the children
2. How can we approach the students if we share what is in the CCE but they don't buy it? What is an overview of the strategies we have learnt to engage them in conversations? e.g. CSI

1 thing to practise
CSI

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3 takeaways
- model what you teach
- understand from different perspectives
- communicate effectively

2 questions
- How do you teach what you don't believe in?
- Can you find time to address an issue completely?

1 thing to practice and apply
- understand from different perspectives first before coming to a conclusion

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Takeaways:
1. Even though there are specific CCE content areas, they may overlap and teachable moments can be everywhere.
2. Appreciating diversity is not limited to only culture, but also about different individuals.
3. The CCE framework serves as a guide, but teachers need to practise appropriateness to deal with different (changing) situations.

Questions:
1. How do we ensure that the values taught are practiced even outside of school?
2. How do teachers keep motivated to teach CCE?

One thing I would like to practise and apply:
- Always remember to take advantage of every teachable moment.

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3 Takeaways
1. Being intentional with our CCE lessons with the kids.
2. Keeping the well-being of the kids as a priority whenever you embark on any lesson or activity.
3. The importance of support systems

2 Questions
1. How to manage both teachable moments and curriculum? What if I have too many teachable moments to address? Hahaha.
2.

1 Thing I would like to practise and apply
Learning to deal with misbehaviour without disrupting the lesson flow

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3 takeaways:
1. Sensitize
2. Different content areas
3. Takes a village to raise a child
2 Questions:
1. Different ways to help students to be sensitive and develop empathy
2. What if you can't find time to make use of teachable moments?
1 thing I would apply:
Understand student's point of view before addressing issues.

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3 takeaways:
- 6 content areas of CCE,
- student centricity, intentionality, coherence.
- when something happens, de-escalate, not react.
2 questions:
1) How to touch on more sensitive topics like sexuality education. What is allowed, what is not allowed to touch on.
2) How to manage when parents have a very different discipline method or values?
1 thing I  would like to apply:
Target the behaviour, not the student.

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3 Takeaways

There is no one answer/way to teach CCE and dealing with different situations

We need to be hearing more of our student's needs and interests to provide a range of learning opportunities for them

It takes a village to raise a child, we need to work as a team to ensure that all the SDEs we teach are interconnected

2 Questions

What if there is not enough time to address all the different issues?

1 Thing I would like to practice and apply

Mindfulness to the students and to each situation

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3 Takeaways
1. importance of positive TSR
2.Mutual respect with students
3. Apply the intentionality, student centricity and coherence

2 Questions
1. Abit hard to ensure that we say the 'right' things. sometimes, we may unintentionally say somethings which may hurt the students?
2. Any tips on how to practise wait time and keep calm when children misbehave?

1 thing I would like to apply
1. Make a conscience effort to apply CCE not only during FTGP but also in all our lessons

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3 Takeaway:
1. Many incidents can be prevented with a good establishment of rules and expectations, even for minor matters such as the movement within the classroom.

2. The scenarios provided us with a hands-on experience to apply what we have learnt in the morning on the 6 content areas of CCE

3. There will definitely be many teachable moments in the future and we can make an intentional effort to link them to the 6 content areas.

2 questions:
1. When students misbehave in class, how do we balance between addressing the misbehavior and carrying on with the lesson?

2. How to we address sensitive issues when students’ parents share different values from what we are teaching in school?

1 thing i would like to practice and apply
1. Before every lesson, I would do a run through in my mind the sequence and anticipate any hiccups that might happen. That way, i can think of rules and expectations for that class to prevent any incidents or misbehavior.

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3 takeaways: Important to provide students with a caring and enabling environment in order for them to feel safe to share their thoughts. Respect everyone's opinions there is no right or wrong. Lastly, help students understand where they went wrong.

2 Questions: How I can bring across my message without it hurting anyone else and how to incorporate what we have learned in CCE to students in an effective way?

1 Thing I would like to practice and apply is: Help students connect learning across the CCE lessons and other personal experiences

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3 Takeaways
- Importance of working with families - it takes a village to raise a child
- Actions of a teacher has lasting impact on students
-Address issues swiftly with sensitivity

2 Questions
- How do I collolaborate with parents on sensitive issues?
- Am I really prepared?

1 Thing I would like to practise and apply
- Use the three guiding principals in my daily teaching

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3 takeaways

Leverage on teachable moments in the classroom as those are the practical situations where students can learn values and SECs

6 content areas in CCE: learning can be done across these areas

Importance of working as a team

2 questions

How to teach an area which I may not be that familiar with?

Insufficient time to go deep into the issues

1 thing I would like to practise and apply:

Accepting and acknowledging students’ opinions but challenging them to consider differing viewpoints

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3 Takeaways - Being able to correct a child's behaviour doesn't always involve raising voice.

It is important to plan how to point out and correct children's behaviours as a different sequence could result in a different outcome of the end result.

Linking our CCE knowledge to how we correct behaviours adds meaning to the process.

2 Questions - Between mental health, academics and behaviour management, which is the most important?

How much should we as teachers question about family affairs? When does it become too personal to talk about? (e.g., do your mum and dad work late, how's things between you and your parents, etc.)

1 Thing I would like to practise and apply - Being able to correct a child's behaviour without raising my voice

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3 Takeaways:
1. The CCE guiding principles are important in guiding the curriculum structures to develop students' growth holistically.
2. We have to keep up with today's modern challenges, thus mental health and cyberwellness are two key aspects that we have to address to students.
3. It is important to connect learning across different experiences and across CCE lessons so as to reinforce the teachings of CCE for students to internalise the values, beliefs and attitudes that they should uphold.

2 Questions:
1. How can we effectively ensure that families also help to play a role in reinforcing thesee CCE values at home?
2. How do we negotiate between conflicting personal beliefs/perceptions and what we are supposed to teach to children in the curriculum?

1 thing I would like to practise and apply:
Allowing students to recognise the importance of CCE lessons and rationalising with them through scenario-based activities and engage them in the full experience.

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3 Takeaways
- Reflection points from each scenarios and how the groups have tackled the scenarios.
- The importance of mental health of our students. All scenarios show that, if not addressed, creates further issues.
- Importance of effective and proper communication

2 Questions
-Outside of FTGP lessons, when we can enact proper CCE lesson (not referring to teachable moments)
-We are always low on time, who should we address and talk to first (no time for every party)

1 Thing I would like to practice
- sharing of different perspectives learnt from all the teaching experiences

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Takeaways
- set expectations/guidelines before giving assignments esp online ones
- the various curriculum content areas are interconnected
- takes a village to raise a child esp in the aspect of SDEs, everyone needs to drive the same message

Questions
- How to connect with students who find it extremely hard to open up to you even if efforts have been made to build that TSR?
- Students who have a different belief system and do not want to accept the moral values or guided thought process, very hard to convince them, so how?

1 thing to apply
- when triggered, give myself some wait time and do not react but respond

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3 Takeaways
- Need to be intentional in creating the caring and enabling environment
- Issues needs to be addressed swiftly and with sensitivity
- Be aware of own values and biases even as you attempt to role model values to students

2 questions
- On dealing with sensitive issues: What if our personal and school values are in conflict with the values of students' parents

1  Application
- Be intentional in drawing connections between CCE lessons and teachable moments so that students can not only learn but also catch the values in action.

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3 Takeaways:
(1) Respond not react
(2) Everything begins with establishing a caring and enabling school environment
(3) Refreshing the importance of the 3 guiding principles: (1) Student-centricity, (2) Intentionality and (3) Coherence.

2 Questions:
(1) Do we have to link everything that happen in class to the CCE curriculum content area(s)?
(2) Should we address (non-violent) misbehaviour immediately when we see them or wait till the closure?

1 Thing I would like to practice and apply - the positive and proactive approach introduced especially the 'Address and Correct' section.

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3 takeaways:
- education and career guidance is actually a very broad content area
- setting rules and expectations / routines is important for facilitating CCE lessons
- privately talk to student but do so in a public space

2 questions:
- teachable moments are precious moments but they can be very time consuming (e.g. the case study has various issues) Do we resolve everything?
- At which point do we feel a need to reach out to parents about students' behaviour so that child can learn/practise at home? e.g. not practising turn taking in class

1 thing to apply:
- provide reasons to educate children on WHY we do something (or not do something)

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We have to keep in mind the CCE principles and 6 content areas. Also, there is no right or wrong answers to the scenarios, but the best ways to approach a situation in the classroom. We can also speak to our colleagues when in doubt.
Questions:
-what if parents disagree with our approach?
-what if students are very adamant and refuse to cooperate?
1 thing I would like to practise and apply is to be able to synthesize all the cce learnings to my students, so that they can see it as a 'whole' development.

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3 Takeaway
1.  Help students learn from their mistakes by reasoning with them, instead punishing or shaming them.
2. Establish clear expectations to ensure respectful student behavior, both online and offline.
3. Listen to what your students have to say first before responding.

2 Questions:
1. How do we ensure that students are respectful online?
2. How do we explain to students that certain offline behaviours are inappropriate?

1 Thing I would like to apply and practice:
1. Use case scenarios to teach CCE to students

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3 Takeaways:

1. We should aim to respond and not react. This means waiting when emotions are running high so we don't react in a bad way.

2. We should consider not just the behaviour to be corrected but also how we correct that behaviour in a way that allows the child to maintain their dignity and be open to changing.

3. Positive TSR will go a long way in creating a caring and enabling environment.

2 Questions:

1. How do we follow up with students who feel their behaviour is right even when we think it is not?

2. What are some ways we can work with parents to promote students' mental health?

1 Application:

1. Setting ground rules with the class so that students know how to behave in ways that are respectful and promote harmony

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Takeaways:
- What the 6 content areas are about
- How to foster CCE values through them
- Importance of providing clear instructions and expectations to prevent challenging behaviours from occurring (prevention is always better than reaction)

Question:
- Is it always necessary to address the issue at a class level?

I would like to practise:
- Not rushing into making assumptions but provide students with the benefit of doubt to explain their side of the story.