# data[].attributes.body
After listening to both the positive and negative voices, I think it is easy to immediately be angry and frustrated with the student and wonder why can't they just come to school on time, why is it so difficult to follow school rules.

But having time to calm down and listening to the positive voice, I think we have time to think about how to help the student, what are the steps that we can take to assist the student. I think as teachers, it is our inclination to help the students

# data[].attributes.body
The group selected Scenario A.
Most of the negative thoughts centralized on the ideas of Over-Generalization and Labelling. If the student has behaved in such a difficult manner, it is undoubtedly that she would continue to be this difficult in other areas. (over-generalization). There has been multiple times of labelling the girl 'shy introvert' with a dismissive tone. The negative voice even suggested passing the issue over to the counsellor to solve the issue.
The positive voice focused on persuading the teacher to give the student more time. With time and more encouragement, the student would be able to be able to integrate into the class. With a more inclusive environment/classmates, the student will gradually be able to open up and learn how to gel with the group.

The teacher's response naturally gravitated towards positivity thinking. As the negative thoughts came in, the teacher was able to filter out the irrelevant thoughts and focused on solving the problem. That being said, the idea of including the counsellor into the conversation may be a good idea. The student may benefit from the presence of another adult.

# data[].attributes.body
Negative thoughts - Over-generalisation, fortune-telling - self-fulfilling prophecy, catastrophing

Positive thoughts - What are his obstacles in late coming - Can family, friends or peers can help?
Sleeping habits, gaming addiction - reasoning
Health condition
Helpless - needs support
How can I break it into smaller goals for him?

Teacher's next move?
- conversing to find out the root cause
- What can the student do to help himself
-

# data[].attributes.body
After listening to NV:
do nothing because it is beyond my control, or perhaps even to the extent of feeling justified in doing nothing.

After listening to PV:
Although acknowledged that A is socially-awkward and that unsure if follow-up actions would be useful, but still need to try to prevent escalation into bullying.
There were also many possible actions I can take to try, and people I can talk to for help with this issue (eg. counsellor)

# data[].attributes.body
Maths Group 1

SCENARIO B
After listening to NV:
- Tired of chasing
- Let someone else handle it
-Gaming problems
- Why must we do it,
- Why the parents not help me one
- He is not bothered to make the change

After listening to PV:
- Don't know what his problem
- What can we do to help this boy, medical boy
- Do they have financial means to do it
- Don't think he did it on purpose
- Parents got shift-work so hard to wake the children up
- I must help him because he is a good student so he can get awards
- I never bothered to find out the actual reason from the student.

Action taken:
- Probe the student to find out the actual reason why he cannot wake up
- Clarify with the parents what they observe at home and what he feels

# data[].attributes.body
C&T (1) Scenario A
(+): Can bring her into the group, assign her so she can socialize more with friends, find her a buddy in class to take in group, dun give up on her, needs support, teacher should come in to support to motivate, see what is the problem she is facing
(-): Fed up with this girl so problematic, already advice but not receptive. Students are like that; don’t care and move on
What I would do: Part of me agrees with being fed up that the girl is not receptive to take on advice and try to change to blend in with the rest. But would tell myself (as her trusted adult) to encourage her to take slow steps to change her thoughts and interaction with others. If she does not try now, it will be even harder for her to change as an adult and the social awkwardness in her will still stay on

# data[].attributes.body
NV: Give up on this child, just ignore. Got come to school can already.
PV: Trying to understand the whole situation but take small steps and effort in inculcating values and attitude. Setting some boundaries in the extent of help teacher can give too.. Small effort, don't give up

# data[].attributes.body
After listening to the positive thought:
I will approach the student and address the latecoming issue. Let him know the repercussion of his action and emphasize that this will affect his conduct grade if not dealt. Will check on family background for any current that they might be facing befor working with his parent should that they are not in aware of the situation. Hence, will try my best to ensure that his bad habit could be ammended.

# data[].attributes.body
After listening to NV: May give up on the student. If needed to follow up it will just be administrative. Even better to let other people handle the student. If action is repeated by student, it will just result in labeling.

After listening to PV: Emphatise with student. Will go all out to find out the issue which will indirectly build rapport. May result in the student feeling guilty in repeating as the teacher is working hard to care and understand.

# data[].attributes.body
After listening to Negative Voice: Student is not receptive to the idea and refuse to adapt to new changes. She might be very stubborn and full of herself, there is nothing much I can do to help her. She will learn as she grows and society will teach her a lesson.

PV: Think on the bright side, there are several strategies which i have not explored, such as arranging circle time to facilitate conversation between Student A and her classmates. We can also use the CSI strategies to help her reflect and think of her choice of words as well as interactions with her friends. I will be able to help her, I shall not give up on her!

# data[].attributes.body
NV: Very depressed, am I doing the right thing? How do I face my HOD? Why did I join teaching in the first place? Maybe that’s why the student is like this, because the parent is behaving in the wrong manner.

PV: Trying to put myself in the shoes of the parents and perhaps need more time to guide them. I should also try to talk to the students whether it is the way of how I deliver the subject or whether I can change my way of teaching

# data[].attributes.body
After listening to PV:
- Feels like I am looking at it from a "holistic" / overview manner
- Seems that I am examining it from an factual point of view
=> Helps me to be more rationale when I look at how I can resolve this.
=> My next action will be to find out more info to get a better idea before I work to resolve
After listening to NV:
- Feels "personal" to me.
=> Helps me to be less rationale when I look at how I can resolve this.
=> My next action will be to "give it" to him

# data[].attributes.headline
After listening to NV, I feel like swimming against a current of tides.

# data[].attributes.subject
After listening to NV, I feel like swimming against a current of tides.

# data[].attributes.body
After listening to PV, I try to see the smaller possible steps to take in the situation. Try to generate more hope by setting e.g. minimal improvement daily.

# data[].attributes.body
NV: no hope. hard to talk to her. won't look at you. ignorant. don't blame the friends. she doesn't want to change. it's her fault. hard to change ppl's minds about her. don't listen to teachers. tattletale. suspicious about her. not so simple to solve. take too much time. pass to counsellor.

PV: attentive, bright student. proactive during group work bc she's blunt. She's truthful. Maybe family issues? Is it a signal for help? If I ask the right qn maybe I will help her. She has an intention to help, she wants to get the lifeskill of socialisation. Just needs time. Should talk to her, give baby steps. Talk to her friends to give her a bit of a chance - class needs to be united. No one wants to be alone, but as a class if you can overcome it would be great. See the better side of her. I think you can do it. You can be the enactor - they trust you.

What would I do: I would lean towards positive bc it offers a constructive way forward. Negative thoughts require filtering and re-perspectivising.

# data[].attributes.body
After listening to Negative Voice: The situation is not within our control. It's the student's fault and her friends are not in the wrong. She is very stubborn. Not a problem we can solve. Just let her deal with it herself or let someone deal with it.

After listening to Positive Voice: She may be direct but that's a good trait too. She does show the desire to better connect with her friends but she just needs to learn how. We should talk to her and guide her on how to connect to people. No one likes to be alone. We can overcome this as a class. The students trust me. We can do this!!!!!

# data[].attributes.headline
mind reading , overgeneralisation, fortune telling 

# data[].attributes.subject
mind reading , overgeneralisation, fortune telling 

# data[].attributes.attachment_link.title
8 Jul 2022 Staff Training: Live GR2EAT Movement

# data[].attributes.attachment_link.description
Kindly spend a few minutes of your time to complete this questionnaire. We value your comments and feedback to help us improve our future trainings.

# data[].attributes.headline
What are some of the common problems faced by students in my subject?

# data[].attributes.subject
What are some of the common problems faced by students in my subject?

# data[].attributes.attachment_link.title
FAP (Frequently Asked Problems in learning)

# data[].attributes.headline
Key in the top 3 thinking traps that you often fall in.

# data[].attributes.subject
Key in the top 3 thinking traps that you often fall in.

# data[].attributes.attachment_link.title
Tiny Dragon Big Panda Quotes for WDL staff training (1)

# data[].attributes.attachment_link.provider_name
Wordwall - Create better lessons quicker

# data[].attributes.attachment_link.description
Random wheel - Spin the wheel to see which item comes up next.

# data[].attributes.attachment_link.title
Transcript for role-play on problem solving process

# data[].attributes.headline
How do we follow up on the problems student face in their academics? As FTs, what do you wish you have in your toolkit when advising students?

# data[].attributes.subject
How do we follow up on the problems student face in their academics? As FTs, what do you wish you have in your toolkit when advising students?

# data[].attributes.body
Discuss in groups and pen down your discussion points.

# data[].attributes.attachment_link.title
Live GR2EAT - Problem Solving Process - Google Jamboard

# data[].attributes.attachment_link.description
The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

# data[].attributes.body
Using the checklist above, observers to take note of whether PV or NV fall into thinking traps and how many times they do so.

# data[].attributes.body
Pen down your next actions when listening to  Positive Voice & Negative Voice

E.g.
After listening to NV:

After listening to PV: