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STOP: Teacher to stop John first and bring both of them to one corner to have a chat.

THINK:

Together,

Teacher asks both of them to share what had happened.

Individual

Teacher ask each to reflect on their actions.

Teacher speak to each one separately.

John - to think about how his words would affect Adam's feelings.

Adam - to learn to stand up for himself.

DO:

Teacher asks John how he can reword his statement

Teacher asks Adam how he can reframe his thinking.

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Stop their discussion, tell them we will speak to them after lesson.

Think how to address the students without scolding them (eg what happened? How do you think Alice will feel? Imagine you’re Alice’s family member, will you like it if somebody says that about your family member? What should be the right thing to do, how can we make Alice feel better? [preferably hear from the students: will remove the post and apologise ])

Do ask Chris to remove the post and apologise. Restore relationship between the students

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Stop

Address Adam first, followed by John.

Ask Adam what happened and how does he feel.

Ask John what happened and ask how he felt while he made that remark. Ask why he made that remark.

Think

Ask Adam why he feels that way. Get him to see that John meant well, but he could have shown it better.

Get John to see things from Adam's perspective. Ask him if his remark was necessary.

Do

Get both students to share their perspectives with one another. Identify that both are not in the wrong, and that both have things that they can improve on. Get John to apologise to Adam and check in with his emotions again.

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Stop

Stop both of them from engaging.

Separate them and give them time to cool down.

Address the issue after the lesson by talking to them separately.

Think

Separately, ask each student questions to fact-find and know more about the situation.

Do

Have them put each other in each other’s shoes and think from their perspective.

Acknowledge to them that their feelings are valid, but remind them that there are ways to manage the emotions.

Have students reflect on their actions and apologize to each other.

After the matter is resolved, address the issue as a class and as a class, think of ways that they can manage the situation better if they were in Nurul’s or Peter’s shoes respectively.

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Stop:

Stop all students from making small talks and laughter. Hibernate all laptop.

Think:

Using 5W1H

If you are Alize, how do you think Alize would feel?

How can you make things right?

What should you do when you see such things happening in your class?

Who is affected?

Do

Apologise to Alice

Inform parents and update what happened

Delete the ig post

Reflect

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STOP: Stop the conflict and let the students cool down separately (e.g. at their own seats). If student is unable to move and might cause harm to other students around, teacher could get the students around to move away first.

THINK: Discuss with students through perspective thinking and reflecting on the situation (what happened, what could have been done better, what’s next).

DO: Students to restore their relationship (e.g. through apology). Teacher to reiterate the expected behaviour in class and continue to monitor their behaviour.

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STOP: Stay calm, intervene and Address the class as a whole and Billy on 1-1.

THINK: Communicate with the class the expected behaviour during group work- Everyone needs to be included. And some rules during group work.

Also speak to Billy privately to allow him to reflect on his actions too.

DO: Resolve conflict between class and Billy and restore connection with class. Provide necessary support and monitor Billy's behaviour.

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1. Stop both boys and speak to John about his mannerisms and words to Adam.

2. Explain to him that his words were inappropriate and hurtful.

3. Ask John to put himself in Adam's shoes.

4. Discuss how he could have worded his sentences better.

5. Ask John to apologise to Adam.

6. Check on Adam's emotions.

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1. Ask the child if he agrees what was said

2. How does he think he can change his behaviour

3. Stop the class and ask why they think that way?

4. Ask them how they would like him to behave instead - give examples

5. Help students to see his behaviour as strengths - bossy - leadership, loud - can be a good presenter.

6. Educate students about empathy

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Stop behaviour by identifying the students who are involved discreetly.

Screenshot the post and take down the post.

Think

Think about what led them to do this and why.

Think how their actions will affect other ppl.

Think about the consequences and how to improve the relationships

Do

Apologise and carry out consequences.

Mend the relationship

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STOP

STOP Billy

THINK

allow Billy to THINK about his thought process and reflect on his actions

Do

What can Billy DO differently to help his peers view him in a different light

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During your lesson, you told the class to work in groups for an assignment. You noticed that Billy did not have a group and sat quietly doing the assignment. Upon questioning Billy, he said that none of his classmates wanted to work with him as they felt that he was very bossy and loud. They felt that Billy would not be on task and disturb his friends as well.

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During your lesson, you told the class to work in groups for an assignment. You noticed that Billy did not have a group and sat quietly doing the assignment. Upon questioning Billy, he said that none of his classmates wanted to work with him as they felt that he was very bossy and loud. They felt that Billy would not be on task and disturb his friends as well.

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Discuss and apply Stop-Think-Do to create a positive learning environment through positive discipline.

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During your lesson, in the computer lab, you overheard a group of students talking and giggling about “Alice’s pig face” in hushed tones. When you approached the students, you saw a photo of Alice with a pig face on the computer. You noticed that the picture was posted on Chris' Instagram account.

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During your lesson, in the computer lab, you overheard a group of students talking and giggling about “Alice’s pig face” in hushed tones. When you approached the students, you saw a photo of Alice with a pig face on the computer. You noticed that the picture was posted on Chris' Instagram account.

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Discuss and apply Stop-Think-Do to create a positive learning environment through positive discipline.

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In class, Nurul elbowed Peter while exclaiming furiously, “Stop it! You’re so irritating!” In return, Peter mimicked Nurul in an exaggerated manner. Out of frustration, Nurul stomped on Peter's shoe. Peter stood up and shouted at Nurul as he was in pain.

# data[].attributes.subject
In class, Nurul elbowed Peter while exclaiming furiously, “Stop it! You’re so irritating!” In return, Peter mimicked Nurul in an exaggerated manner. Out of frustration, Nurul stomped on Peter's shoe. Peter stood up and shouted at Nurul as he was in pain.

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Discuss and apply Stop-Think-Do to create a positive learning environment through positive discipline.

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You were walking along the corridor when you saw your students, John and Adam, walking ahead of you while talking loudly and laughing. John patted Adam on the back before exclaiming loudly, “Eee.. you are so sweaty and sticky! You’d better take a shower before joining us for lunch!” John ran off towards the canteen laughing while Adam suddenly stopped walking. He then continued walking slowly with his head down.

# data[].attributes.subject
You were walking along the corridor when you saw your students, John and Adam, walking ahead of you while talking loudly and laughing. John patted Adam on the back before exclaiming loudly, “Eee.. you are so sweaty and sticky! You’d better take a shower before joining us for lunch!” John ran off towards the canteen laughing while Adam suddenly stopped walking. He then continued walking slowly with his head down.

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Discuss and apply Stop-Think-Do to create a positive learning environment through positive discipline.