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1. Safe environment in class
2. Model the spirit as teachers
3. Teachers have to speak the right language
4. Teachers have to provide encouragement to try and not be afraid to fail
5. Step out of comfort zone
6. Other than class environment, spirit has to be created in CCAs, camps, etc.
7. Allow students to take ownership of tasks, projects, etc.
8. Assessment modes
(qualitative over quantitative)
9. Alternate learning platforms that has a lower emphasis on grades
10. Real-life context teaching in subjects

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1. Remove the fear of failure and provide opportunities to taste success
2. Focus more on processes rather than outcomes
3. Place equal emphasis on academic and non-academic so that there are more platforms for different aspects of students' abilities to shine
4. Create opporunities within school via inter-class, inter-levels activities
5. Constantly bring in real life applications to the academic subjects so that students will be primed for authentic application
6. Teachers under the pressure to model the way - how to overcome this? Embrace the concept of Teachers as facilitator for learning rather than as fount of knowledge
7. Inevitably, time must be set aside OR initiatives must be integrated into current initiatives
8. To carry out performance tasks that tie in with themes like environ sustainability.

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1. When education is a toy, it becomes a joy.
2. Joy of learning should be balanced in knowing what is the outcome of it.
3. Joy of learning should starts with the joy of teaching. :)

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1 project work
2 Model ways of forefathers
3 Accept failure as learning process
4 allow a taste of failure
5 celebrate little successes
6 exposure to real world scenarios
7 invite students who are a success who once were mediocre in studies
8 needs to have balance
9 need for a good base of workers

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1. Don't confine students only to classroom learning- more learning journeys, or even just conducting lessons outside the classroom where possible.
2. Work attachments where students are able to learn values
3. Overseas learning journey- students learn to be accountable.
4. Overseas VIA Programmes- students are exposed to different people with different life experiences and learn to be more appreciative of what they have

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- teachers ourselves have to be entrepreneurial or be a role model
- focus and planning to be given for it; or else it will be ad-hoc for both teacher and students.
- celebrate effort not just the scores
- accepting failures as part of learning process
- risk-taking

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1. Engagement of students through stimulating classroom activities
2. Messages sent to students at school level should not be one that is academic oriented
3. Give students opportunities for self discovery / self directed learning (e.g. Discussions, projects, tapping on ICT platforms)
4. Teachers modelling the way
5. Create an environment whereby students are safe to fail, know how to accept and learn from failures, be resilient when facing unknown challenges
6. Free up after school hours for students to explore extra curricular interests
7. Identify Sec 1-3 students for entreprenial skills process

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1. Be willing to accept failure from learning real-life experience/ experiential learning - more hands-on activities
2. Authentic learning that tap on ICT platform to promote joy in learning
3. Incorporate relevant context
4. Create more opportunities for success in self-directed learning
5. Redefining success - not just focusing on academic

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1. Application of learning - show relevance of learning to real life
2. Learning beyond the classroom
3. Use real life context
4. Student-initiated enterprise/projects
5. Authentic learning
6. Giving opportunities for students' ideas to come to fruition/ become concrete
7. Collaboration with industry partners
8. Introduce entrepreneurial thinking in Express and Normal streams - like EBS in NT
9. Promote communication skills for persuasion - to 'sell' idea/product
10. Global mindset - open to diverse ideas

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1.

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1. Incorporate real-life examples. Relate content knowledge to real-world application.
2. Challenge students to think beyond the syllabus.
3. Reduce weightage  of formal assessments, focus on alternatives.
4. Give students more space to grow in non-academic areas.
5. Teacher model love for learning.
6. Instill in students the courage to try new things by giving them opportunities to challenge themselves in VIA, CCA, etc.
7. Change studnets' perspectives on success and failure.

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1)      Exposure to competition and equip our students with skills and knowledge through workshops

2)      Inspirational talks by entrepreneurs and help them understand what entrepreneurship entails

3)      Provide the platform for students to have varied experiences like outdoor education, work attachment, etc

4)      Prepare them to be ready with resilience and ability to handle failures and uncertainties

5)      Some schools send their Sec 3 students to be attached to companies and/corporations

6)      Create the curiosity on our students and guide them to try and work on their passion

7)      The joy of learning is to be able to extend students’ learning beyond the classrooms and apply their knowledge and skills

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1. Have more student-initiated projects.
2. Introduce problem-based learning.
3. Allow students to embrace failure. Teach them the skills of taking calculated risks. Eg. Through inquiry based learning.
4. Create achievable targets for students so that they may build up their confidence. Providing opportunities for little successes and celebrating them.
5. Reduce focus on task and results. Should celebrate the process, effort and improvement.
6. Help them appreciate what they learn and the relevance to their lives.
7. Allow the use of technology for students to explore learning.
8. Moving towards assessment as learning instead of learning.
9. Understanding consequences so that students are more informed when making decisions.
10. Sending students to support their peers at a competition. To allow students to understand sportsmanship, how to deal with losses, how to celebrate wins together.
11. Coming up with innovative projects for students with little guidance, allowing enough ambiguity for students to express themselves and explore.