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Opportunities to make positive social and emotional
connections with their teacher and peers allow
students to feel respected, supported and valued by
both their teachers and peers.

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Positive discipline encourages students' readiness and
motivation to learn, and enables them to feel safe both
physically and psychologically.

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Engaging students to help them understand the
rationale for expectations and routines encourages
them to take responsibility for their behaviours, both
individually and when interacting with others.

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When trust is established in the classroom, students
know that the teacher respects and knows them
personally, and understand that the teacher's actions
are done in their best interest.

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Empowering students enhances their ability to focus
internally and take personal responsibility to make
meaningful choices that impact their learning
positively.

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Use of 'bus-stops' in the teaching of Games & Sports and Gymnastics - to support students who need a bit more time to pick up specific skills. It enables them to attain a certain level of mastery before moving on to join the rest of the class.

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Confer privately with certain student(s) to address their specific writing needs.

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Question: What if students insist on joining the group or activity they are not ready for?

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Question: What if students insist on joining the group or activity they are not ready for?

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Make use of pockets of free time for interaction to catch up with students

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Take time to listen to the students even for non-academic issues (heart to heart talk).

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In groups, the "sporty" boys are encouraged to be with the "not so sporty" boys. This gives the opportunity for the sporty boys to teach the not so sporty ones. At the end of the lesson, highlight the ones who teaches and also get feedback from the ones being taught.

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Use Think Pair Share strategy and Jigsaw strategy during Math lessons where students can be given the opportunities to learn and share not only with their teachers but also with their peers. Helps to enhance interaction and rapport with teachers and  peers.

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Use Think Pair Share strategy and Jigsaw strategy during Math lessons where students can be given the opportunities to learn and share not only with their teachers but also with their peers. Helps to enhance interaction and rapport with teachers and  peers.

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Learn about students' interests, hobbies and aspirations 

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Learn about students' interests, hobbies and aspirations 

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Hello👋Sia

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Sharing of personal stories and creating new shared experiences

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Sharing of personal stories and creating new shared experiences

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Sometimes during lessons or Circle Time when class discussion take place, i get the students to share their thoughts and if i see some similarities in thoughts, worries and experiences with my younger self, i talk about it with them. I believe that the boys need to see teachers as humans just like them; that we had fears like them too.

At times, when the lesson theme allows, collectively as a class we may spontaneously decided to do something together. For example, to have a roti prata snack break together after reading a book about it. So as a class we have created a new memory.

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Getting students to share their views and learn to listen would help to create positive SSRs. Students will also feel that theyare being cared and supported by their teachers during H2H talk

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Whenever there are conflicts between the boys, those are teachable moments to let them learn social skills and reflect on their actions. Even though it might happen during unstructured playtime (recess), by giving them the attention and time to resolve, the students will feel heard amd will be more willing to share in future

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Being connected with students. Provide a listening ear to the boys. Understand the background of the kids, issues to address concerns. Share social stories to highlight concerns and issues the boys are facing.

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Praise / reward good behaviour publically. Works wonders in getting others to follow suit.

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Listening and praising is very important.

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Ask students to reflect on their bad behaviour or actions, what consequences these will lead to and what they should do instead.

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Address the issue objectively. Not personal attacks which might make things worse

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Correct them with more of the WHYS and less of the HOWS

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Correct them with more of the WHYS and less of the HOWS

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One to one talk to the student will remind him about his actions that he should not do,at the same time, he can listen and pay attention to you.

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Different methods work for different children

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Different methods work for different children

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Seize opportunities to praise students who may not necessarily behave most of the time

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1. Speak to students to understand the underlying reasons for misbehaviour and help students to address the issue.

2. Highlight positive behaviours to encourage others to follow

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Use of "unexpected" points for class rewards

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Use of "unexpected" points for class rewards

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I use point system and emphasised on collective efforts. I dont tell them when poibts will be given but i give periodically to reward good begaviour like efforts to to keep class clean, neat work, prompt submission of words, good behaviour from HNS students etc. I get the class to celebrate with a Good Job cheer for HNS when they demonstrate positively.

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Listen to the students so they are willing to listen to us. Fair reward system that encourages team work, individual efforts. Behaviour specific praise - be specific with praise on the desired behaviours
precorrection - clearly state the expected behaviours at the start of the lesson

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Whistle and 5s count down

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Roti prata table- art lesson
Clear their tables before the start of lesson - no distractions

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Involve students in setting rules and consequences. Can also get them to sign off (like a contract).

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After recess & after MTL calming down time

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After recess & after MTL calming down time

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I turn off the lights after recess & MTL class and get them to put their heads on the table before i start my lesson. I only start lessons when their tables are cleared.

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"Chairs!"

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Student diary and pencil cases on the table

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Sit up straight arms folded chairs pushed in

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Sit up straight arms folded chairs pushed in

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1 minute of silence at the start of the PHE lesson

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1 minute of silence at the start of the PHE lesson

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After greeting, students are to carry out 1 minute of silence before they move out from the class. The minute begins only when everyone is quiet, and it resets if anyone breaks the silence

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Talk to students when you obseve he'snot his usual self or upon discovering that here are changes at home.

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Heart to heart session

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Encourage peer coaching

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Check in with students, rationalise a little and frame interventions as support

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Check in with students, rationalise a little and frame interventions as support

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Be sincere and genuine to the students.

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Be sincere and share personal experiences.
Sometimes , go down to their level to relate to them.
Apologise if need to

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Give each member of the group specific roles

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Guide students to rationalise their actions (MRP)

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Find out more about students during circle time or any free pockets of time.  When we talk to them,be calm, fair and firm.

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Find out more about students during circle time or any free pockets of time.  When we talk to them,be calm, fair and firm.

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Peer positive feedback and constructive critique. Use frameworks like "I like...I wish...I wonder" 

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Peer positive feedback and constructive critique. Use frameworks like "I like...I wish...I wonder" 

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Platforms to discuss non academic topics

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Platforms to discuss non academic topics

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I use class dojo conumdrums and get them to make choices based on the topics. Then they discuss their choice and elaborate on them. It gives them a voice that is beyond the books.

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Provide opportunities for students to learn from one another even for the LA students.

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Allow students to voice out preferences and accomodate their interests or preference

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Allow students to voice out preferences and accomodate their interests or preference

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Heart to heart and circle time to share personal stories

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Equipment / layout setup as part of routine

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Equipment / layout setup as part of routine

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Using usual layout for practices, i.e. groups of 4 in a square grid, students can grab the equipment and setup on their own before they start their activity