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Use of ground rules and relate to previous model (CARE model) used in previous class to reinforce routines and remind students of the appropriate learning dispositions.

Use of visuals to help students retain and consciously note on how to make connections. (Steph)

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1) Setting up expectations and laying down ground rules
2) Modelling desired behaviour (what is considered appropriate volume, what constructive criticism sounds like)
3) Helping students understand the types of connections that they can make when reading and validating seemingly frivolous connections (SpongeBob etc)
4) Reaffirms students’ own experiences and assures them that their experiences are valid and valuable in enriching the reading process
(Joey)

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Teacher

sets clear expectation before the start of the lesson.

was clear about her noise level boundary.

displays a lot of enthusiasm in her delivery (her tone, pitch, pace of speaking, injecting of humor)- Engaging to be in her class.

(farhana)

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She brought in her own experiences to engage the class, for e.g. she loved watching television. Her tone was very enthusiastic despite being masked up.

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Good acceptance of responses without judgement. Very open and positive. This lets the kids to also engage and respond in kind. Ali

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Priscilla varied her tone while speaking and managed to captivate the students' attention with her animated expressions even with her mask on.

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Priscilla varied her tone while speaking and managed to captivate the students' attention with her animated expressions even with her mask on.

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1. Establishing ground rules with students.

2. Using her personal experiences to explain the connection between the text

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Setting specific rules and routines.

Elaborating on each of them to allow pupils to understand what is expected of them.

Modelling for them examples to follow / not to follow

(Xinyin)

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Students could co-construct the rules with the teacher’s guidance so they feel more involved
(Joey)

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Perhaps increase student participation by having students to provide examples on how they can make connections to what they have read to assess their understanding. One way could be through using ICT tools to encourage more student voices. (Steph)

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The facilitator gave examples as she went through the different text connections so students have a better understanding of what each text connection means (Haslinda)

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Teacher gave examples for each rule so that students can have a better understanding. In addition, she also modelled the desired behaviour (eg the class volume).

She was positive and students were seen paying attention.

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The teacher was very warm, friendly and affirming as she set the expectations w the students. Nothing too daunting - this empowers the students to feel that their voices will be heard. (angel)

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The teacher provided clear and short expectations for the start. She also demonstrated some of the expectations to the students.

She acted out some of the examples for the 4 connections which is engaging.

Jia Wen

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1) The ground rules were set and the expectations were clear right at the start of the lesson.

2) Varying tone and pitch engages the students very well. A lot of enthusiasm can be seen.

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Going through the ground rules with the students and showing them examples of expected behaviour. For each structure, she unpacked so that they had an idea of each one.

Giving children ownership on the number of pages.

She explicitly taught them how to make connections - giving them examples on how to make connections.

The visuals that she used helped students with the retention and it made it clearer for them.

(shanthi)

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Use a sideboard to display info for visual learners where they can see the instructions once they embark on the task

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Use a sideboard to display info for visual learners where they can see the instructions once they embark on the task

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laid down ground rules and communicated her expectations of the students

elaborated on what is means to make the 4 different types of connections through her own experiences.

Melissa

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The seating arrangement was not exactly ideal for RC. Students were seated in rows and back facing one another. Not sure if it is because of SMM?

Would be good to be seated in small groups around a table so that students would be more inclined to share with one another.

Getting students to add-on to the rules too, to give them a sense of responsibility.

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Provide pupils the opportunity to ask question as they may not have an idea what Reading Circles is all about.

(Xinyin)

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Gave a lot of examples from previous lessons and personal experiences for clarity.

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1) Focus on everyone learning together - teacher-student learning

2) Shifting mindsets - about growth, not homework

3) Going through thinking routines to guide deeper learning

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She is encouraging and shows understanding towards the students. She sets rules and involves herself too, so students can also correct her.

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She is encouraging and shows understanding towards the students. She sets rules and involves herself too, so students can also correct her.

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Setting of expectations at the start and provided examples of what each expectation looked like

She reminded the students to enjoy the reading session and that it is not homework- this helps to set the correct tone for RC so that students don't view it as a dull school task (Farah)

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The facilitator plays a crucial role by fostering engagement and passion. Clearly stating expectations, securing agreement from students, encouraging recall, making connections with the text, and sharing personal experiences which contribute to an enriching discussion environment. (Goik Peng Joanne)

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1. Teacher set expectations and ground rules.

2. Teacher shared her personal experiences and this made the sharing more authentic

3. Teacher is very enthusiastic about the lesson...this will rub off on her students too

(JL)

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She set up ground rules and expectations of the class very clearly.

She was energetic and enthusiastic about the lesson that she was going to conduct.

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by giving autonomy to students to define success criteria together in the RC class.

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Teacher sets clear expectation for the class. Her enthusiasm shows in the way she delivers her expectations. She did a mini demo wrt appropriate volume. (Nooraidah)

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Perhaps like she said she can talk for hours and should give the kids more airtime instead of talking too much. Just the instructions and ground rules and then get the kids to give the examples might give more insights to the students' understanding. Ali

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She can display the rules on posters so that students are reminded of them while carrying out their group work.

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-Set the ground rules for RC Lessons

-Introduced the different forms of interacting with the text (eg text-text, text-self etc)

-Building sensitivity (in terms of responding to classmates with respect)

-Creating a comfortable space for students to feel safe to share

(sugitha)

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Students can help to add on the expectations of the RC so that they feel more included in it (Farah)

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The seating arrangement was not exactly ideal for RC. Students were seated in rows and back facing one another. Not sure if it is because of SMM?

Would be good to be seated in small groups around a table so that students would be more inclined to share with one another.

Students could also be given the chance to add on to the rules - to give them a sense of responsibility.

(farhana)

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She was able to engage the students in basic expectations of lessons in a way that is relevant to RC. Right from the start, she already introduced some of the tools/strategies that would be employed during RC and she made it easy to understand.

Audrey Beh

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She presented herself as an approachable teacher and spoke to them in a way that engaged the students. I like how she also shared her personal thoughts. For example, when she admitted that she wasn't too knowledgeable about the Holocaust but she did make some attempt to learn. As a student, this would make me feel more comfortable to share my thoughts and also clarify if I wasn't too sure about something.

Seeing that she was new to them, setting of ground rules and expectations helped students be aware of what would entail each Reading Circle session.

(Khairunisya)

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For a start, I might not show too much to the students. Maybe just the ground rules or expectations for the first lesson, then move on to text connections for the next and so on. (Haslinda)

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I like the way the teacher begins her lesson by providing context around the theme of diving. This not only captures our attention but also sets the stage for a more engaging and relatable learning experience.

Before delving into the lesson, she takes the time to clearly outline her expectations, fostering a sense of structure and understanding among the students (Izzati)

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Increase students' participation by:

1. finding out students' understanding of how they make connections with texts by getting them to key in their responses in SLS

2. Using a parking lot for students write down any queries

3. applying 'see think wonder' to the visuals to find out what students are actually thinking

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1. Great energy and teacher sounds excited for the sessions they are about to embark on

2. Going through expectations and ground rules with the class + use of positive language that includes all of them as a team (We agree to, Let's agree on...)

3. Open approach that validates both her & her students' experiences that they can bring to the table

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1) Shared her personal example of text-to-self.

2) Unpacked the rules with examples

3) Addressed the issue when one of the pupils shared that he had finished reading the book.

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They can sit in a circle for better eye contact with each other. Sounds a lot of one way communication; could get their responses as well to set rules.

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They can sit in a circle for better eye contact with each other. Sounds a lot of one way communication; could get their responses as well to set rules.

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Personally, I will make the expectations more concise so students can remember better. In addition, I will also asak students if they have similar experiences after sharing the connections instead of my own examples.

Jia Wen

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She could discuss the ground rules with the children and have them come up with the rules together with her.

She could have less teacher-talk and more student engagement in the lesson.

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She reinforced something that she used in her previous class (CARE). However, she only went through C for curiosity and then did not go through the other letters.

Would have been good if students were able to co-construct the ground rules so as to have greater ownership.

They could have also participated by giving examples of the different connections.

(shanthi)

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Could get more student input instead of teacher talk for an extended period of time

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Allow students to weigh in on the set expectations - allow for QnA on why such rules are required

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Go through the expectations of the sessions so that the sessions can be more effective.

Make explicit the tools they can use when reading the text and talking about it.

Use of examples to engage and make the expectations and tools clear to the students.

Marlina

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Perhaps teacher can have a class discussion that leads to the class expectation. She can get students to make a guess what Reading Circle is, what goes on during Reading Circle etc. (Nooraidah)

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To provide students with more opportunities to ask questions about what reading circles are and their own definition of what text connections are

(Melissa)

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She could give students some time to share their thoughts. For example, she could ask if there are any other rules the students would like to add or to simply ask questions about anything that she has shared. (Khairunisya)

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Can encourage diverse perspectives, prompt thought provoking questions, guide discussions to ensure depth, and integrate multimedia elements. (Goik Peng Joanne)

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She could have invited the students to share the standards that they intend to hold themselves to. This would make them accountable for their actions as it is a standard they expect of themselves, not one defined by the teacher.

Beh Audrey

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1) Increase student's participation by getting them to share their understanding of the various gears- e.g text to text

2) Pose more open-ended questions

(Izzati)

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Have a pre-survey done for students to pose questions / pre-conceived notions they have about what / how they are going to learn

Can address some of these questions / comments in the first session

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sitting in a circle might be better

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Students can be asked to come up with your own rules increase participation.

Marlina