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You are in the midst of teaching a Primary 5 class Science on the topic of reproduction. A student raises up her hand and has something to say in front of the entire class. She says: ‘I have seen on Tiktok that there was an event called pink dot and my brother also attended it recently.’ Suddenly, the whole class starts to be curious, asking about the event in the middle of your lesson.

Guiding questions:

What are the challenges you might face when dealing with the scenario?

How would you respond to the student’s question?

What are the things that you would consider when responding to the student’s questions?

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Jessica is an 8-year-old student who lives with her mother. As a single mother, her mother struggles financially and has to work several jobs to support the family. Jessica receives limited adult supervision at home, and her mother is emotionally distant, often unable to provide the emotional support that Jessica needs. As a result, Jessica has developed a set of moral values influenced by peers from similar challenging backgrounds. They often view stealing and other antisocial behaviors as ways to survive, based on what they observe from older children in their neighborhood.

At school, Jessica struggles to express and regulate her emotions. She sometimes acts out, either through aggression or withdrawal, when faced with frustration or social conflict. Her emotional difficulties and lack of support have made it difficult to build healthy relationships with peers. As a result, Jessica is often involved in bullying situations, both as a target and as an aggressor, further isolating her from others. Without consistent positive role models or opportunities to develop social skills, Jessica’s ability to understand social norms and engage in community activities is limited.

1. How might the people in Jessica’s environment be influencing her moral, civic and socio-emotional development and behavior at school?

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Ms Lim, a teacher in a primary school, is struggling to build a positive relationship with both Tom, one of her students, and his parents. Tom has exhibited behavioral challenges in class, often being disengaged and disruptive by throwing papers at his friends. This has caused Ms Lim to become frustrated with his actions. This frustration has created a strained teacher-student relationship, with Tom becoming more withdrawn and resistant to school. Meanwhile, Tom’s parents have expressed dissatisfaction with Ms Lim’s teaching methods, citing their concerns that she’s not meeting Tom’s needs, and they often communicate these frustrations in a confrontational manner. Despite these tensions, Ms Lim is committed to finding ways to rebuild trust and foster a supportive partnership with both Tom and his parents to create a more productive learning environment for him.

1. How can Ms Lim foster healthier partnerships with Tom, his parents and/or other stakeholders to facilitate Tom’s holistic development?

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Liam, a 10-year-old student, spends much of his time alone at home due to his father’s long work hours. Liam only interacts with his father in the morning when he drops Liam at school. In an attempt to find connection, Liam frequently engages with strangers online through chat rooms and gaming communities like Minecraft and Roblox, where he feels a sense of belonging. Liam often shares personal information, such as his name and location, with people he doesn’t know. This has led to him receiving inappropriate messages, including harmful language, unwanted attention, and even threats, which leave him feeling scared. At school, these experiences affect Liam’s emotional state, causing him to act out in frustration or withdraw from his peers. His difficulty managing these negative emotions has made it hard for him to form healthy, trusting relationships, and his academic performance has also begun to decline. With little guidance on how to handle these interactions, Liam remains vulnerable to both online risks and social isolation in his daily life.

1. How might the people in Liam’s environment be influencing his moral, civic and socio-emotional development and behavior at school?

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1. What are the signs of bullying that teachers and parents should be aware of?

2. In what ways can peer groups help or hinder efforts to stop bullying?

3. How can schools create an environment that promotes empathy and inclusion from a young age?

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You are in the midst of teaching a Primary 5 class Science on the topic of reproduction. A student raises up her hand and has something to say in front of the entire class. She says: ‘I have seen on Tiktok that there was an event called pink dot and my brother also attended it recently.’ Suddenly, the whole class starts to be curious, asking about the event in the middle of your lesson.

Guiding questions:

What are the challenges you might face when dealing with the scenario?

How would you respond to the student’s question?

What are the things that you would consider when responding to the student’s questions?

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You are the teacher in charge of canteen duty for Primary 2. During recess, you suddenly heard a loud commotion at one of the canteen stalls. When you approach nearer, you observe a group of students yelling at another student for cutting their queue. One of the students from that group spotted you and went up to complain about the situation. She pointed at the person who jumped the queue and you realised that it was the student with special needs whom you do not teach.

Guiding questions:

What are the challenges you might face when resolving the situation?

How would you dissolve the situation?

What are the things that you would consider when explaining to the students involved?

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Discuss and propose:

1. Two reasons why the teacher should listen to you, the angel.

2. One reason why the teacher should not listen to the devil.

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You are the teacher in charge of canteen duty for Primary 2. During recess, you suddenly heard a loud commotion at one of the canteen stalls. When you approach nearer, you observe a group of students yelling at another student for cutting their queue. One of the students from that group spotted you and went up to complain about the situation. She pointed at the person who jumped the queue and you realised that it was the student with special needs whom you do not teach.

Guiding questions:

What are the challenges you might face when resolving the situation?

How would you dissolve the situation?

What are the things that you would consider when explaining to the students involved?

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Discuss and propose:

1. Two reasons why the teacher should listen to you, the devil.

2. One reason why the teacher should not listen to the angel.

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Discuss and propose:

1. Two reasons why the teacher should listen to you, the devil.

2. One reason why the teacher should not listen to the angel.

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Please include your names in each comment.

As a teacher, will you intervene or ignore the conflict to save time?

1. Explain your reasons for choice.

2. How would you address the conflict?

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Food for thought:

How would you address the following challenges that we have highlighted in our skit? You may use the following questions to guide your thinking.

1. Balancing priorities and authority with stakeholders

Is it our place to step in and intervene, especially outside the classroom?

How do we balance CCE goals with other goals (e.g., academic achievement, school recognition)?

2. Ensuring consistency and coherence in our CCE approach

How can we ensure that CCE is consistently integrated across all school experiences, given that CCE may not be a priority for all stakeholders?

How can we align school experiences with CCE goals and weave them together to form a cohesive learning journey for students?

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A high-achieving, perfectionist student who becomes upset and shuts down when he makes mistakes or doesn’t meet his own high expectations. Teacher observes he often avoids group work, preferring to work alone.

Background:

Only child. Parents have high expectations

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An international student, quiet and introverted. who has been the target of teasing from a small group of peers. Teacher observed the above behaviour during recess and noticed her becoming more withdrawn in class.

Background: Parents are non-native speakers.

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A highly intelligent but disorganized and disengaged student. He often refuses to participate in activities he deems “boring”. He also has trouble keeping track of assignments and frequently forgets to bring materials to class. The teacher observes that this frustrates his classmates during group work due to his lack of participation.

Background: Comes from a single-parent family. Low-income