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3 Takeaways
2 Questions
1 Thing I would like to practise and apply

Please indicate your name in the title when you post your reflection

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1. Which CCE curriculum content area(s) would you connect this scenario with?

2. How can the teacher be intentional in facilitating CCE learning to meet students’ needs at the individual and class level? You may think of it in terms of:

a) Providing students with a caring and enabling learning environment

b) Helping students connect learning across the CCE Lessons and other experiences (e.g. SDEs/ Teachable moments)

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Part 1 (FTGP): Group 1
Part 2 (SDE - RHD): Group 2, Group 3
Part 3 (PAL): Group 4, Group 5

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National Education (Racial awareness and tolerance)

Mental health (social integration, confidence)

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Group 4 (Haslina, Sarah, Cheryl, Yamuna & Ra Hye)

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Group 4 (Haslina, Sarah, Cheryl, Yamuna & Ra Hye)

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Situation will fall under content area: sexuality education

- students made insensitive comments regarding gender, so sexuality education needs to be covered so that students can make informed decisions and this helps to build a healthy peer relationship and build trust and respect amongst peers

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Group 5: Rooben, Renuka, Aishwarya, Amanda Chin

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Group 5: Rooben, Renuka, Aishwarya, Amanda Chin

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Family education: Creating a community and culture of care and respect in the classroom as would a family practice it

Mental health: Scenario shows a need to address emotional regulation (e.g.: self-control) amongst students; particularly pushing behaviour, unkind words (e.g.: "stupid")

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Cyberwellness

Family education

Mental Health

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G2: Amanda Lye, Farah, Fathiah, Jing Wen, Syaza

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G2: Amanda Lye, Farah, Fathiah, Jing Wen, Syaza

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Cyberwellness
Mental Health
Family Education

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G2: Amanda Lye, Farah, Fathiah, Jing Wen, Syaza

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G2: Amanda Lye, Farah, Fathiah, Jing Wen, Syaza

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Positive classroom culture

Show respect to one another

Provide words of encouragement to one another

Maintain positive discipline (to help Ss show good character values in terms of having cyber etiquette)

Whole-class approach

Setting expectations (online group norms)

Leverage teachable moments for explicit teaching

Whole-school approach

Assembly talks about cyber wellness and mental health (e.g. how to be a good and safe internet user/how to use the internet responsibly)

CCE Content area (Cyberwellness)

Cyber citizenship/relationships: developing respectful online relationships

CCE Content area (Mental Health)

Empower students --> I am... (enough), I can... (ask for help), I have... (supportive classmates))

Constant check-in with students on their well-being and emotional state

CCE Content area (FE)

Tr to explain the rationale of why he/she is involving his mum to resolve this matter. To help the child understand why this discussion requires the involvement of his parents

Encourage Ss to express himself and communicate his thoughts to his parents through writing

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Group 4 (Haslina, Sarah, Cheryl, Yamuna & Ra Hye)

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Group 4 (Haslina, Sarah, Cheryl, Yamuna & Ra Hye)

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Establish positive classroom culture; caring and enabling environment

Class Level:
Teachable moment when Zhi Yong says that dancing is only for boys
- Teacher can look for video on the spot to show how boys also dance
- Conduct role-plays to help students understand and appreciate diversity + gender roles

- Teacher has to establish routines and expectations with the class --> ensures every view is heard and being respected

Individual Level:
Getting students to do reflection after the PAL lesson ends

*continuous effort is required to ensure young learners can learn

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Address as a class, and on an individual level (especially Haris and Lucy)

Cyberwellness

Educate students on cyber etiquette (class)

Provide students with opportunities to practice good online etiquette (class)

Discuss cyber-bullying (class)

Teaching empathy: discuss consequences of actions, experience: use videos to illustrate scenario, role-play (class)

*Teacher: consider how platform can be more regulated (e.g. approving comments on SLS ITT)

Family education

Help Haris understand why his mother communicated with teacher (being concerned about his well-being vs. perceived "kaypohness"). (individual)

Inculcate values of love and appreciation of family, despite imperfections

Mental Health

Address stress felt from having to complete assignment (individual: Haris)

Address potential distress from being ridiculed, help Haris process emotions (individual: Haris)

Affirm Lucy for being a positive peer influence, and for looking out for her peers (individual: Lucy)

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Group 5: Rooben, Renuka, Aishwarya, Amanda Chin

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Group 5: Rooben, Renuka, Aishwarya, Amanda Chin

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There are few ways the teacher can attempt to facilitate CCE learning for the students.
1. Introducing books and allowing for conversations on the need to be respectful towards peers

2. Reinforcement of class rules and norms

3. Teacher should address any concerns immediately when observed

4. Teacher should find opportunities to share about the importance of respecting and also appreciating the diversity within the learning environment

5. Teacher can seek to engage parents so as to ensure that the learning of values goes beyond the classroom

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General notes:
- The class is chaotic and overly enthusiastic when the activity begins
- Jill's response is rather condescending, and requires the teacher's management.
- Henry and Tina both were unsure about what needed to be done (returning the cutlery to the Halal section), and all three students were unclear on why they would need to do so.
- The teacher resolves Jill's behaviour, but does not address the question which remains open.

2a) Providing the students with a caring and enabling learning environment

The teacher's approach in correcting Jill's behaviour is in service of establishing a caring learning environment. It may however be important to ensure that the students understand why a certain comment would be inappropriate in content or delivery.

This can be enhanced though by reconstructing rules and ensuring that there are procedures/routines in place surrounding class participation. There should also be some form of correlated consequence for disruption. If a teacher is to be reactive, the potential for learning in a teachable moment may be compromised; it is then necessary to ensure that they have a set of guidelines/co-constructed expectations to point to and lean on in moments where behaviour requires correction. This set of expectations can also prevent a situation where students are shouting across the classroom.

We may also consider incorporating social-emotional competencies into the equation, where students can be pushed to understand how their actions or words may affect their classmates, allowing them to adjust their behaviour.

Students like Tina may also benefit from peer support to allow her to participate more, and to build confidence.

2b) Helping students connect learning across the CCE Lessons and other experiences (e.g.

SDEs/ Teachable moments)

A teacher may want to provide some consolidation of learning from teachable moments such as this one to ensure that students who are behaving in an inappropriate manner truly understand why they need to adjust their behaviour. At a class level, management can be done as a group. But for individual actions, it can be helpful to consolidate the learning with the students involved to ensure that they are able to internalize the learning points. Even for students such as Tina who have been the target of their fellow classmates, this can be helpful in that it allows the incident to be closed and prevents it from affecting their performance during the remainder of the lesson. All this also serves to create a situation where there are core learning points that may be referred to in subsequent discussions/conversations.

The teacher may also distill learning into key values/ideas which can then be applied across various scenarios. For example, students may learn from such incidents the need to have respect and compassion for others which would then be applicable to be extrapolated to other interactions.

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Intentionality is important when we think about how we want to inculcate CCE in our students

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3 Takeaways
- Remember the guiding principles
student centricity, intentionality and coherence when it comes to the design and enactment of CCE to help them make relevant connections.
- Set high behaviour expectations with students from Day 1. This ensures rules are in place thus creating a safe reporting channels.
- It is important to address and correct negative behaviours timely.

2 Questions
In the case of a scenario where I am unable to address a behaviour in a timely manner, what are the follow up actions that I need to consider.

1 Thing I would like to practise and apply
Lower primary students often struggle to understand their feelings as well as the appropriate ways to cope with their impulses. I personally love the journal pages as it allows students to process their thoughts and feelings.

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3 takeaways...
- Important to consolidate learning at the end of the lesson
- As educators, we need to be explicit in our teaching to ensure students have learnt the lesson
- At primary school level, we need to involve parents sometimes, to update on students' progress

2 Questions...
- How do we help students like Haris in Scenario 2, who may put undue stress and pressure on themselves to do their best?
- How do we handle parents who expect too much from parents to handle/solve their behavioural issues?

1 thing I would like to do...
- Give students more space and time to talk/air their views in a pair/group setting so that more voices can be heard

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3 Takeaways: I have learnt the importance of cyber wellness, family education and mental health. Teachers can support students through establishing a positive classroom culture for them to learn in and check in with students on how they are doing to support their mental wellbeing. I can also use the strength-based approach “I am, I can and I have” for students to build their resilience.

2 questions: What are some other strategies that I can try out in the classroom in future? How I can best apply my learning to address future challenges that I might face in future?

1 thing I would like to practice and apply: I would educate students about cyber wellness and encourage good cyber etiquette.

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3 Takeways:

1) Using the curriculum content as a guide in understanding the issues observe in classroom scenarios can he helpful to provide the adequate support needed.

2) The ability for students to create a connection in the content they learn during the different CCE lessons can enrich their understanding of the values taught.

3) There are numerous resources available in applying the CCE values in the classrooms.

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It is imporant to be consistent, coherent and intentional while also applying strategies appropriately to the respective age groups. Being timely in addressing issues is also important.

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Student-centricity is key when trying to intentionally incorporate cce values into the syllabus. We can also role-model and ensure coherence in the messages we broadcast to the students.

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I learnt that different scenarios could take one more than 1 CCE content based knowledge to be applied to. The idea of no one size fits all allows us teachers to constantly remind ourselves that there are different persepectives towards a certain situation and not be fixated on one method to resolve an issue.

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3 Takeaways
- The enactment of CCE content areas is not always mutually exclusive. They overlap one another and we should look at ways to teach from a few aspects at the same time.
- CCE teaching is an effort by more than just one teacher. Apart from it being a whole school approach, microscopically, form teachers can work with co-form teachers during the teachable moments.
- We need to consider the maturity of students when teaching CCE. What is suitable for primary 5 students may not always be right for primary 2 students. They may not have been taught it, for example, sexuality education. Perhaps we can focus on the other content areas.

2 Questions
- If a scenario allows us to teach more than one CCE areas, which should we focus on?
- How are FTGP lessons planned/carried out? It is by the form teacher or a collaboration with co-form?

1 Thing I would like to practise and apply
- Trying out the strategy suggested, which is to teach students to write messages when verbal communication is difficult for them/when they have trouble expressing themselves

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3 Takeaways

To meet the needs of students at both the individual and class level, it is important for teachers to be intentional in facilitating CCE learning.

It is essential to help students make connections in their learning across CCE lessons and other school experiences to ensure consistent and coherent messaging.

Teachers ought to consider the level students are in before deciding on the approach to take when addressing the issue at hand.

2 Questions

There are usually many things happening at the same time in a classroom. How do we address multiple complex issues in the various content areas and know which ones to prioritise?

How can we explain to students that it is imperative to have good character and values?

1 Thing I would like to practise and apply

Establish a caring and enabling school environment for learning through explicit routines and expectations

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3 Takeaways

1. In enacting CCE, the three guiding principles should be front and centre.

2. Account for every individual involved in a situation - allow them evaluate their actions and behaviours, guide them in identifying what they can do better/ continue doing.

3. Positive and proactive approach to discipline allows fewer disciplinary issues from occurring, creates a stronger positive classroom culture.

2 Questions

1. How can form teachers best support subject teachers in establishing coherence?

2. To what degree should a teacher involve themselves in less clear-cut situations (e.g. when issue is an opportunity for students to develop stronger interpersonal skills)?

1 thing I would like to practise and apply

I would like to practise being mindful of how varying experiences can be a CCE lesson/learning point.

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3 takeaways:

The content areas of the CCE curriculum often overlap and it is important that we remain cognisant of that by looking at and studying any issues and situations closely and deeply. This is to ensure that we cover all aspects and not just focus on one.

The student is always at the center of whatever decision we choose to make and we should always guide our students toward the right thing to do.

There are many factors to consider when we are handling any particular situation but always return to our intentionality and main objectives/core beliefs.

2 questions:

How do we balance between guarding the confidentiality of the student's sharing and addressing/resolving the situation with other stakeholders (e.g. parents)?

What are some appropriate consequences we can use to reinforce positive discipline?

1 thing I want to apply and practice:

I want to be able to create a positive classroom culture where diversity is celebrated and kindness is practiced by all (by setting ground expectations and making mutual agreements with my students).

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Takeaways
1. Student-centricity, intentionality and coherence are key to guiding our CCE lessons.

2. It is important to leverage on teaching moments to weave in the 6 CCE content areas whenever possible.

3. To be consistent and timely when facilitating CCE content.
Question
1. How can we be sensitive to the needs of those students who are always quiet and unassuming?

Practice and apply

1. To practice and apply the different strategies during my CS subjects.

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My 3 takeaways from this session are:
1. The CCE curriculum content areas are not separate concepts to be taught but instead can be interwoven in an intentional manner to bring about awareness about the issues related to identity, relationships. and choices.
2. The enactment of CCE as a holistic approach provides teachers and students with multiple opportunities to make teachable moments a part of their daily routine.
3. A caring and enabling school environment that focuses on student centricity requires a whole school, class and individual approach that needs to be coherent and relatable to students so they internalise the values and citizenship dispositions that CCE aims to instil.

2 questions:
1. Teaching CCE to students at different level will require adept planning for different scenarios that might occur during the lesson. For instance, how do I navigate difficult conversations about sexuality and relationships while still maintaining a safe non-judgemental space for the child?
2. CCE is extremely important in teaching core values and SEL. However, weaving CCE into curriculum time can be challenging. Will there be a further improved and structured syllabus in time to come?
1 thing I would practice and apply:
I will incorporate the theoretical underpinnings of the CCE pedagogical approaches to my future CCE lessons to maximise the impact of the lesson for my students.

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3 takeaways
- We should be explicit and help students connect what they learn during CCE lessons to their everyday lives.
- We can tap on our co-form and other subject teachers to support us in the teaching of CCE.
- Fostering a positive classroom culture is important as it helps tremendously in facilitating the enactment of CCE.

2 Questions
- How can we engage parents to work collaboratively in the teaching of CCE?
- Is it too okay to bring up a teachable moment that was missed earlier?

1 Thing to Practise
- To be more concerned about the student's learning rather than being concerned about covering content in time.

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3 Takeaways

- When it comes to Primary School students, their safety supersedes all other concerns, even that of privacy of information in relation to their parents. The teacher must then be able to maintain the ability to keep students' trust while still being able to ensure that they are able to share key bits of information with parents if necessary.
- There are many different stakeholders in CCE, and these stakeholders may at times be at odds with one another. This then requires skilful management on the part of the teacher.
- The CCE Content Areas are deeply interconnected.

2 Questions

- How can we ensure synergy with parents/caregivers who have different/alternative views on right and wrong?
- At what stage can a student engage with ideas/concepts with sufficient nuance to be able to take themselves and their automatic emotional response out of the equation?

1 Thing I would like to practise and apply

- Consolidating CCE learning points with affected students at the end of a lesson/after an incident.

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3 takeaways:

1. A better understanding of how the various CCE content areas look like and how it can be used to address (common) scenarios encountered in school

2. Intentionality and coherence as guiding principles in CCE are key. As colleagues, we need to intentionally work together to support our students' growth and development. It cannot be done alone.

3. Creating a positive classroom culture is critical both in online and offline settings.

2 questions:

1. How do you truly ensure that students have understood their inappropriate behaviour? (They may give the 'right' answer in a line of questioning but may not have necessarily internalised what it means)

2. How can consequences be student-centric?

1 application:

1. I would want to build a positive classroom culture where students show care and encourage one another readily, feel safe enough to articulate their thoughts and feelings, learn to see the best of a given situation and strive to give their best.

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The takeaways from this session are as follows:
1. Teaching of CCE must be intentional
The teacher must strive to impart values and shape character of the students with intention. This is important because actions taken with intent would have good thought and rationale backing it, and in this case the teacher would be able to better explain the need for values and good character to the students.
2. Actively seek teachable moments
While teachers are often focused on going through the lessons they have planned for, it is also important to find moments where values can be imparted and place emphasis on it as quickly as possible so as ensure the students can relate and learn from the experience.
3. There may not be a right answer all the time in CCE
There may be many ways one percieves a given situation and they may therefore present very different opinions as to how they would go about acting in a particular instance. As such, teachers must be prepared to engage in discussions and also facilitate the sharing of views in the classroom for the learning benefit of all.

2 questions I have
1. How do we effectively explain rationale for  good character and values to lower primary students?
2. Upon identifying teachable moments, should the teacher seek to engage the whole class in a discussion or use a didactic approach to share the learning from the teachable moment?

1 thing I would like to practise and apply
I would like to engage my students in dialogues and discussions as often as I can. I intend to do this because I feel that this not only boosts participation, but it also allows for hearing of different perspectives. Furthermore, through discussions, my students will also be able to learn from each other, rather than always looking to the teacher. This will empower them and enrich the learning experience for all in the class.