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Teacher with class: use random grouping strategy

Pull out (withdrawal with SENO): SMS on how to cope with rejection appropriately, normalise failure and rejection

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Teacher to check in with the student to find out how he is doing and explain how his behaviour affects the class.

Teacher can give him an active roll in the classroom (e.g., handing out worksheets)

Allow the movement breaks

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Preempt std early

show video on TDD energy disruption exercise

Let std know step by step on what he can do during the exercise

If std feels anxious, std can practise deep breathing or ask for calming tool of choice

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Firstly, to support Mr Ang, we will share with him reasons why the child may react to sudden changes. This understanding is key before sharing strategies.

Secondly, to assist Lee Ling to better cope with sudden changes, Mr Ang can preempt her or the entire class via a written schedule on the board. The schedule will highlight the flow of the lesson which will help students such as Lee Ling with managing their expectations. For example, "In 5 minutes, we will be switching off the lights and fans for 10 minutes.". Additionally, providing a rationale for the activities will help.

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Engage peer support leaders to partner Mary as a starting point and to ease Mary's anxiety.  The discussion can be pair work first. Teacher can support alongside with encouraging words to Mary to participate.

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Engage peer support leaders to partner Mary as a starting point and to ease Mary's anxiety.  The discussion can be pair work first. Teacher can support alongside with encouraging words to Mary to participate.

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1. Prepare/prompt the student early

2. Provide alternative

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Resource: Responding to Failures

Guide the student "5 steps to respond to failures"

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Impressive effort on the handbook! I understand it is meant for managing diverse needs in FSBB classrooms, but it’s not clear how it specifically ties to FSBB. I am curious why it is not termed as a general behaviour guide instead?

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1. Work on motivation:

reassuring words from teacher

pair up with peer he can work with

2. Teach him to raise hand for questions/ comments

3. Teach active listening skills , waiting skills ( visual support)

4. Set routines as part of classroom management ( predictability)

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What is the effectiveness rate of teachers using the hb? Will they read the book? 

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What is the effectiveness rate of teachers using the hb? Will they read the book? 

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What app did you use to create the handbook?

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Thank you for your efforts and sharing. Comprehensive and convenient handbook.

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Thank you for your efforts and sharing. Comprehensive and convenient handbook.

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What’s some positive feedback you’ve received from teachers who have experienced success with the help of the handbook? :)

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Coming from a SAP school, we have a lot of teachers who mainly teach and communicate in CL, e.g. Music, Art. Any plan to transform the handbook into other language?

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How can the handbook compete with quick solution finder such as chatgpt?

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Any plans to tap on AI to create an AI chatbot or train PAIR to provide responses, link to resources, etc. for teachers to use on-the-go vs having to scroll, look for the domain of needs or support to be given, etc

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If we want to adapt and modify the handbook for primary school settings, who should we approach for permission?

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During the session, we can first get students to share their feelings. Then we can validate the feeling of being rejected. Encourage them to go up to the person to join a group and participate actively. Compliment them when they tried.

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1. Pre empt the students beforehand so that they are mentally prepared

2. Teacher to consider intentional grouping rather than spontaneous, so that no one gets left out

3. Offer choices to the students to find a group

4. Facilitate communication within the groups

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Create a structured and predictable environment:

Use visual aids like schedules and checklists, and provide time estimates for tasks to help students stay organized and focused.

2. Provide consistent feedback and teach self-monitoring: Offer regular positive and corrective feedback while teaching students to ask themselves questions about their own focus and needs.

3. Model and practice self-regulation: Demonstrate calming techniques like deep breathing during overwhelming moments and encourage students to practice these skills to manage their emotions and stay on task.

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Signs shown anxiety and frustration

Mr Ang: provide a schedule as a visual reminder. Prompt the student early in the day. Assign a buddy as an emotional support to him. Write the changes on the board

Lee Ling: teach him self regulation such as deep breathing. Focus on the objective instead of his "fears". Give him a corner for him to calm down.

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Teacher can acknowledge the situation with empathy. Teachers can reassign group to ensure a mix of students.

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-Proactive strategies

-redirection

-choices

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Prepare / prompt the student early

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1. Model appropriate behaviour

2. Planned ignoring

3. Teach self-monitoring

4. Model and practice self-regulation

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Ms Lee to rearrange the group into groups of five so that the students on the sideline will have a group to join.

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strategies:

Set clear and consistent expectations of expected behs

Provide frequent breaks Eg movement breaks

Build skill set eg focusing and ignoring distractions

Fidget tools if necessary

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Mr Lee can let the student know that everyone experience rejection at some point of their life, and share about his own personal experience with her.

Validate the student’s feelings, and provide a safe space for the student to express her emotions. Additionally, he can also help the child to see rejection as an opportunity for growth and learning.

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1. Teacher to adopt random grouping to ensure all students are placed in group.

2. Teacher can validate student's feelings and provide a safe space to express their emotions

3. Teacher to teach student some coping strategies to regulate his/her emotions

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1. Teach the student to use a self-monitoring checklist.

2. Teacher can provide visual schedules

3. Teacher to provide corrective feedback on his disruptive behaviour which impacts his other classmates

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1) Prepare and pre empt students before event, with the use of visuals and possibility of accommodating such as the use of a small torch.

2) help teachers to be equipped with basic skillsets such as deciding what caused a problem and deep breathing technique so they can better manage the student in question.

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Maintaining Focus:

1. Teach self-monitoring to help him be more aware if he is on-task.

2. Model & practice self-regulation to help him stay calm and stay in-control when disengaged.

Avoid disrupting:

1. Teach active listening skills to help him focus and practice turn-taking when the teacher is teaching.

2. Planned ignoring to show him that interrupting won’t work.

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Our Discussion Points :

1. Foster a positive classroom environment

2. Emphasize on acceptance & sense of belonging to the class ( Teacher to talk to the class.)

3. Assign group buddies

4. Teacher can explain to Mary that it is normal to face rejection or failure

5. Teacher to validate and normalise Mary's feelings (Reframe her thoughts)

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1. Check-in with John

2. Check-in with subject teachers if his behaviours is consistent across all subjects

3. If yes - might have difficulty in focusing / lack of sleep (tired) / no motivation

4. If no - it might be because he has difficulty with the subject (math)

5. Strategies - bite sized class work / movement breaks / reward system / brain breaks before lesson time

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as the Sec 1 students are new to each other, having a small predictable social grouping would help decrease anxiety/distress

Having clear individual roles assigned would help students feel included and supported

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1. Identifying his current needs- as well as disruptive behaviour (interrupting, distracting)

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The hb is very comprehensive thanks! Do teachers actually read it, though? It's v wordy. Teachers may say I don't have time to read etc

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Very clear and concise handbook with helpful strategies

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Very clear and concise handbook with helpful strategies

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1. Are there any teachers who had tried and not able to achieve positive outcomes where G1 students have behavioural and other needs?

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1. Are there any teachers who had tried and not able to achieve positive outcomes where G1 students have behavioural and other needs?

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2. Are there teachers who reluctant to try?

3. How do you get the buy in from the teachers?

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Feeling heartened to see the team working together for a common goal! Thank you for sharing your hardwork handbook with us :) We appreciate it!!

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Thank you for the amazing heartwork.I note your future plans to create a mobile app & use MOE intranet.Are there possibilities of tieing this with the Resources in STP so it is a one stop site for teachers?

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Thank you for the amazing heartwork.I note your future plans to create a mobile app & use MOE intranet.Are there possibilities of tieing this with the Resources in STP so it is a one stop site for teachers?

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Was just wondering how did everyone decided to join this project and work together? Given that it’s not easy to find likeminded people with common goals :)

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Do you have a print version?

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Would strategies on building positive TSR be helpful to be included in the handbook? Many students respond better to teachers who they have good rapport with

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Comprehensive! Jamal’s presentation was good!

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This handbook was termed for FSBB so I am assuming the effectiveness was also mainly tested in Secondary schools, how about buy-in from primary teachers? will they be as keen to have this handbook as a guide? pri teachers are so different from sec teachers

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Can we share the handbook with our staff in school?

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Good sharing!

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Thank you for the wonderful sharing. Great job done! 👍

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Such amazing work! Well done, team!

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Well done on the comprehensive and detailed handbook. Teachers and even SENOs will appreciate this guide for us. Thank you E1 SENOs!

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Such a meaningful sharing and a powerful tool!

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Thank you for sharing this handbook!

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Kudos to 2024 E1 team for your hardwork to complete this comprehensive handbook. It is a very easy to nagivate and good resource for all school should have. Tks for creating and sharing this handbook❤️❤️❤️

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How is the resource book different from sen resources in sen resource portal/ articles when you google on the web?

Maybe can tweak the content/ strategy to a more secondary singapore school subject focused, rather than general tips fnd in the book. Can include pictures/ videos of secondary school visual resources that has been implemented and effective.

The current resource book though i honestly feel would be great for beginning teachers undergoing studies @ NIE.

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appreciate the informative sharing and for showing us this comprehensive handbook! Looking forward to one for the primary schools !!

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Thanks for the insightful sharing. Good good everyone!

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Thanks for the insightful sharing. Good good everyone!