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I would like to try out Positive Behaviour Intervention Support (PBIS).

Why?

Helps to reinforce positive behaviours and corrects negative ones

I like how the teacher had kept the conversation private when correcting a student's behaviour, and followed up after with positive statements when the expected behaviour was demonstrated

Being objective and focusing on the behaviour only, instead of reacting emotionally

Creates a positive learning environment and allows us to build rapport with students at the same time

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Good notes.

Breaking down note taking to during class and after class review is a strategy I probably would use with my students in the future. Just adding 5 more minutes after class could benefit them when it comes to recalling information, which can be a buy-in strategy for students who are motivated to study harder

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1) The importance of positive reinforcement and consistent communication. Addressing misbehavior privately and focusing on specific praise is crucial for fostering a positive classroom environment.

2) Creating a balanced and supportive learning environment.

3) Balanced study plans, providing more breaks, and various activities are necessary to prevent burnout and maintain focus.

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PBIS - I like the conscious effort to be more positive than negative. Also, keeping the tone the same and lowering your volume when you correct their behaviour seems good especially for older students.

Key word - can be used for teaching vocabulary

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Our Key Takeaways:

PBIS

Tiered Support System - PBIS includes 3 levels of support:

Tier 1: Universal support for all students

Tier 2: Targeted interventions for at-risk students

Tier 3: Intensive, individualised support for students with significant behavioural needs

The MARKER Strategy

Helps students with learning difficulties set goals and self-monitor:

Make a list of goals

Arrange a plan for each goal

Run the plan and adjust if needed

Keep records of progress

Evaluate progress

Reward achievements and set new goals

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3 Sharon + 2 Eunice + 2 Carmen + 1 Jaslyn

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3 Sharon + 2 Eunice + 2 Carmen + 1 Jaslyn

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Strategy 1: ACRONYMS Easy to retain & recall information; catchy

Strategy 2: PBIS

Gives student a positive environment. Acknowledge students when they meet teacher's expectation.

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1. Memory strategies like Acrostics to break down the concept into something relatable and fun for the student to remember and apply in learning/situations.

2. PBIS - I like how the teacher was very intention about how she gave out positive and negative statements regarding the tone used or if she needed to pull the student aside first before discussing. It focused on coming from a place of positivity rather than corrective behaviour.

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TG1 Seshma TG1 Zaleha TG2 Evangelyn TG2 Insyirah

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TG1 Seshma TG1 Zaleha TG2 Evangelyn TG2 Insyirah

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Acronyms- Easy & fun way to memorise content. It also simplifies complex informations into manageable chunks. Instead of memorising the whole concept, students will only need to memorise the acronyms to recall the info.

Self Monitoring Performance- Allows students to monitor progress over time & serves as a motivation to continue studying hard. This allows students to recognise their strengths & areas for improvement.

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1. Having routines and a structured method of doing tasks (checklists, visuals).

2. Using 2-3 more positive statements after making a request (use of same tone).

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Learnt new strategies:

Memory strategies: use of rhymes/songs to teach timetable

Makes learning fun

Guided notes

Use completed guided notes as slides

Provide visual cues, such as individual blanks for each word to be filled in

Model how to fill out the guided notes

Helps students follow lesson better as they anticipate blanks to fill in

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Kacey (TG1), Vernessa (TG1), and Melody (TG3)

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Kacey (TG1), Vernessa (TG1), and Melody (TG3)

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1) mnemonics and spaced practice – e.g., to remember Science facts like the names of planets, effective for memorising things

2) PBIS – tone of voice as students are able to sense our emotions very well

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1. PBIS - Good tier 1 support at school level

2. Importance of self-care even when we're teaching academic-driven study tips

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Group 16 - (TG1) Yi Qing & Fatimah (TG2) Renzee & (TG3) Eunice

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Group 16 - (TG1) Yi Qing & Fatimah (TG2) Renzee & (TG3) Eunice

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Primary:

Songs - Odd and even number(Bingo Song)

Secondary:

Graphic Organisers – for understanding concepts

Chunking – Grouping or categorise information to remember information.

Self-management skill – Booklet to record homework and important dates

Retrieval practice

Effective encoding

Serial position effect(Recency effect)

Recap and re-emphasise

Space practice– splitting chunks

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1. Interleaving - in secondary schools, students juggle with more subjects, hence this strategy is suitable to help students keep up with content from the various subjects

2. Concept mapping - helps students see at a glance and connect concepts together to remember them more easily

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1) The review after class would be something I would like to introduce to my students in time to help with their memory retention.

2) The use of test taking strategies would be another area I would like to explore. It will be useful for students especially if they get anxious during tests as the acronyms for step procedures would help make it clear for them on what to do.

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PBIS- important to create a positive classroom culture so students will learn better. Provide specific praise and we have to be mindful of our tone of voice

Study skills - using of acronyms to help students remember. Also using of mindmap for learning

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1. PBIS- It is about being intentional with your actions, your tone and how these can have a positive impact for the classroom environment and for the students

2. Self monitoring - Provides opportunities and autonomy for students to monitor their progress

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1. PBIS: we agree that this approach can benefit less "intense" behaviours but may not be able to benefit serious behaviours such as hitting peers. we also have to understand the student to know if the positive tone will help.

2. Feelings: Forming connections between stories and experiences to improve retention. It will help to form an association.

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PBIS:

The most impactful learning from today's lecture is learning about Positive Behavioural Intervention Support. I enjoyed watching how the teacher use positive statements on most students to reinforce their positive behaviour. It also sets as an example for other students to want to model after the positive behaviour. I also enjoyed watching how the teacher corrected her students in a respectful and discreet way such that it doesn't affect the student's self-esteem, and it gives them an opportunity to think of solutions to correct their behaviour.

Mind-mapping:

In terms of study strategy, I hope to apply mind map skills strategy on my students as I have found it to work well for me when I was a student. I was taught this strategy during an Adam Khoo workshop and the trainers taught us how to use different coloured pens and markers to highlight certain key points and how certain ideas link from one to another. It also really made learning more enjoyable, and we could remember concepts better after using this skill. I hope this will benefit my students next time too.

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1. Creating a good study plan is a strategy that can work for our students. Making it into a visual schedule enables students to know what work and how much work to do, how often breaks happen and it gives them a motivation to get started

2. One method I have seen my mentor use is mind mapping. This can be used for both academics and non academic related things. By doing a mind map, it can help students break down and link ideas related to the topic making it clearer for them.

3. The use of positive behaviour intervention allows me to bring positivity to the class, and it would make a difference to the student’s learning as praises are preferred over corrective statements.

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We prefer concept mapping and guided notes for secondary students. This helps to get be more hands on and get to task and targeting visual learners. Also, students will be able to follow lessons more effectively.

For primary school students, mind mapping can be more colours and pictures to get their attention. Acronyms will a good source of memory retention such as SLANT and PIRATES. This will encourage students to be more attentive and learn better.

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1. PBIS: To maintain an even tone of voice when correcting a student, and to correct the student in a private setting. This avoids humiliating the student publicly causing them to lose face, and provoking a "revenge" or resistant response. It's also important to pause and pace your words so the student can meaningfully process the correction.

2. To use acronyms to help students remember concepts in classes such as science. If we can the student to come up with the acronym themselves, it helps them take more accountability for their learning and may help their retention of the concept.

3. For secondary school students, SENOs may need to guide them on how to craft an effective revision to plan to prepare for their WAs. Students have to tendency to just indicate "study for 3-4 hours" without specifying the topic they intend to revise or even the subject, and end up procrastinating as the task ends up being too ambiguous and overwhelming. Hence, we can teach them to align their revision session objectives to the specific topics or concepts they are being tested on for WA, and to allocate a specific time and day for their revision.

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Self management strategies

Reduces reliance on teachers or support staff for constant reminders, therefore leading to less generalisation issues as students monitor and regulate their own behaviour

Helps students take ownership of their behavior and learning.

Provides students with a sense of control over their own learning

Memory strategies

Many SEN students are not able to store, organise and retrieve information well -> teach them strategies to make sense of information and remember it effectively.

Frees up more cognitive space to pay attention in

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Strategy 1: We learnt that using ACRONYM is a fun and easy way for students to remember and recall what they have been taught. It can be customised to the student’s preferences. We can incorporate a picture to help them remember the ACRONYM. For example, picture of a pirate for the PIRATE acronym.

Strategy 2: We feel that the MARKER strategy is a good one to help students plan and monitor their goals. Many secondary school students struggle with time management, so this can help them plan and achieve their targets better.

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Personal development:

SLANT for executive function of staying attentive in class.

Study skills:

1. Self-talk for guided notes.

2. ⁠Use of acronyms.

3. ⁠Retrieval practice using flow charts, diagrams and graph.

4. ⁠Concept mapping for identifying relationships among ideas.

5. ⁠Creating good study plan.

Skills that are applicable for not just students in primary and secondary schools but into adult learning.

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1 Feng Yi, 2 Elaine, 3 Wen Hui, 3 Yi Fang

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1 Feng Yi, 2 Elaine, 3 Wen Hui, 3 Yi Fang

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Primary school

Keywords - child can relate it to visuals or anything that they can relate so that they can understand and recall it better

Secondary school

MARKER - empowers student to take charge of their own learning and foster problem solving skills and growth mindset

Study plan - teach the student time management skills as well

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1. Using acronyms to present information to help with memory retention

2. Using the MARKER strategy to allow students to set goals for themselves and to keep track of their progress

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1. Acronyms. I have seen SENOs and teachers using acronyms to help remember concepts or skill steps. For example, CUB - circle, underline and bracket, to help in answering comprehension questions.

2. PBIS. I think it is pertinent to create a positive learning environment for students to thrive in and feel encouraged. Hence, I hope educators will utilise this form of intervention more frequently.

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Acronyms: Discuss acronyms, acrostics, rhymes, and keyword methods to help students with recall—important for dyslexic students who struggle with word recognition

Pomodoro method: planning out study time and is helpful for students with executive functioning difficulties.

Marker strategies: These are particularly beneficial for students with learning difficulties and behavioural needs and arranging their goal in the classroom

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Use test-taking strategies

helps to reduce anxiety

develops efficient skills to complete the task

task focused when there is a time limit for the task

Use positive teacher's language

helps to build student's confidence and motivation

builds positivity in the classroom

creates a safe space for learning

strengthening teacher-student relationship

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Corrective Practice:

Using a calm tone when correcting students and also doing it discreetly. it will be helpful with the student pride in the classroom.

Spaced Repetition:

I had practice it during school stint with this. It is helpful to help student recall the lesson content in a long run. The limitation will be it may not work for all type of SEN students, as it is not instant gratifications.

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1. Acronyms are a powerful and fun way to improve memory and recall.

2. The MARKER strategy can be used to

assist students in setting goals and

keeping track of their progress.

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Blythe (TG1) Cheryl, Ratha and Nash (TG2)

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Blythe (TG1) Cheryl, Ratha and Nash (TG2)

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Keyword Method – This is an effective technique to help students remember new words by linking them to familiar words that sound similar. It makes learning fun and improves memory by creating strong mental associations.

PBIS - This method encourages good behaviour and creates a positive learning environment by teaching clear expectations, rewarding positive actions, and providing support to students who need help. Instead of focusing on punishment, PBIS aims to prevent misbehaviour and promote a respectful and inclusive school culture.

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1. Encouraging self-monitoring empowers students to independently track their own progress.

2. PBIS - promotes consistency in behavioral expectations and also contributes to a supportive learning environment. We should also be mindful of using a calm tone when communicating with students.

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Concept mapping

This technique allows students to visually connect ideas, enhancing their understanding and retention of information. I chose this because it helps break down complex topics into smaller, more manageable parts.

Additionally, it can encourage students to see relationships between concepts.

PBIS

I would like to try Positive Behavior Intervention and Support (PBIS) because it helps encourage good behaviour in a positive way. Instead of just correcting mistakes, it focuses on reinforcing positive actions, which can help students build good habits.

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1. Guided notes effective for students of all ages and learning styles. It helps to promote active learning.

2. Aid students to fill out the guided notes and can be use as a study tool to provide a summary of key concepts.

3. PBIS focus on prevention before issues arise and I like teacher using calm voice and talking to the student privately

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As SENOs, it is important for us to adopt a PBIS approach as it encourages positive behaviors and reduces disruptions when supporting students with diverse needs. It also fosters a structured, inclusive, and supportive school environment.

I would like to use guided notes with some of my students, depending on their profile and needs, because it allows them to stay focused and engaged during the lesson.

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On a personal level, I feel that PBIS is a good strategy for maintaining a healthy classroom environment and also where learning can be maximized. PBIS helps to establish a clear expectations for behavior and students will understand what is expected of them. When students have this clear understanding, they tend to build a stronger TSR with their teachers and therefore the respect amongst themselves will gradually improve.

Study Skills:

I like the one of Spaced Practice skills where we teach students how to plan their studying contents and break up or spaced over several sessions instead of cramming up information over a single study session. This concept is based on the frequency of practice sessions and not the duration. I've personally always used this method during my studying days and felt that it usually works for me.

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Retrieval practice

I would implement Retrieval Practice as a strategy to teach my student on recalling the skills and what was taught in the previous withdrawal session. By prompting them to recall, it will help them to retain the information better.

Positive behaviour intervention support (PBIS)

I want to try PBIS when I work with my students in a group setting. This is to ensure that if I need to address the bad behaviour, I would do it in a private manner where only student can hear it to not embarrass my student and maintain a positive rapport with him. I would then give positive remarks when they showed the desired good behaviour.