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concern of being a FT when he/she does not teach the whole class and hence it will be difficult to get to know the entire class of students.
Huge challenge when the FT is not even teaching the class and have to rely on the co-FT to connect with the students.
When incidents happen during the previous lessons, and the teacher taking that lesson is not a permanent teacher, FT ended up having to do the investigation. It will be better to have all subject teachers be able to do an initial investigation first before letting the FT take over instead.

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- Some FT may not teach the class except for FTGP. Responsibility falls on the other FT.
- Writing of remarks for CL teachers will require assistance.

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- Time constraint
- Non-core or Science teachers
- Banded CL teachers

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- Communication between FTs is key (Eg. sharing of difficulties, leveraging on each other's strength)
- Roles and guidelines to be given between the 2 FTs. (Requires communication to discuss)
- FTs who do not teach the class needs to put in initiative and pro-activeness to get to know the class and carry out the duties.

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Challenges:
- Students are not used to following instructions/ rules, need reminders such as changing story books after they finish the previous book

- Challenging parents
Parents resistant to some of the guideline from school (ART test)
Collecting letters and MC from parents. Despite calling for several times and parents agree to do so, it's not easy to get cooperation from parents

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For school allocation of FT-ship:
- Both FT should teach the students (either IP or non-IP subjects)
- One of the FTs should be more experienced (so as to guide the less experienced FT)

Between FTs:
- Both FTs should practise open communication and speak to each other when they encounter any issues with specific students to check whether the matter is universal or persistent across subjects/lessons.

- For FTGP/PAL subjects, FTs can also discuss how they want to teach the lesson.

- For remarks, FTs can collaborate with one another to check whether the students' behaviour/performance can be accurately reported.

- FTs can also split the roles of communicating with parents (e.g. EL/CL-speaking family backgrounds)
- Some male teachers may also feel more comfortable speaking to fathers, while female teachers may able to connect to mothers better

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- Time to converse with pupils
- Teacher may not teach the class - may not be able to provide enough support
- Work cooperatively and supportively

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Diverse needs of the students - FTs will need to understand every child very well in order to cater to them more effectively. However, the following pose some issues to deter us from reaching out to every child:

Time constraint - The FTs will need to have time to sit down and talk to the students one-to-one.
Space constraint - Insufficient private and comfortable corners for FTs to talk to students.
Classrooms used by SCC students - Some students from SCC would misplace some of our children's work or remove decorations from the notice board

Disagreements between FTs
- e.g. assigning of student leaders (seek the opinions of other subject teachers)

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Time - do not really have time to meet up with all the students

Lack of interaction with students because of the subjects the FTs are teaching (behaviour of the students in class and when they are at PE varies)

Classroom rules varies between teachers - cause confusion between students (eg: drinking water/ queuing up)

Ownership of space (classroom)

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(1) Good relationship between FTs & to have the same set of values
(2) Depending on the dynamics of students
(3) Engaging parents for lower primary students
(4) FT may not see the class often (Time constraint). To get inputs from subject teachers

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- repeated problems that keep arises
- responding to the pupils in a firm manner
- classes have many different teachers with different styles so it will be good to have consistent routines that is communicated and shared across all the subject teachers
- establish common good routines, practices and habits
- mismatch of routines (at home vs in school). Students will pick up the wrong values when they return home.

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Some new teachers (e.g. BTs or new to the level) may not be familiar with the responsibilities of being an FT for that level.

For example, those who are new to being P1 or P2 FTs may face difficulties with communicating with the younger students. They may not understand the process of writing nomination forms such as EMB and GPA.

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- equal roles
- a list of responsibilities and guidelines - split and swap when needed
- communicate well

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- there should be open communication between the 2 FTs so that both are kept in the loop about the matters
- partnering with HODs or Flexi Adjunct Teachers who are either too busy or have a specific working hours. It will be good if both FTs can pre discussed how the load can be shared out and better collaborate with each other
- partnering with non English or Mandarin speaking colleagues who may need to communicate time sensitive information with parents.

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Communication between teachers- Whenever a parent/ student have an issue, both FTs will inform each other.

Respect and Care for each other

Important to reach a common understanding and consensus between both FTs

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Previous:
- Could be rather taxing as FTs need to write down their discussion with the students
- Record matters brought up by the students and strategies to address them
- Can speak to at most 2 students each time
- Some students feel very shy/afraid and may not open up to the teacher
- Conducted within classroom, during FTGP lesson

Current/Suggestions:
- Impromptu conversation with the students at the back of the classroom
- Address and resolve specific, immediate issues on the same day (e.g. brought up by parents or classmates, suspected cases of bullying, abuse or suicide etc.)
- Liaise with other FT to follow-up with parents on the same day of an incident
- Can be conducted outside of the classroom where there might be more privacy
- Schedule specific timings for all students to have a chance to speak

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- Complement each other (where one starts, the other finishes)
- Constant communication
- Both must be proactive and not calculative
- Build on each others' strength
- A clear list of shared responsibilities
- Class chat to share info

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Collaborating

Down to commitment, if both teachers are equally committed, it should not be a problem for FTs: Strength/ willingness to share the load.

FT can take different focus in daily tasks ( attendance/ morning silent reading)

Both FT should teach the same class (would be better if both are core subject teacher as they would see the students more)

Mutual trust and respect between both FTs. Should come to common understanding when setting class routines, rules so that students wont get confused.

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(1) Distinguish and fine line duties
Eg: Writing remarks, discipline
(2) Mutual understanding (keeping each other in the loop
(3) Set Routine for class

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Every teacher needs to be aware of our equal responsibility. The roles and responsibilities of the FTs should be clearly spelt out from the beginning of the year. This includes the FAJT as well. It will be good to communicate this to all the teachers by the SLs during the staff meeting before the beginning of the new school year.

There must be better communication between the FTs to promote greater understanding.

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Keying of remarks

Communication with students (split how you deal with the issue in class)

Communication with parents (some parents do not speak in English/ Chinese)

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- Writing of remarks for CL teachers.
- ICT related.

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May be helpful to have whatsapp chat formed for each class and involve all subject teachers so that all teachers are well informed and be updated of the 'happenings' in class.
FTs can take turns to write comments for the class.
School can provide general guidelines for both FTs to work on their roles.
Often, FTs will take initiatives regardless of being KP or not.
FTs should work on each other's strengths to support each other on the roles of FT-ship

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(1) If FT is new in the school, other FT to hand-on.
(2) For FT who does not teach the students or only teach one subject, one FT who knows the students better to write the remarks & other FT to edit

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Flexibility

Either FT can be contacted ( This is the point for this partnership), not like only FT 1 be contacted every time.

Can leave to 2 FTs to discuss and collaborate among themselves.

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- open discussion in sharing the responsibilities.
- make the effort to know the students even if we are not teaching the whole class/ teaching them only for non-core subject
- ensure that the flow of information/issues or case should be made known to both the FTs
- constantly update each other
- speak the same language when calling parents or communicating with the class
-keep each other in the loop about what is happening in the class
- helping each other rather than being very calculative as to who does more or less
-

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- writing of remarks (split sem 1 and sem 2)
- 7 a.m. duty
- HIPS Connect - comfort level of students
- contact parent - equal
- communicate

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FTs can be systematic in going down the list of students to do HIPS connect. when needs arise, FTs can also prioritize seeing the students to talk on more urgent issues.
Recess time and morning silent reading period can be also an avenue to talk to students during HIPS Connect.
teachers can pull students out for HIPS connect during FTGP outside the corridor.

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- usually FT writes the remarks especially if the other is a MT teacher or teachers who do not teach the class other than FTGP
- Communication with parents
- Before school starts - rotation between both FTs

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- Need to look into FTGP period. No time to connect with students because of other programmes done during FTGP.
- TSR can be done outside of curriculum timing.
- Dedicated time to connect with the students. 1 to 1 time with leading questions to check in with student to find out their well being.

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- Addressing issues that occurred
- more flexible, conduct as a group especially the quieter ones

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(1) To deploy FTs to teach core subjects
(2) To chat with students whenever time permits
(3)  One FT to pull out a group of students to chat outside class while one FT conducts HIPS Connect

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The morning silent reading is a good idea, can continue this practice even after we return to full normalcy teachers can use this pre-assembly time to check in students, talk to them and build up the rapport.

During FTGP session, one FT can take turn to conduct activities in classroom, while the other FT can talk to student one by one outside the classroom. (would be great if some guidance questions/themes/ agendas are provided)

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- structure HIPS Connect in SOW - FTs to take turns (more time for at risk students)
- feedback form

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Breaking students into smaller groups so that we can connect/ reach out to them better

There is no clear objective that we would like to reach from each child. (Suggestion: Engagement tips/ starting questions)

Arrange a date to dine with the child during their recess time (suggestion: allow FTs to have time to communicate with their students during their recess time)

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There should be time for open communication between the FTs to discuss about division of duties, and be specific if possible. During Staff Connect or AGM, it will be good for the FTs to have the time to know each other better. This will reduce potential conflicts.

Remarks - Some FTs may not teach the classes, thus they will not be able to write detailed and fair remarks for the students. However, these teachers can contribute more in other areas.

Morning duties - Teachers who have school duties in the morning can discuss with their partners on how the class duties can be better shared.

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Provide a comfortable and conducive environment for teachers and students to connect with each other during one to one discussions.

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- more allocated time to structure during FTGP for both FTs to touch base with all the students in a timely manner
- should be a more casual talk to connect with pupils rather than just a paper work exercise for recording purpose. The setting should not be too formal such that pupils are unwilling to share. Pupils will feel more open to share when teachers practice active listening skills and pays attention