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The ability to understand and appreciate people from different cultural backgrounds. So as to improve cross-cultural relationships and to navigate through cultural differences in any given setting. (Eg: work place, schools, community, etc)

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CI is the ability to accept, understand and appreciate cultural differences of people of different nationalities, ideologies, religions, race and background.

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Our capacity to function well in situations involving other cultures is referred to as cultural intelligence. Culturally intelligent people are not only conscious of diversity; they can also relate to and, when necessary, adapt to people of various racial, gender, cultural, age, religious backgrounds, socioeconomic levels, (dis)abilities, and other differences ( I am stating with regard to us in Education). It's essential to have the capacity to collaborate effectively with people from diverse backgrounds . It is an essential component of being a productive team member as leaders of a school in the twenty-first century.

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CI is the ability to relate to people of other culture and appreciate People from varied backgrounds. It is about empathizing and working actively to understand the customs and norms of other cultures outside of your own.

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Sharing with them some comparisons between cultures and the reasons behind it e.g. Malays/Indians eat with their hands, Chinese eat with chopsticks, certain religion cremate while others bury their deceased, clothes etc.

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A skill to relate and work effectively with others who are different from us

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Actively promote social mixing.

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Collaborate on online projects with international schools, maybe we can start with our international partner school.

We have 20 different nationalities in our student body - consider celebrating the festivals / cultures of these people (beyond the 4 groups) in school. With the support of PSG? Get students to plan for our celebration of different festivals. Maybe  different groups of student leaders can take charge?

Teach children about different cultures through books (Otters progamme), movies, music, art, food.

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CI is the ability to relate and work effectively across cultures.

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Virtual tours/oversea trips to allow students experience other cultures.

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Cultural intelligence (CQ) refers to a person's ability to understand, appreciate, and effectively navigate different cultural norms, values, and practices. It includes cognitive, physical, and emotional aspects and encompasses intercultural communication skills, openness to cultural differences, and the ability to adapt to new cultural environments.

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CQ is the skill one has to successfully interact and work effectively with others of different ethnicity, nationality, religious affiliation, and socio-economical backgrounds.

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Currently, school events that promote cultural awareness include IFD, RHD, and the celebrations of CNY, Hari Raya and Deepavali. Cultural sensitivity and awareness have also been built into SS, CCE and EL readers. To build on, we can introduce the world to the students, one country at a time - location on the world map, the cultural practices, similarities and differences from our own. This can be done in collaboration with the diverse nationality amongst CPS students and their parents. Students can make videos of how to show sensitivity to those who are different.

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Cultural intelligence (CQ) resides in the body and the heart, as well as the head.

It involves acting appropriately and effectively in new cultures or among people with unfamiliar backgrounds.

Evidence suggests that a person with high CQ, whether cultivated or innate, can understand and master such situations, persevere, and do the right thing when needed. (Ref: https://hbr.org/2004/10/cultural-intelligence)

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To promote Cultural Intelligence among students, we may explore:

(1) Understanding own culture first during MT lessons. E.g. Origins of lantern festival

(2) Assembly programme that promotes cross-cultural awareness such as guessing the festivals celebrated by the various racial groups

(3) Playing traditional games by different cultures during PE lesson or playtime.

(4) Encouraging students to put on traditional costumes of other ethnic groups during festive celebrations

(5) For greater emphasis on empathy, perhaps, peer support leaders can set up booths at Purple Parade Week. Maybe provide some awareness and understanding for students with diverse needs with the help of parent volunteers.

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Cultural intelligence is a set of skills and abilities that help people effectively navigate and understand different cultural norms, values, and behaviors. It involves being aware of your own cultural biases, as well as having the ability to adjust your communication and behavior when working with people from different cultural backgrounds. In school, having a high CQ can lead to improved relationships, increased empathy, and better team work!

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1. Encourage diverse books and media representation during lessons.

2. Celebrate holidays and cultural events (not just LNY).

3. Promote discussions on cultural differences and similarities.

4. Arrange cultural exchange programs with other schools.

5. Encourage students to learn about other cultures through research and hands-on experiences.

6. Foster an inclusive environment where all students feel valued and respected.

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Cultural Intelligence (CQ) is the ability to recognize and adapt to and appreciate cultural differences.

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Cultural Intelligence (CQ) is one’s capability to acknowledge, recognise, comprehend, and value people of different cultures. Culture, in every sense of the word, that is not just of racial and religious cultures but also cultures formed by societal norms and traditions. This ability of being culturally intelligent allows one to empathise with the other as he/she is able to effectively interact with people of a different culture because he/she has that cultural knowledge, understands the cultural differences and respects the cultural worth.

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Perhaps One can be culturally intelligent by adopting a seeking attitude, “we dont know what we dont know unless we are open to diversify our curiosity”. It is about personal ownership to expose ourselves to new experiences and cultures before we ourselves provide that opportunity for our students. I believe that we as educational frontiers are also able to provide our younger students with a glimpse and exposure into being culturally intelligent by sharing various aspects of local and global culture (embedded into our lessons and progs) as well as allowing them to emphatise through current affairs or similar situations (age appropriate, of course) and have an open discussion about the differences in culture.

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Cultural Intelligence consist of 4 sub-dimensions which are namely:
1.     Drive - motivation to learn about and respond to different culture

2.     Knowledge – knowledge about similarities and differences between different culture.

3.     Strategy- awareness and ability to plan for multicultural awareness.

4.     Action- capability to adapt our behaviour appropriately for different cultures.

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To promote cultural intelligence among students through

1.     Understand your own cultural background : Celebrate and organized school events ( Festive celebrations , International Friendship day,) through platforms that promote various cultural interactions and understanding.

2.     Make an effort to learn about other cultures:  Have a structured and purposeful events (EL week , MTL fortnight event ) that promote the reading of books of various culture, watch films, and talk to people from different cultures to gain a better understanding of their customs and beliefs . Pay attention to their habits, behaviors, and foods.

3.     Seek out opportunities to interact with people from other cultures: Organized Overseas Learning Journey through Immersion Programme which covers ASEAN , EUROPE , MIDDLE EAST , SOUTH AMERICA. Get to know people from other cultures, and show them that you are interested in their culture and way of life.

4.     Learn a new language: Promote the learning of languages in school as conversational language and learn their culture through language too. When you learn a new language, you discover multiple correct ways of expressing the same idea. Speaking other languages rewires your brain and helps you understand other cultures and other ways of thinking.

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-Incorporating diverse perspectives in lesson plans and curriculum.
-Encouraging students to ask questions and learn about different culture.
-Modeling empathy, respect and open-mindedness towards different culture.
-Providing opportunities for students to interact with individuals from different cultural background.
Encouraging students to learn a third language such as conversational Malay/ Tamil/ CL
Offering books, videos, and other resources that showcase diverse cultures
-Fostering an inclusive and accepting classroom environment where all cultures are valued.

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1. Actively teaching cultural differences during any and every subject and seizing all teachable moments to educate students. E.g. the difference between Indian and Tamil. One is a race, one is a language. Reminding students not to make assumptions and to clarify and seek answers to understand, appreciate and embrace differences.

2. Exposing students to various cultures, languages, traditions, practices. The world is a melting pot. Educating our students to this rich, globally diverse world will prepare them for their future. One way would be sharing by teachers or fellow students which would pique their interest. Not all our students are well-read or well-travelled and showing them videos and pictures and snippets of life around the world would really open their eyes. E.g. The Inuit, the indigenous people of the Artic.

3. Open up the classroom during SS or EL lessons for respectful discussions in which students can interact and ask questions in a safe and conducive learning environment. E.g. Learning about the Mekong River for P3 EL. Students can do research at home and come back and share during their KWL lessons.

P.S. IFD booths representing our numerous nationalities coming soon in April 2023... :)

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CI is what comes after EQ. While EQ of an individual looks at how the individual is able to empathize situations or relate with others. CI/CQ looks at the capability of an individual to interact effectively across cultures.

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Create a 'global village', until it becomes apparent.

Through ways such as:

1. Existing school events/progs, but being more explicit with the intent and rationale of these events/prog.

2. Intentionally promoting social mixing within classrooms through group work/activities.

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Cultural Intelligence is the measure of our ability to thrive in multi-cultural environments. (Ang, Van Dyne, & Koh, 2005; Earley & Ang, 2003; Earley & Mosakowski, 2005)

For our students, it starts with tolerance and acceptance, and a desire to get to know one another so that they can enjoy school together.

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Cultural Intelligence (CI) refers to the skill to relate and work effectively in culturally diverse situations. It’s the capability to cross boundaries and prosper in multiple cultures.
Cultural intelligence links to emotional intelligence but goes a bit further. People with high emotional intelligence can pick up on the emotions, wants and needs of others. People with high cultural intelligence are attuned to the values, beliefs and styles of communication of people from different cultures. They use this knowledge to help them relate to others with empathy and understanding.

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We need to educate our students to have the tolerance, self-awareness and humility to be global citizens.
We should find common grounds and emphasize similarities, not differences through understanding and empathy.

This can be done by being more deliberate in engineering opportunities (through enactments, case studies, games and reflection) for students to learn about the different cultures of their classmates. As students understand and discover more, they are then able to apply what they have learnt in their everyday lives.

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Integrate cultural education into the curriculum where possible: Include lessons and discussions about different cultures, their customs, and traditions tobroaden students' perspectives and understanding.
(Not necessarily to be done during SS or NE lessons)

2. Encourage students to ask questions/clarify about various cultures. This will be a great start for discussions.

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Other than teachable moments in class and CCE lessons on racial / cultural appreciation, we should tap on NE events (e.g. IFD) and Festivities celebration to educate. Festivities celebration shouldn't just be about performances and celebration but there should be a learning point and explicit sharing of the culture's festival and beliefs about the celebration.

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Researchers have divided Cultural Intelligence into three parts: head, body & heart.

Head: Knowledge is the first key to Cultural Intelligence.

Body: It is about understanding the different practices between different cultures. We already have programmes such Conversation in MTL languages and International Friendship Day.  We can consider riding on the existing programmes and share beyond costumes and food.

Heart: It’s all about sharing and understanding. We can instill a sense of curiosity in our students that it’s ok to ask why about some cultural behaviours. We can encourage our students ask questions, guide them to the answers and reflect on their responses & initial thoughts.

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Cultural intelligence: an outsider’s seemingly natural ability to interpret someone’s unfamiliar and ambiguous gestures the way that person’s compatriots would.

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Firstly, staff professional development in the area and buy-in.
Next, there are programmes that we can look into by National Heritage Board, Singapore Kindness Movement. More importantly, be purposeful in our teachable movements.

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Mal and SM (Staff)
- Communication - first language to be used among colleagues from different races (eg: English).
- Social mixing through staff deployment.

Mal and SM (Student)
- Explicit in students reflection on the purpose and intention of the particular activity (eg: festive celebrations)
- Social mixing in terms of grouping students from group work/activities and discussions.

Azhar and Shah (Student and staff)
- Festivities like RHD, NE events that can help to bring out the differences and understanding. To make the assembly programme more educational rather than just celebratory (eg: skit)
- Significance of the festivities (tapping on existing resources such as STELLAR) to further dive into the rationale and intent of the festivities.

Mizi and Nur
- Student: Teachers to explicitly choose topics (global awareness, civic literacy) that can address the different culture. P5 SS on social cohesion
- Staff: Staff to go on learning journeys (heritage corners) to deepen our understanding on the different culture.

Bunawar and Andy
- Student: Immersion programme (ASEAN countries)
- Staff: Deepen relationship through interactions

Caroline, Ila, Guat Hwa
- teachable moments to explain the students the fact that they are other festivals that the different races celebrate (Knowing the significance of the celebration and sharing with the staff and students)
- Learning about different languages of common words used

Ameen and Yinqi
- Staff: Raise awareness on students with low SES (knowing the background), perhaps through presentations

Ms Cheng and Adeline
- Student: extension of the pledge taking (eg: having the students (non-prefects) to lead by saying pledge in a different language).
- Student: traditional costumes for other races
- Student and staff: MTL Fortnight. understanding the other aspects of culture in their own Mother Tongue language.
- Staff: working on organizational culture (from people to people)