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Noticed student coming up from Nobel Elementary school has weak working steps.

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The implementation of behavioral form.

Students are more aware of their own actions, and they know it comes with consequences.

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I set online timer in the classroom for the students to complete the questions given after lesson. This made them to challenge themselves to complete the work before the given time. And also to control the movement of students during my lessons

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The reward system was effective with Year 7 students, as they tend to be more eager and competitive when it comes to being recognised.

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I was sick due to bronchitis. Coping with teaching and coughing and trying to recover during the last two months of Term 1 was rather lethargic.

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-Building rapport with students

-Setting rule for students to submit their worksheet on time( in average on weekly basis)

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1. I showed students Geogebra on how to form a cone from sector, it's a great learning tools to improve visualization, especially for visual learners.

2. to use Quizziz as short learning tools as exit ticket to check for students' understanding.

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Tackle students with learning disabilities and make them engage in the class without distract others.

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1. Students are not completing the given ASMT. I really need to chase them for their submission.

2. Some Y8 students are distracting the lessons by talking to their friends.

3. Y10 and Y11 students are not bothered about their IGCSE examination. Y10 is enjoying like on a vacation and Y11 are not serious. The Y11 students are entering my classroom on the last day before the school holidays without any stationaries and books. :(

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The usage of calculator. Students are not well equipped with the knowledge of the calculator usage for papers where they are allowed to.

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students lacking in the following skills:

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students lacking in the following skills:

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1. regular revisions - wait for teachers, if not enough class time, then they will not be able to answer the past year questions

2. often think that they can score or get good result even they study before the exam (don't start early)

3. no sense of urgency

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It was challenging to maintain continuity in students’ learning, especially with classes like 10W where an average of 4 students were absent daily. This made it difficult to follow through with lesson progress and ensure all students kept up with the syllabus.

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Early introduction and provide room for students to unlearn their weak practices and relearn it with better approach.

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I include more visual presentation especially song to make the students understand and they enjoy it.

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Implementation of Behavioral Form has helped to reduce the time needed to settle down students, reduce distractions and manage challenging behavior. Started the class by showing students behavioral form has helped me to better enforce classroom expectation.

I have tried on-the-spot correction whenever I am discussing students' work prior to submission. Students will need to take out a green pen for correction prior to submission. Has helped students to get immediate feedback on their mistakes.

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Do not have sufficient time in marking & planning. Too many unforeseen instances happen during Term 1.

Thankfully KS3 teachers like Mr. Wen Kai, Mr. Subbu, Ms. Nisha, Mr. Andrew and Ms. Prithini stepped in and help.

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1. To recap what we have learnt last lesson before going into the main lesson of the day.

2. To write down homework on GC based on workbook unit number (KS3).

3. to review action plans set at the beginning of the year to strategize students' learning better.

4. To fill in students behavior form more diligently to highlight for students not submitting work.

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There were some behavioural issues among students, such as being easily distracted and causing lesson interruptions. I also observed that some students were returning late to class after break time compared to the rest of their peers. During the final week before the term break, I lost my voice, which made it particularly challenging to conduct lessons, especially with 8W.

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Increase short, formative checks for understanding (exit tickets, quick quizzes) to guide instruction in real time.

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To allocate more class time for recapping topics that learned previously much earlier.

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To allocate more class time for recapping topics that learned previously much earlier.

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Students not showing sufficient and proper workings for their work.

Demonstrated proper workings during lesson.

Emphasize the importance of writing proper workings

Penalize students for not doing their work seriously (GC - ASMT mark)

Ask students to explain their work after submission (messy work)

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I like to have quiz the moment I walk into my Year 7 class, just to solidify their understanding also to warm up a little bit. I will spend about ~10 minutes and I think they engage well. After quiz, we will get back to follow the syllabus. But, I wouldn't be able to do for every class. I'd limit to once per week or anytime I feel like it. It's unannounced.

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I provided the students with a more guided approach on my lesson structure for example, to begin with a recap of what they learned, then to what they are going to learn and end every lesson with a little practices.

Students tend to be able to catch the pattern and learn better.

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Add on more common mistakes done by the students for certain problem.

Gives them wrong calculation and answer and make them guess why it is wrong.

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Provide instruction with clarity.

Provide a structured lesson and be consistent with it.

Start with addressing learning outcomes, what we are covering for the lesson of the day.

Demonstrating work in front

Learning activities / Discussion

Workbook to hand-in

Follow-up with students that are not able to perform (based on their worksheet or workbook)

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1. By giving students on real life examples on topics.

2. By providing games for each topic (if got time)

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1. Faster learners are talkative in class. They did not bring their own past year booklet.

2. Huge gap among 11W students, some are waiting to dropped to core, so not really putting in effort in Math Extended.

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As for Year 10, I couldn't experiment much but what I'll do is, I have a complete and detailed working for students to refer to on google classroom (as I couldn't achieve that while teaching in class). I'll redo the working so students find the material to be easy when they are revising.

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Greater emphasis should be placed on showing working or steps when solving mathematical problems, as many students tend to write only the final answer. Implementing both pre-study and post-study activities can help promote independent learning among students.

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1. Engage learners and quickly assessing their understanding by utilization of spin the wheel to randomly select students to come up show their working and answers.

2. To incorporate more usage of Blooket and Gimkit for my 8R to engage the students more.

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As for Year 10 Extended Mathematic students, they like to do Addmaths work more than Maths. They take that particular subject more serious than Ext. Maths. I sometimes find students who does Addmaths questions instead of doing maths and claiming he/she can get that done at home as it is easy.

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Year 7 students have very less attention span and it takes a lot of our energy to meet their energy level.

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In Year 8, for the data collection method, I did a group discussion for answering the questions related to the best method in collecting data.

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Share real life stories to motivate them and have rapport with them help to pull their grade up.

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1. Give clear instruction - verbal, written on slide, on the worksheet during lesson.

2. Attitude / Disciplinary problem - address the problem & tell them the consequence and follow through the process.

3. If you find yourself repeating - find ways to improve the delivery.

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I follow the following pattern in class:

(1) Recap of what happened the previous class / follow up with the previous lesson work

(2) What they going to learn today?

(3) End with some practices

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Relate learning with daily item.

1. For 7E, I used coloured dominoes to help students relate to simplifying expressions by assigning a variable to each colour. This is also a good way to get students engaged in learning since this class is a hyperactive class.

2. For 7R, to teach students when to use 'mode', I did an activity by asking to pool together data on their current shoe size. Based on their finding, we relate that the popular shoe size is one way that shoe companies used 'mode' in practice.

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Students were independently exploring their assignments through pair or group work, supporting each other in the learning process. Compliments and rewards were used to boost their confidence, especially when they performed well or put in strong effort. Emphasising that effort never goes unnoticed is important.

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I used Geogebra when explaining Circle Theorem, I posted it for students to explore at home.

https://www.geogebra.org/m/q9ud4ux8

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Angle at centre is twice angle at circumference

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An interactive diagram showing that the angle at centre of a circle is twice angle at circumference

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Showing students a wrong calculation and asking them to correct it.

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One meaningful practice was giving a second chance and hope to students who were struggling academically or emotionally. By offering makeup work, extra support, or simply encouragement without judgment, hopefully they will take responsibility on their own learning in Terrm 2.

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Year 10 : Giving out Past Year Questions and discussing them. I also give a complete working with explanation clearly written for everyone's reference. Year 7 : I came up with a revision module which is suitable and tallied with my practice in classroom. It was an effective revision week cause I realized students FORGET!