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Simin

Slowing Down to Be Present for Students

In the rush to cover syllabi, mark work, and manage admin, it’s easy to lose sight of students as individuals. When we slows down, they notice the small things: a quiet student needing support, a teachable moment, or a chance to affirm someone’s effort. Being present helps students feel seen, valued, and safe.

Self-Compassion for Burnout Prevention

Teaching is emotionally demanding. Reading the book reminds me that taking care of ourselves is not selfish but essential. Rest and setting boundaries allow teachers to sustain their energy and joy for the work.

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Melissa

While I appreciated the reminder to slow down, I also thought about those who might find it really hard to rest. Some people feel like they’re “wasting time” or “falling behind” when they try to pause, and even when their bodies stop, their minds keep racing. This shows that rest isn’t just about taking a break; it’s about shifting how we see and respond to the world. If our minds are calm, the world feels more manageable; but when our thoughts are chaotic, everything feels rushed, even if nothing urgent is happening. I found these ideas meaningful, though honestly quite hard to apply in real life. Still, I think the author isn’t asking us to completely slow down overnight. He’s simply encouraging us to start small; like noticing when we’re mentally rushing, or letting ourselves pause without guilt. Maybe real rest doesn’t mean doing nothing; maybe it just means being fully present in whatever we’re doing.

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"Reading about brain-based learning made me reflect—not just on how students learn, but on what we already do as teachers.

Honestly, much of it isn’t brand new. We’ve always cared about building relationships, creating safe environments, and supporting students emotionally. But what this book does is give language and science to what we intuitively know—and it makes us more mindful and intentional in our practice.

It reminds me that every tone we use, every routine we set, every chance we give students to feel heard—it all shapes how their brains respond to learning. That’s powerful.

It’s a reminder that teaching isn’t just about delivering content. It’s also about creating the right conditions for the brain to actually receive and hold that learning. And that starts with us."

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The title of the book really caught my eye. In my more than 30 years as an educator, I have read many different titles which focused on how to be a good leader and/or effective classroom teacher. The focus had always been how to make our teaching better for students, or develop others to become better educators themselves. In our busyness, we would often forget about taking better care of ourselves. When I saw this book and read the synopsis, I asked myself “Why not read this book and find out what does happiness mean to different individuals, including myself?” These insights could perhaps help me understand others better and to find out more on how I could possibly contribute to their happiness including my own.

The book describes how one’s happiness could be measured by the level of contentment as he/she is always guided by his/her purpose in life. Something that I have been holding closely to in both my professional and personal life, I jumped straight into part III of the book – “The disease of community”. Its stated that the root of all evil is the principle of competition, which I found rather interesting. Be it in the classroom or beyond, the book talks about how we need to get rid of competition and instead, be guided by the principle of cooperation, and this is the basis for us to negate rewards and punishment. I believe this is essential as we work towards a common goal in the classroom, in our committee, in school etc. I do face some challenges in promoting the principle of cooperation in work, and this will always be work in progress and reading this book has helped me to identify a few strategies to work on this area better.

I was also intrigued by the concept of “one having to approve oneself, with one’s own mind” (vs. the notion of ‘seeking approval of others’). And this truly requires the courage to accept that each one of us is a ‘normal’ person. Instead of placing worth on being different from people, place worth on being yourself. That is true individuality. Hmmm…honestly, I would need a bit more of convincing to agree with this notion.

I am only halfway reading through the book but thus far, I am captivated by the different insights and most importantly, some things that I could try out myself. I hope to be able to invest more time to complete reading it.

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1. I initially chose another book, but it was oversubscribed. Mr Hamim then recommended Declutter Your Mind to me. I found it to be a useful book with practical toolkits. While you probably won’t need to apply everything, there are valuable takeaways worth holding on to.

2. The sections on decluttering through mindfulness, meditation, and dealing with ANTs (Automatic Negative Thoughts) resonated with me. These ideas align with what I already know, so the book served more as a timely reminder—especially to return to meditation practices I’ve been putting off.

3. It reminded me of the importance of mindfulness, meditation, and managing ANTs. That said, it’s challenging to put these into practice consistently because of how fast-paced our lives are. It made me reflect that perhaps what we need more is to slow down.

4. It’s a helpful book to keep around—just flipping through it can be grounding. The reminders and strategies can support both personal well-being and professional focus, especially during stressful periods.

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1. Frankly speaking, the title caught my eye and I thought this might be a fun book to read. :) Yes the book met my expectations - i particularly like the inclusion of many examples - from his own personal experiences/ interactions to known celebrities so that we can better visualise how each personality "looks" like.

2. There was a part where a participant disagrees with the idea of categorising people into a grid system as he believes that it is manipulative and you are not staying true to yourself. (pg 128-129). I am sure there are also others who feel that way - resulting in conflicts in both the worklife and personal life. They key is in understanding other personality types so that we can achieve success in communication. The book's title is ironic. People aren’t actually idiots—they just behave differently than you. The real idiocy is in failing to understand others.

3. Self awareness is important. Knowing the personality type of the person you are talking to is also not to be judgmental but to also be cognizant that each personality type has its strengths and blindspots. As I was doing the test, I also realise that it was hard to put myself in solely one category.

4. We will definitely be in contact with someone from another "colour" from us. The tips from this book helps me to adapt my communication as a peer or leader to achieve effective communication. Can also be applied when communicating to my spouse or children :p

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Farah 💌

1. The aesthetics of the book cover actually…the pull factor for me would be the colours used & then followed by the phrase, “How to be calm in a busy world.” I guess at that point of time, I felt like I needed “someone” to tell me to breathe, a little bit. Did it meet my expectations? Yes, it definitely did. For some reason, at some parts of the book, I read it loud enough for me to hear & it felt like I was advising myself.

2. Page 131 “No one is inherently good or bad. Only the circumstance in which we encounter each other is good or bad.” This acts as a reminder for me to not pass off judgements easily just because of an unpleasant incident & that all of us, are works in progress. Like stated in Page 95, “Nobody is perfect. Everyone has shortcomings.”

3. For most parts, this book emphasises on the importance of maintaining relationships with your loved ones, friends, colleagues & most importantly, maintaining a good relationship with our own self. “The Silent Observer” - As I got older, I enjoyed my alone time & I do find myself (when I get the opportunity to), pay attention to the stillness of the pause. And in that stillness, I am grateful for all the blessings in my life.

4. Professionally, this book gave me insights on how to be a good colleague, how to be a good listener & that there is no need to have the solutions, “Just listen sincerely” (Page 195). In our field of work, we tend to have pent up frustrations about certain things & in our business, we pushed it aside but it doesn’t really go away. Being there for your colleagues, let them know that I see you, I hear you - sometimes, one just needs a listening ear. On a personal note, I aim to continue to be a good silent observer of my ownself because I feel like when I feel calm & at peace, I can help those around me, wholeheartedly. “A selfless and kind act will lift your spirit and self worth…even a small gesture of help will make you feel better” (Page 38).

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1. I chose this book because I have always considered myself a people-pleaser. I tend to seek affirmation from others and often go out of my way to ensure that I am liked. While this trait sometimes helps maintain harmony, it also makes me feel like I am living according to others' expectations instead of my own values and desires. I wanted to learn how to build the courage to live more authentically, even if it means not pleasing everyone.

2. One point that resonated with me deeply was this quote: "You are not living to satisfy other people's expectations, and neither am I. It is not necessary to satisfy other people's expectations." (page 116). This stood out to me because I have spent most of my life trying to meet the expectations of my parents, teachers and loved ones. The philosopher's question, "If you are not living your life for yourself, then who is going to live it for you?" was especially thought-provoking. It reminded me that I need to take ownership of my life and choices.

3. The book has helped me shift my mindset. I now realise the importance of living in the present rather than dwelling on the past or worrying too much about the future. It also encouraged me to take full responsibility for my choices and stop blaming circumstances or other people.

4. Professionally, this book has given me more confidence in making decisions as a leader. I’ve come to realise that it’s not always possible or healthy to try to please everyone. That shift in mindset helps me focus on doing what’s right, instead of just doing what’s popular. It’s something I find important in both leadership and teamwork.

Personally, the book encouraged me to live with more intention and self-respect. I feel more at ease being myself, speaking up for what I believe in, and accepting that not everyone will agree with me or like me and that’s okay!

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1) The title is thought provoking and what draws me. In my line of work, it is not easy to please everyone and i have come to a point where I stop trying to, but to just serve and perform my duty. So wanted to read more about the topic.

2) What struck me was the theory that we can actually control our emotions. (Pg16) it states that if we were to blame our actions on our emotions (such as anger), then we are “taking away the responsibility from us”.

This is something i can resonate as a discipline teacher cz students always blame their anger/emotions for their wrong behaviour!

3) I also find the idea of theology v interesting, that allnour actions point towards a goal which we want to fulfil. Also the idea that we can control how our past affects us as the philosophy does not believe in trauma. So we can decide how we want our present, future to be.

4) i want to share w my students especially on the point that we can all control our emotions and should not shift the responsibility away by blaming it on anger management issues. This can be a good discussion start point when doing reflections with student offenders.

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Crystal

1. Choose this book as it teaches practical steps on what we can do to declutter our minds. I always feel like I have a lot of things in my mind, and it’s a constant battle with the many different thoughts running in my mind, this book teaches me ways to help myself.

2/3. One key takeaway was reframing negative thoughts (pg. 35-37). Noticing thought patterns and identifying triggers—whether a person, situation, or physical state—before they spiral out of control. Writing down the triggers helps increase self-awareness,

In part 2 of the book, was clarifying life priorities (pg. 49-52). Understanding what truly matters allows us to focus on what brings the most positive impact. Since priorities shift over time, regularly reevaluating them helps in letting go of unnecessary burdens and embracing new goals.

4. This book has taught me to be more mindful and intentional. By decluttering my mind, I can work more efficiently and approach challenges with a calmer perspective. I hope that by applying the strategies I would increase my self-awareness, and help me balance responsibilities and reduce anxiety when facing challenges.

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1. I didnt choose this book, I was chosen to have this book. It arrived late. :(

2. The notion on 'self-paced' learning. I feel that this is more applicable for the current SDL and upcoming 'white space' from FSBB. But not so for core curriculum. Maybe applicable to co-curricular or interest groups. With tight schedules, syllabus deadline and (National) Exams dateline, self-paced is not applicable for core-curricular.

3. It does allow sparks for new ideas, out of the conventional frame of what education and formal schooling is in current times, in Singapore.

4. I would apply ideas gained on co-curricular programmes such as Internationalisation of ALP/ LLP, or even SDL.

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1. I chose this book as the phrase on the cover caught my attention. I was curious about how my way of speaking might be “violent” without me realizing it. The book is well known and praised, and I wanted to understand what made it so effective.
It did meet my expectations. It helped me notice certain habits in how I speak, especially how I sometimes can come across as demanding or unclear. The book delivered what it promised: a simple but powerful way to improve how we talk and connect with others.

2. The part that stood out most was about making clear and respectful requests. I realized I often speak in vague or unclear ways when asking for something, and this can confuse others or lead to misunderstandings.

Some points I found especially helpful:

a. Say what you want, not what you don’t want: Instead of saying “don’t work so late,” say “can we have one evening a week together?”

b. Be clear and specific : The book gives examples of students who made very clear requests and got positive results from their school.

c. Know what you’re really asking for : Many of us speak without being clear on what we truly want, and that makes it harder for others to help.

These points helped me realize how powerful it is to speak in a way that’s kind and clear.

3. The book made me realize that some of my ways of speaking, like making vague requests or reacting too quickly, might unintentionally cause tension or misunderstandings. I haven't started applying the techniques yet, but now I have a clearer idea of what I can try.
For example, I can work on being more aware of my needs before speaking, and learn to make requests in a way that’s clear and respectful. I also want to practice listening with empathy and responding without judgment. These are things I now understand better and hope to start using in both my work and personal life.

4. As a SEN-O, this book gave me new ways to handle difficult situations. Instead of focusing only on behaviour, I now look at what the student might be needing or feeling. It also reminded me of the importance of using kind and respectful language, especially when working with students who may already feel misunderstood.

One idea I found useful is the difference between using protective force (to keep people safe) and punishment. The book gave an example of a “do-nothing room” created not to punish students, but to protect the learning of others.

At home, especially as a parent, the book reminded me that how I speak to my daughter matters. It helped me notice when I make demands rather than requests. When I make true requests, we connect better and avoid arguments.

I can try to express my needs honestly but kindly, and I can give space for her to respond freely. This creates a more peaceful and respectful relationship.

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Q1: Why did I choose this book? Did it meet my expectations?

I chose this book because I'm a BT and felt like I was obliged to pick something education related (hahaha) and did not have any expectations. It was a pleasant read however, and easy to follow. I think Salman has a very optimistic view towards education, which I appreciate.

Q2: What are some points from the book that resonate with you or that you found interesting?

He brings up mastery based learning quite a bit, which I do resonate with. However, I understand that it is also quite different from reality, as there is a constant pressure to move on.

I like that flipped learning is proposed as a complementing strategy, having students view videos online. Then again, it would work for students that are more self-directed.

I do think that certain school environments allow for the implementation of such strategies more effectively.

Q3: How has the content of the book impacted you?

Mmmm... just a little more hopeful about the education industry I guess.

Q4: In what ways can the book enrich you both personally and professionally?

I think there are overlaps in my personal and professional life. As someone who enjoys both learning and teaching, it reminds me of the many avenues learning can take place. Sometimes as a teacher I forget that I need to first learn how to learn, so that I can connect better with my students.

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Madeline: I chose the book The Things You Can See Only When You Slow Down by Haemin Sunim as I am interested in understanding how to find peace and clarity amid the fast-paced, often overwhelming nature of modern life. In a world where we are constantly rushing from one task to the next, the book offers numerous short phrases and quotes that share gentle wisdom on the importance of pausing, reflecting, and reconnecting with the present moment. I was drawn to its message about the value of slowing down, not just physically, but mentally and emotionally in order to live more intentionally and meaningfully.

These are a few phrases in the book that resonated with me:

1. Pg 31 “When we are joyful, our heart opens up to new things. When we are in a bad mood, we can’t be open to new things, no matter how wonderful they are. Without joy in our heart, our progress in life is slow and uninteresting.”

-Having the ability to feel joyful unlocks other insights that could have been clouded by negative thoughts. To me, it is also to have self-compassion towards own self where you care for yourself and be happy before you can make impactful contributions to others.

2. Pg 192 “Dream big but start small. A small adjustment can have a big effect on your life.”

-I like the idea of dreaming big but starting small to allow myself to live in alignment with my own rhythm rather than society’s relentless tempo.

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1. Why did you choose this book? Did it meet your expectations?

2. What are some points from the book that resonate with you or that you found interesting? (Include page numbers where possible.)

3. How has the content of the book impacted you?

4. In what ways can your learning from this book enrich you both professionally and personally?

Post your response by clicking the plus button under your book title by 25 June, Wednesday.

Thank you :)

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Jeffrey Chua

1. I like the title, as I was reminded when I was younger, I heard of saying that the slower the mode of your transportation that you choose to travel you will see or experience the country even more. The book touch on the different aspect of life and gave insight on how deal with them. And there are nuggets of wisdom that gives great perspectives

2. I like the part about we see the world by what our mind wants us to see. Sometime the negativities around us, is because our mind in that state of negativity will just direct us to focus on the negativity of the world. Raising our awareness and train our mind by having perspectives helps.

3. There is also this “peeling the label of the emotion” as the linguistic part of labelling the emotion is static and it stays, but observed the “raw” energy of the emotion and let it pass, somehow the emotion will dissipate with time.

4. Supposed to read the book slowly (as the title suggested) and also reflect. So need to have some space to practise. I like some new perspectives that the author introduce, and there are many practical aspect in relationship management, be with colleague, students and even family. I think practising it and testing it out maybe useful, and ultimately, I feel that the book emphasises a lot on relationship, which is very useful for life.I like the title, as I was reminded when I was younger, I heard of saying that the slower the mode of your transportation that you choose to travel you will see or experience the country even more. The book touch on the different aspect of life and gave insight on how deal with them. And there are nuggets of wisdom that gives great perspectives

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1. Why did I choose this book?: I thought that the title of this book was pretty catchy, and it made me curious about the book.

2. What are some points from the book that resonated with me or that I found interesting?: I actually resonated with a point made on Page 2, that we can help others understand us by creating a safe arena on their terms (so that others can use their energy to hear us out rather than consciously or unconsciously reacting to our message). It made me reflect on how I viewed communication - typically presenting info based on my own terms, yet giving little thought to what “distractions” my listener is likely experiencing.

3. How has the content of the book impacted me?: The book has given a simple overview of the strengths and potential weaknesses of the different personality types, and how to adapt our communication style to their needs. Similar to point 2, I think this has helped me become more aware of what is needed to help minimise “distractions” for listeners, and to be more sensitive to their needs.

4. How can my learnings from this book enrich me professionally or personally?: I think my learnings can support me in my communication with students, colleagues as well as friends. For one, after better understanding the motivation/needs behind each colour’s behaviour, I believe it’ll help to minimise instances of misunderstandings. Eg. Previously I may perceive a Red to be bossy and unfeeling, but now I understand that they prefer straightforward communication.

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Atika 🌿

I was first drawn to this book because of its title as it sparked a quiet curiosity in me; what am I missing out on in the midst of my busy, fast moving days? I wondered if there were moments of connection or clarity that I had unintentionally overlooked.

The author reminded me of the quiet strength found in slowing down and being present. It’s easy to get swept up by deadlines, student and family needs.

This book encouraged me to pause and reflect; not just on what I do, but on how I feel while doing it.

I was struck by the idea that peace comes not from changing our circumstances, but from calming our mind. As a teacher, this means showing up with presence rather than perfection and remembering that a calm teacher helps create a calm classroom.

The reflections on relationships reminded me to listen more openly, to respond rather than react and to approach each student with patience.

I am learning to embrace imperfection; both in myself and in my students and to slow down enough to truly notice the little wins and quiet struggles.

Quote from Pg 52 and 175:

A very modern dilemma: There are countless television channels but nothing interesting to watch. Too many choices make people unhappy.

There are many more ordinary hours in life than extraordinary ones. We wait in line at the supermarket. We spend hours commuting to work. We water our plants and feed our pets. Happiness means finding a moment of joy in those ordinary hours.

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1) I was first drawn to this book because of its bold and thought-provoking title. As someone who tends to be a people pleaser and often second-guesses whether I’ve upset others, be it friends, students, colleagues or even strangers, the idea of standing firm in my values, even if it means being disliked felt both scary and necessary. I found myself wondering: What if it’s actually okay not to be liked all the time? This book met my expectations in the sense that it gave me a lot to think about. But I’ll admit that some parts felt a little idealistic. The philosopher’s arguments can seem so ‘neat’ that I found myself going, “But what about real life?” Especially when he talks about ignoring recognition or praise entirely. As a beginning teacher still learning to stay afloat, I think I need a bit of both courage and compassion for myself.

2) “You’re the Only One Worrying About Your Appearance” (page 74–79)

This chapter had a strong emotional impact on me because it explores how feelings of inferiority often stem not from objective facts, but from comparison and competition, something I experience as a beginning teacher.

One line that especially resonated was:

“If there is competition at the core of a person’s interpersonal relationships, he will not be able to escape interpersonal relationship problems or escape misfortune.” (page 75)

This made me reflect on how much of my own stress comes from constantly comparing myself to others, colleagues, classmates or even online ‘model teachers’. I realised that my anxiety doesn’t necessarily come from being inadequate, but from fearing that I’m less than someone else. That shift in perspective was powerful.

3) The book helped me shift from constantly seeking validation to being more grounded in purpose and boundaries. For instance when I feel overwhelmed by students’ emotional struggles or demands from different stakeholders. It also gave me the courage to accept that some students may not warm up to me immediately and that’s okay. My job is to teach, to care and to lead with integrity, not to be liked at all costs. That mindset is helping me build resilience and emotional detachment in a healthy way.

4) Professionally, this book helps me develop emotional boundaries and assertiveness, which are critical as I navigate the uncertainties of being a beginning teacher. I’m learning to focus on meaningful relationships and not over-invest emotionally in every interaction or outcome. It’s also improving my classroom management in understanding each student on their own terms, not just as someone to ‘manage’ but someone to connect with. Personally, it’s helping me loosen the grip of perfectionism. I still care (a lot!), but I’m learning that not every small misstep means I’ve failed. And maybe, just maybe, I can be disliked and still be okay 😊✌️

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1. I was intrigued by the title when I saw a teacher reading it on a plane, surrounded by students — the irony caught my attention. The book turned out to be easy to read, with real-life examples and humor that made understanding different personalities simple and engaging.

2. "Knowing and understanding another person’s style of behaviour and method of communication will result in more educated guesses about how a person may possibly react in various situations. This understanding will also dramatically increase your ability to get through to the person in question." (pg 2)

3. It helped me become more aware of how I tend to communicate and pointed out some blind spots I had not fully noticed before. That shift in perspective is helping me be more thoughtful in how I interact with others. For example, I realized that Yellows often just want to talk (enthusiastic and expressive) but they do not always take time to listen. Understanding that has helped me respond with more patience instead of frustration.

4. The book deepened my understanding of various communication styles and behavioural types, helping me become more empathetic toward others. It encouraged me to approach conversations with greater patience, understanding, and flexibility, and provided practical tools to adapt my communication style in both personal and professional interactions.

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Lim Lay Ping

1. Why did you choose this book? Did it meet your expectations?

I think communication is an art and I would like to learn how to support others by being a better communicator or mediator who can de-conflict difficult conversations.

I guess it did meet my expectations — the anecdotes, narratives, tips and even exercises to test your understanding. Plus point would be being able to see how communication breaks down and how miscommunications were formed and that there is always a remedy for everything.

Basically the bulk of what was shared was pretty much what we know in theory, but may not have executed it the appropriate or intended way.

2. What are some points from the book that resonate with you or that you found interesting? (Include page number where possible)

Distinguish between what we feel and how we think others react or behave toward us (pp42) This is important to me as it helps me better an objective judgment (for better  decision-making). This prevents projection of our feelings onto others, fostering clearer self-understanding; avoids miscommunication and build healthy relationships and helps me to separate internal struggles from external events.

If we don’t value our needs, others may not either (pp56). This is important to me for boundaries setting — failing to assert needs teaches others that they can disregard them without consequences as people may assume it to be unimportant.

It is impossible for us to give something to another if we don’t have it ourselves (pp103) eg we need empathy to give empathy. This is a value/belief that I hold close to — Depleted people struggles to support others, whereas self-care fuels generosity. If we lack something eg empathy and love, we can authentically offer them to others.

Learn to hear needs regardless of how people express them (pp168). This is important to me and I’m very mindful of how I communicate with others because people express their needs differently and listening beyonds words can help uncover true concerns. In addition, validating hidden needs helps to build trust, reduce conflicts and encourage emotional safety. Most importantly, it’s important to focus on the “why”, rather than “how” to foster empathy and resolution.

3. How has the content of the book impacted you?

Communication should be done intentionally and empathetically, not just for others, but for ourselves too.

More often than not, conflicts and unhappiness arise because people’s needs are not heard; even if conversation becomes more intense and hostile, it is important to maintain respect and sieve out the needs of the other parties calmly and empathetically, without compromising on our needs.

4. In what ways can your learning from this book enrich you both professionally and personally?

I find the NVC Method applicable when communicating with students — guiding the students to do introspection by observing the situation, understanding their feelings and needs, as well as making requests appropriately.

It can perhaps be used to calm the students down and get the students to see the needs of people conversing with them and in turn get them aboard to make school a safe place for learning and for growth to take place positively.

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1. I saw this book being read by a lady while I was travelling once, and I thought that the title was quite interesting and on doing further research, I found the content quite thought-provoking, and therefore when the opportunity rose to suggest a book for our schools, reading list, I thought this would be an interesting choice. I found the book quite an interesting read as it was written in the form of a Socratic dialogue. As whether it has met my expectations, I would think that it provides quite practical insight into how one can be truly free and achieve self realisation.

2. One thing that resonated about this book is the idea that we have the power to create our own happiness, and to give shape to the reality that surrounds us. An interesting point that was mentioned on page 55 is about the idea of feeling of inferior and how the philosopher who is around 155 cm, but told by his friend that his height, instead of being something that makes him inferior actually puts people at ease because he doesn’t come across his intimidating, and this transformed his view of himself, and as a result, he did not attribute His height as something that devalued him. It is described as “transformation of values “. This switch in perspective is something that helps us to create our own reality, which makes us feel more confident in our sense of self, and this was an idea that I had heard from my teacher, when I was quite young, but I found it hard to believe back then. Another idea that resonated with me is the desire for approval of others. In page 138, the youth asks the philosopher “one has no choice, but to discipline oneself on the basis that other people are watching “. The philosophers response to this is to live such a life where you only act a certain way in order to look good in front of others is to live an unfree life, and in doing so one is trapping themselves into a never ending cycle of people pleasing.

3. It has made me realise how much agency we possess in order to shape our mindset and to create a sense of well-being for our day-to-day lives. We can transform our life by changing the way view things and there by creat a more positive and happy existence.

4. From reading this book, I can definitely change my mindset when I’m dealing with situation in the classroom such as instead of thinking why a student is behaving in a certain way and taking it personally I can objectively look at what are the reasons for the students behaviour and what the student is trying to achieve through such behaviour and try to find a solution on managing the root causes instead. It also helps in understanding that my task is guiding the students both academically and morally but I might not be able to find a ‘fix’ or please everyone all the time. Encouraging students and not just praising their wins is an important step in building their self confidence.

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1. I was curious about improving my communication with different personality types, especially in team settings. The title itself was intriguing and I wanted to understand why misunderstandings often happen even with good intentions.

2. The color-based personality model (Red, Yellow, Green, Blue) made complex behavioural theories easy to relate to. For example, I found the explanation of “Red” personalities being goal-driven and direct very accurate in describing certain colleagues.

The part where Erikson describes how different personalities handle stress helped me reflect on my own reactions and those of others.

The chapter on how communication breaks down when we assume others think like us stood out to me—it’s something I’ve experienced but never consciously addressed.

3. Made me more aware of my own personality tendencies and how they might be perceived by others. It taught me not to take different communication styles personally and instead to adapt my approach depending on the other person’s color profile.

4. Personally, I’ve become more empathetic and less reactive, especially in challenging interactions. The book reminded me that we all see the world differently: not wrongly, just differently.

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1. The book chose me. The word 'Idiots" called out to me. I was thinking curious if I'm actually surrounded by idiots or am one of the idiots.

2. I do see myself as a more "Green & Yellow" person. And the book helped me to understand myself more than before.

3. I try not to label people according to the colours but used the info learnt to be more compassionate towards others. "Seeing them less of an idiot" but someone whom I will need to understand and learn to work with.

4. It will help me to be more open to work with other more readily and effectively.

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1) I chose this book because right now, being happy feels like one of the most important goals in my life. It’s strange how something that seems so simple can sometimes feel so hard to reach. Even though we live in one of the richest and most comfortable countries in the world, I often see how easy it is to lose sight of joy or a sense of purpose. I was drawn to this book because I hoped it would give me a new way of looking at life, something honest and meaningful that could help me understand what true happiness really means, beyond just surface-level positivity.

2) I found the way the book was presented really interesting. Instead of just listing ideas or giving advice like most self-help books, it explores each concept through a dialogue between a rather frustrated, disillusioned youth/teacher and a calm, thoughtful philosopher. This format made the ideas feel more alive and open to interpretation. It wasn’t about telling you what to think, but more about inviting you to reflect and question.

3) I found myself resonating with the teacher on many points—his doubts, frustrations, and the questions he raised felt very real to me. But each time the philosopher responded, I would pause and reflect deeply on what was being said. It challenged me to shift my thinking and consider a different perspective. That, I realised, was one of the most powerful aspects of the book—it’s all about perspective-taking.

4) In Part 2, the discussion on rejecting both reward and punishment was particularly insightful. It made me rethink the way I understand motivation and discipline, especially in the context of working with students. The book also explained how problem behaviours are often driven by deeper goals, as understood through Adlerian psychology. This gave me a clearer, more empathetic perspective on why some students behave the way they do, and how we might respond more thoughtfully.

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1. When I first saw the title, I thought, “Eh, that’s me!” - the idea of being disliked for the right reasons sits well with me personally. I chose it as I wanted to understand for myself the philosophy behind my own belief. At the same time, I am intrigued that I am not entirely agreeable with everything that’s been presented in the book. In some ways, the philosopher seems to be utopian in his ideas and I cannot see how that is applicable in the real world. ‘Trauma does not exist’. I’m not sure, as someone who’s been fortunate throughout my whole life, if I can say this is true for a person who’s been through war and oppressed for his/her entire life.

2. ‘I am beneficial to the community’ and ‘I am of use to someone’ (pg. 189). This rings true for me. I always feel that my existence should be of benefit to others and if I cannot give others what I expect of myself, it’ll make me upset that somehow I’ve disappointed them. However, the philosopher has made me realised that my view of ‘being of use to someone’ is limited. All this time, I’ve ascribed the notion of ‘being beneficial’ to ‘level of acts’. It is enlightening to me that the philosopher said, “So let’s not look at other people on the ‘level of acts’, but on the ‘level of being’…If you consider things at the level of being, we are of use to others and have worth just by being here.” (pg. 192). My very existence is purposeful. So is yours. 🥲

3. To be kinder to myself (and even more so to others!)

4. Be it with my children or students, I should strive towards building a horizontal relationship instead of purely a vertical relationship where my authority as a parent or teacher will definitely come into play strongly and I’ll judge more than I’ll encourage.

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1. Why did you choose this book? Did it meet your expectations?

I chose Surrounded by Idiots because I was curious to see how this framework might improve communication and reduce misunderstandings. The title itself was catchy and slightly provocative, which drew me in.

Yes, the book met my expectations. The examples involving celebrities made the concepts easy to understand.

2. What are some points from the book that resonate with you or that you found interesting?

The different behavioral patterns of the DISA types caught my interest.

RED-D– Dominant (Goal-oriented)p16-27

How to recognize:

Task-oriented and enjoy challenges.

Make quick decisions.

No prob being blunt. Extremely clear in the communication.

Get bored with the quo status quickly.

Typical phrases:

"We’ll do it my way. Now!"

"Tell me what you really think. Yes, for real."

Watch for:

Chop-chop --- Gets straight to the point.

YELLOW-I–Inspiring(Ppl-oriented)p28-36

How to recognize:

Happy to talk and enthusiastic.

Focused on creating pleasant relationships.

Resourceful. Think outside the box.

Typical phrases:

"That sounds fun! Let’s do it!"

"Isn’t it amazing? I just love it to bits!"

Watch for:

Motivated by approval.

GREEN-S–Stable (Supportive) p37-47

How to recognize:

Calm and easy-going.

Good listener.

Never kick up a fuss unnecessarily.

Prefers working behind the scenes.

Typical phrases:

"How are we going to do this? It’s not urgent, right?"

"Who? Me? I am not important. Forget that you even saw me"

Watch for:

Warm tone, gentle facial expressions.

BLUE-A–Analytical(Detail-oriented)p48-61

How to recognize:

Accurate and orderly.

Asks lots of questions before making decisions.

Typical phrases:

"Why are we doing this? What’s the science behind it?"

"Is there any more material?"

Watch for:

Being silent, don’t say a single word unnecessarily.

3. How has the content of the book impacted you?

The book shifted my mindset from judging to understanding. Now I understand that ppl might just be operating from a different color perspective. Examples:

1. What they value: Results (D), relationships (I), stability (S), precision (A).

2. How they respond to stress: D becomes controlling, I becomes emotional, S withdraws, A overthinks.

3. Group dynamics with them: D leads, I entertains, S supports, A evaluates.

4. In what ways can your learning from this book enrich you both professionally and personally?

Professionally, by recognizing different personality types, I can now tailor my approach—whether I’m giving feedback, delegating tasks, or resolving conflict. It helps create a more harmonious work environment.

Personally, it has improved my relationships with friends and family. I’ve become more empathetic when dealing with people who think differently from me.

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1. I chose this book because I feel like I have people-pleasing tendency that many times have led me to be very self-critical. The title of the book drew me in as I learn to be kinder to myself.

2. The discussion about lifestyle/world view that emphasized how our background and circumstance do not define us. I had to read this subchapter (People Always Choose Not to Change, page 30) a few times as it clashes with my understanding of the way individuals are "made".

3. It makes me reflect more about my reaction (behaviour and emotions) to things that happen around/to me. I see the importance of stopping for a moment to choose the meaning i want to ascribe to them.

4. Motivates me to unlearn and relearn more, to not be afraid to try new things and possibly fail, to focus on what i can do next instead of dwelling on mistakes.

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1. I wanted to read this book as I am keen in understanding about different personality types and how to better communicate with different people.

2.  “Learn to have tolerance and patience both with yourself and with others.” (Pg6). As I read through the 4 behaviour types, I was able to identify myself and others who fall into the different colours. We should consider why others act the way they do and learn to have patience and tolerance when dealing with others. The author provided some strategies such as adapting to the different personalities and giving feedback to them.

3. Increasing self-awareness and understanding of others. For example, when communicating with a Red, I feel less frustration and more empathy since I understand that they are not being intentionally difficult.

4. I can adapt my leadership style to guide different personality types and provide effective feedback for each colour. Being self-aware of our own personality and personality types of others can help to develop stronger personal relationships within family and work teams.

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Book Title: Nonviolent Communication: A Language of Life

1. Why did you choose this book? Did it meet your expectations?

Interesting book title! I didn’t expect that emphasising on feelings (which can make one vulnerable) would be part of the communication framework introduced in nonviolent communication (NVC). Perhaps because of my own lived experiences and upbringing, it never felt natural for me to emphasise on how I feel (especially “negative” feelings). It’s a work in progress for me, especially as it is also something that I do want to do more in my work as an SWO - to be open and comfortable in talking about feelings with my students and with their families.

2. What are some points from the book that resonate with you or that you found interesting? (Include page numbers where possible)

I appreciate NVC as it acknowledges that all behaviours are attempts to meet needs. As part of my work, I came to realise that a lot of these students who are missing school, are behaving this way in order to meet other needs outside of school. Perhaps to be near people who cares for them, perhaps to be away from situations that make them feel bad about themselves. It has been an integral part of my work and I connected very well with this. The framework of NVC that helps us to communicate with empathy – Observation, Feelings, Needs, Request. So putting it in my work context, it might look like this, “I noticed that you have missed school for the last term (observation), and I am feeling concerned (feeling), because I care about your well-being (need), and I am wondering if you would be willing to discuss more about this (request)”. I would definitely want to incorporate this into my conversations with my students/ families, to connect with them at the emotional level.

3. How has the content of the book impacted you?

NVC talks about empathy, not just towards others but also towards the self. I find that very powerful especially for us working in a school setting, where we are the frontliners managing some of these children’s distress. It is a timely reminder that we should show empathy to ourselves – because only when we take care of ourselves, we can take care of others. Using the framework, perhaps a self-reflection exercise can be asking ourselves at the end of each day, “what am I feeling now”, “what am I needing”, and “can I speak to myself with the same empathy/ kindness I offered to a student”.

4. In what ways can your learning from this book enrich you both professionally and personally?

Being more intentional in my conversations. communication, through incorporating Observation, Feelings, Needs, Requests (OFNR) in them (when appropriate). I believe it is also important for me to invest in building rapport with the student/ family first, so that the use of the OFNR would not appear to be inappropriate or awkward.

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1. I have always been interested to know more about how the brain works in supporting students' learning especially since the brain controls every single process that we do in order to function. This book certainly met my expectations. It juxtaposes the technical aspects of what goes inside the brain (chemicals released, etc.) with strategies teachers can use to activate them.

2. The idea of neuroplasticity was very interesting for me. While i know and subscribe to the growth mindset, to actually read that the brain can physically 'grow and develop' is a very powerful reminder for me that like a muscle, intelligence can be trained and developed and is dynamic and not static. - C05. The other point is abt the idea of 'forgetting'. People forget because the brain is simply very efficient in pruning away info that is not relevant. So while we get frustrated abt students not being able to recall, sometimes this might be due to students emotional state or lack of prior knowledgw which results in the information not sticking and hence being pruned away. - C05

3. It allows me to view teaching and learning differently. Its actually a little scary that what i do in the class can have such a profound impact on the actual physical growth of a my students' brains. This got me thinking about how i should be more mindful and intentional in the words that i use and activities that i plan in class.

4. The chapter of self-care was an important reminder that i need to look after my own brain development and growth. While its easy to let the students be the front and center of all that we do, its important to remember that its only when i allow myself to grow that i can optimise the students learning. :)

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1. Why did you choose this book? Did it meet your expectations?
I chose this book because I wanted to understand where the power of habit comes from and how it can help teachers and students in the classroom. I believe the book met my expectations, as it explained how habits work and how to create new ones. It also provided successful case studies from certain organizations and environments.

2. What are some points from the book that resonate with you or that you found interesting? (Include page numbers where possible.)
a) The Habit Loop:
It consists of three steps — Cue / Trigger (which tells the brain to use a specific habit), Routine (physical, mental, or emotional), and Reward (which helps the brain decide whether the loop is worth remembering). Over time, this loop becomes more automatic, and a new habit is formed. (Pg. 39)

b) Habits can be ignored, changed, or replaced:
Once a habit emerges, the brain stops fully participating in decision-making—unless we deliberately create a new routine. This explains why we are often encouraged to step out of our comfort zone. By learning to observe the cues and rewards, we can change the routine, which means we can form a new habit. (Pg. 40-47)

c) To change a habit, we must understand basic human psychology:

1. Identify a simple and obvious cue.

2. Clearly define the reward. (Pg. 56)
However, these two elements alone are not enough. The cue, routine, and reward must be put together in a way that cultivates a craving, which drives the habit loop. (Pg. 69)

3. How has the content of the book impacted you?
Part One of the book deepened my understanding of habits. In Chinese, we often say, “习惯成自然” ("habit becomes natural"). However, this book explained how a habit is actually formed and why it can be changed or replaced. It gave me a foundational concept of habits, which may help me and my students change bad habits.

4. In what ways can your learning from this book enrich you both professionally and personally?
Personally, if I want to change a bad habit—such as not drinking enough water—I can start by placing a colorful cup on my table (the cue). Then, I can create a routine, such as setting an alert on my phone every two hours to remind me to drink. If I successfully drink 1000ml per day, the reward could be praise from my family, which I would look forward to.

Professionally, in a teaching and learning context, if I want to cultivate a reading habit among students, the cue could be a daily reminder and positive role modeling from the teacher. The routine could involve reading together with students, showing them how to take notes instead of just reading passively. The reward could be small prizes or certificates that recognize their reading effort.

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1. The title caught my attention right away, I’m curious about how students develop learning habits, especially in areas like procrastination, motivation, and discipline. As an educator, I often see how these habits affect their studies and growth. I want to understand the reasons behind these behaviors and learn how to help students develop better habits that support their learning and personal development.

The book shares real-life stories along with ideas from brain science and psychology in a clear and interesting way. I found the examples easy to relate to, and the concepts helped me understand how habits work and how they can be changed. It also gave me useful ideas that I can apply to both my own habits and in supporting my students.

2. p. 21-27: The story of Eugene Pauly, a man who lost part of his memory but could still develop new habits. This showed me how powerful and deeply rooted habits are in the brain. They can form even without conscious awareness. It made me reflect on how students might form certain learning routines without realizing it, both good and bad.

p. 127-132: The story of how Starbucks trains employees using routines to help them manage willpower in tough situations. This reminded me of how useful clear classroom routines can be. By teaching students structured responses, such as how to manage time pressure or overcome frustration, we can help them develop automatic habits that build resilience and self-control over time.

3. Reading The Power of Habit made me realize that many of our daily actions both in and out of the classroom are shaped by habits more than we realize. As a teacher, I should see my students’ behaviors not just as individual choices, but as patterns triggered by cues like stress, peer influence etc.

This new perspective will help me become more patient, especially with students who struggle with focus or motivation. Rather than just telling them to “pay attention” or “try harder,” I now think about how to help them identify and change the habits behind their actions. It has also encouraged me to create more purposeful classroom routines to support positive learning habits.

4. The book has encouraged me to reflect on my own daily routines, especially around time management, stress, and self-care. By applying the habit loop, I will start making small but meaningful changes that improve my productivity and well-being. Of course, the practical framework is useful to guide my students in building better habits, rather than simply correcting poor behavior.

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1.Why did you choose this book? Did it meet your expectations?

Was looking for some scientifically proven/ tested strategies that are effective in helping students to learn better. I was hoping for more success stories, but the book did provide some detailed research on the factors that affect learning and some recommended stragies.

2.What are some points from the book that resonate with you or that you found interesting? (Include page numbers where possible.)

p.128: The brain's 3 "hardwired" motivations and these include curiousity, anticipation and behavioural relevance. I find this knowledge useful and do find myself tapping on curiousity (for instance through storytelling) to elicit motivation.

p.137: Another interesting point is the importance of state change which refers to a shift in the current physical, emotional or psychological state of a student. This change can support and even reinforce learning.

p.189: importance of forgiveness and to develop the skill whereby one acknowledges the pain and takes control of the hurt. Forgiveness promotes better physical and emotional health.

3.How has the content of the book impacted you?

Reminded me that there is a lot of learn from different disciplines and to keep refining my craft.

4.In what ways can your learning from this book enrich you both professionally and personally?

Reminded me of important lessons such as the importance of forgiveness and factors that impact learning like emotions.

It has also introduced me to some interesting strategies to improve learning such as utilising sensory inputs in the classroom (p.19) through a variety of sounds (music, videos, whispers, etc.) and the importance of RCC to the brain (p.165, readines, construction, consolidation).

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1. This book was not my first option so I read it without any expectations, which was great because it helps me to be more open minded to learn from the book

2. Page 31, 107, 116: The idea of a flipped classroom where students learn the content at home at their own pace and lessons are dedicated to do work/discussions. Then perhaps we can review the idea and purpose of giving homework.

Page 34, 35: Tutoring is intimate. You talk with someone and not at someone.

Page 50: connections between concepts that can lead to internalization of concepts.

Page 85: Review after a test should followed by a rigor retest to ensure that students have fully master the concepts in the chapter before moving on. This is important as some concepts may be needed to comprehend others in various topics or even subjects.

3. This books encouraged me to rethink my planning process, how to incorporate flipped learning activity to ensure engaging lessons and how to bridge the gaps my students may have before moving on to the next topic.

4. I like how this book helps me to reflect on my current teaching practices and gives me ideas on how to improve as a teacher.

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1. Why did you choose this book? Did it meet your expectations?
I selected this book because I was intrigued by the idea of a 'One World Schoolhouse'. Naturally, I had my reservations - what would it look like? Would it essentially be colourblind? Unifying practices is great of course, but in an increasingly diverse classroom, how can we ever imagine a 'one world' schoolhouse. At the same time, the idea is exciting. Branding the education system as a 'schoolhouse' also takes me back to my childhood imagination - that school was supposed to look like the set from the Bear in the Blue House / Art Attack Studio from Kid Central. That made learning exciting for me! Now I wonder if students still see school as a 'SchoolHouse'.

2. What are some points from the book that resonate with you or that you found interesting? (Include page numbers where possible.)
> I second his sentiments about the Swiss Cheese Model. We see it happpening every year when students graduate from school, ask them the following year what they learnt - they'll say they don't recall. I myself struggle with this. As a society, we have accepted that we teach to test. At best, our students become great students (in that they master the art of studying for a test) but we have completely snuffed out their thirst for knowledge. They are not curious because the system doesn't allow them time to explore based on their own interest.

3. How has the content of the book impacted you?
> I feel encouraged to know there are amazing people out there who are doing wonders with resources and am heartened to know he too views teachers as coaches! This gives me an even greater sense of purpose because Instead of being perceived as adversaries who assign "busywork," teachers are hoped to become like coaches who are specifically and explicitly on the student's side. We would prioritise helping students repair those weak points and truly master concepts, emphasizing that anything less than mastery won’t do!

4. In what ways can your learning from this book enrich you both professionally and personally?
> Focus on mastery, not just coverage. Peronsally, this is something I want to inspire more in my students, especially in the teaching of Literature! I want students to master certain skills and provide the opportunity for them to ask questions to explore a character or theme even further!

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1. I was mainly looking for a light read. This book didn't disappoint. It offered practical and reflective insights that can be implemented both in my professional and personal life.

2. “When you care for yourself deeply and consciously, you can care for others more genuinely and generously.” -pg 25.

3. I realise how often I rush through the day. I’ve started making small changes—pausing before reacting, listening more fully, and being more present in class and at home.

4. Education is not just about imparting knowledge, but also about modelling calm, empathy, and resilience. Slowing down is not a luxury—but a necessity for meaningful living and teaching.

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1) I chose to read Declutter Your Mind with the hope that it would help me calm my thoughts and learn how to compartmentalize my mental and emotional load. I often find my mind overwhelmed—juggling responsibilities, overthinking, and reacting to distractions. This book appealed to me as a practical guide to bring order, stillness, and clarity into my daily life.

2&3)  “One of the challenges of modern living is figuring out what’s truly important and differentiating those from the obligations that seem important at first, but really don’t matter when you take time to examine them.” – Page 44

“Because your core values can serve as a measuring stick for all of your choices and decisions in life, keeping you focused on the person you want to be and the life you wish to lead.” – Page 45

These quotes stood out to me because they emphasize that living without a clear sense of values leads to confusion, stress, and misalignment. When we aren’t sure what truly matters, we tend to say yes to everything—and end up overwhelmed by obligations that don’t add value to our lives.

Understanding and defining my core values—such as peace, presence, family, and purposeful living—helps me make better decisions. They serve as my personal compass, ensuring that I spend my energy on things that genuinely align with the life I want to lead.

4) “Sometimes our schedules take over our lives, and we don’t give much thought to whether or not we are spending our time in ways that contribute to the mental clutter and stress that is so debilitating.” – Page 112

This quote was a powerful reminder that busyness is not the same as productivity or purpose. Without conscious planning, our days become filled with low-impact activities that drain us.

The book offers some practical strategies that I found especially helpful:

Prioritize your daily goals – Focus on 3 meaningful goals a day instead of endless to-do lists.

Purge unnecessary commitments – Say no to tasks or events that don't serve your values.

Reexamine your children’s schedules – Simplify their routines too, so the whole family breathes easier.

Leave space for rest and reflection – Not every moment needs to be filled.

Applying these strategies may help me simplify my schedule, and I can possibly find myself less rushed and more centered.

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1) I chose this book because my mind feels like there are sooo many tabs like my Google Chrome. I’m glad it did meet my expectations because it gave me tips on how to organise my mind. It’s like Marie Kondo-ing my brain haha. The language used is also very straight forward and every chapter explained in bite sizes, in point forms with easy to understand and very relatable examples given.

2 & 3)

-Decluttering Your Thoughts: #2 Practice Acceptance (pg 39)

“You can’t completely eradicate your troubled thoughts during hard times, but you can lessen them through acceptance.” I need to let go of the people/memories/things that i cant change, learn to accept and make peace with it.

-Decluttering your life obligations:

Step 2: Revisit your current life (pg 65)

“Write a list of everything in your work that you do enjoy or view as positive - whether it’s the comfy chair or the client you really like. Write the same list for your personal life, including everything about your life that is working well for you.” “Sometimes we overlook positive things in our lives when we are so focused on the negative.”

I feel that this tip is important because it is really up to us to feel miserable if we want to continue leading our life thinking of all the negativities in life/work or continue to feel grateful with all other blessings in our life/work place.

-Decluttering your relationships: Practice #3: Express gratitude constantly

"We become so focused on what someone else has and how we don't measure up that we neglect to acknowledge all of the blessings around us." Similar to the point earlier, this tip helps me to understand that one way to declutter my mind is to not think about the good things elsewhere but focus on the good things that I am already blessed with.

-Simplify your Home (pg 102)

“…when your environment is cluttered, the visual chaos restricts your ability to focus”

This gave me the idea to clear certain things from my work desk and at home especially the kitchen and my kids room where i frequently go to. The more things there are, the more stressed i will get because i will not be able to locate the things that i need. Marie Kondo-ing the work space and home is a need to ensure i have a clearer mind. When my visual is less clutter, my mind will declutter too.

4) From this book, I feel some of the most important tips that I learnt which I can adapt to my professional and personal life is:

-remove the negativities from my mind, be more grateful with the blessings that i have in life be it at work or at home

-do not compare my life with others because everyone move at a different pace ("I'm on my own journey, which should be different from those around me." pg 79) -> This tip is also suitable for me to share with my students so that they do not feel discouraged and more motivated.

-remove visual clutter so that my mind can focus better

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Wang Fang

1. Why did you choose this book? Did it meet your expectations?

I chose The Power of Habit because one of the units in our Secondary One Chinese textbook is also titled “The Power of Habit.” When I saw this book, I became curious to find out what the full version talks about and whether its ideas are connected to what I teach in class. I wanted to explore if the deeper concepts in the book could enrich my students’ understanding of the topic.

The book definitely met —my expectations. It not only explained how habits are formed and changed through a scientific lens, but also included relatable real-life stories. This made the reading process very engaging and gave me new insights I could bring into my teaching and personal life.

2. What are some points from the book that resonate with you or that you found interesting? (Include page numbers where possible.)

ne key idea is the habit loop — cue, routine, reward (Page 19), which helped me understand how habits form and why they are hard to change.

I was also impressed by the story of Alcoa (Pages 98–102), where focusing on one keystone habit — safety — led to major improvements across the company. It showed how small changes in focus can bring big results.

As a teacher, I found the Starbucks training (Pages 127–153) meaningful. It taught staff to build willpower through practice. This reminded me that students can also build self-control through consistent routines and guidance.

3. How has the content of the book impacted you?

This book made me realize that many of my struggles — like procrastinating on English-related tasks or not sticking to an exercise routine — are not about willpower, but about unhelpful habits. I used to feel frustrated with myself, but now I understand that habits can be changed if I focus on the right cues and rewards. It gave me hope that small, consistent actions can lead to real change.

4. In what ways can your learning from this book enrich you both professionally and personally?

Personally, I’ve started applying the habit loop idea to my own life — setting clear triggers and small goals for reducing my phone use and exercising. For example, I put my phone in another room when I’m working, and set a timer to limit screen time. It’s helped me feel more in control and less overwhelmed.

Professionally, the book reminded me how important it is to help students build good learning habits, not just teach content. For example, I’m currently thinking about how to help students develop a strong reading habit. Instead of simply telling them to read more, I can create consistent reading routines in class — like starting every lesson with 10 minutes of silent reading, and letting them track their own progress. Over time, this small routine could grow into a lasting habit.

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1. I chose this book because I was drawn to the idea of slowing down in a fast-paced world, especially we as educators always juggles many responsibilities both at work and at home. The title alone felt like a gentle reminder to pause, breathe, and reflect, something I have been needing more of lately.

The book meets my expectations. While I anticipated simple mindfulness tips, I was surprised by the depth of emotional insight and the comforting tone that runs throughout the pages. It didn’t feel like advice from a distant expert, it felt like wisdom shared by a kind friend.

2. On page 13, Haemin Sunim writes:
“When your mind rests, the world also rests.”
This quote struck me because it reminded me that how I feel inside shapes how I see and respond to the world. When I am calm and centred, I am better able to support others and handle challenges. It reinforces the importance of caring for my inner state, not just for myself, but for the people around me too.

On page 45, he reflects:
“Do not fight your negative emotion. Observe and befriend them.”
This line resonated with me because I tend to suppress negative emotions in order to stay composed or focused. But this quote reminded me that it's okay to acknowledge difficult feelings instead of pushing them away. By observing them without judgment, I have found I am better able to understand where they come from and let them pass without being overwhelmed. It’s a simple but powerful shift that helps me manage stress and stay emotionally balanced, especially during tough moments at work or at home.

“When someone is rude, rather than react, try to understand the pain behind their words.”
This reframing helped me better empathise with others, especially in emotionally charged situations.

3. The book has gently shifted my mindset from one of constant doing to mindful being. I have become more intentional about creating moments of stillness throughout the day, whether it’s taking a quiet walk, putting away my phone during conversations, or simply taking three deep breaths before starting work.

It’s also helped me be more present and compassionate, not only toward others but also toward myself. I am learning to let go of self-judgment and embrace imperfection as part of being human.

4. Professionally, the book has reminded me of the importance of presence and empathy in leadership. When I slow down and truly listen, to students, colleagues, or parents, I respond with greater clarity and kindness. It also reminded me that leading by example in self-care and calmness can set a healthier tone for the team.

Personally, I started appreciating the smaller moments: quiet mornings, heartfelt conversations, and even just sitting still. The book has encouraged me to build sustainable habits of rest, which in turn fuel my resilience and joy.

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1) Book's cover design clearly shows how my mind is. Overwhelmed with personal and school related responsibilities. So i wanted to learn how to declutter the mind. Yes the book did share some useful strategies.

2) Identifying the causes for the Mental Clutter - Pg 18 to Pg 23.

Daily Stress; Paradox of Choice; Too Much "stuff"; The Negativity Bias

3) Yes, it did help to look at current things differently.

4) I will adopt - Simplify your Activities into both my personal and professional. I use to write weekly what are the things I need to complete. In the book, they shared on focusing on three important daily goals, importance of give yourself time during the day, and most importantly leaving work on time

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1) I chose this book because I was interested in how the brain works, and how I can adapt the way I teach to better suit the way my students learn.

2) "Ultimately, everyone has to make his or her own meaning out of things. It's not more content that students want; it's meaning." (Chap 10) This part resonated with me because I realised that emotions are very important when it comes to learning, and can help spark attention, make personal connections and help students process information better.

3) The book gave me greater insights on how the brain is adaptable and how a healthy brain learns best.

4) There were a few brain-based classroom strategies introduced in the book that I could try in my own lessons, such as energisers or using music/visuals for memory.

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1. I thought the title sounded counter intuitive, something we all subconsciously hope to achieve, and hopefully learn some conscious steps or two to achieve that.

2. Explaining things through cause and effect while seemingly logical might work against us sometimes. People can change at anytime, regardless of the environment they are in. One is only unable to change because you are making the decision not to.

3. Shiftaway from a mindset of "if it's meant to be it will be", though there surely is still a truth in that. Finding my own equilibrium in that now

4. Many times we look at our students and ourselves and blame the environment we are in, pacify ourselves by saying things are only the way they are because of past events. Seems like a flawless argument but in that regard, everyone's lives would've been predetermined since the beginning of time. Helps me stop giving myself / students / people around me excuses. A shiftaway from sympathy/empathy to call for action maybe. A huge transition in mindset but a rather powerful one at that.

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I find the title Surrounded by Idiots very catchy and interesting. This book is about understanding ourselves and others, and it also helps us learn how to communicate better. It helps me better understand the reasons behind people's behavior and analyze them from a psychological perspective. This process is not only about reconciling with others, but also with ourselves. Gaining this knowledge can help us build better teacher-student relationships (TSR) with students of different personalities.

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1. I wanted to gain a deeper understanding of how students think and learn and to explore practical, research-based techniques that I can apply in my teaching. The book met my expectations. It offered insightful theories and practical strategies that are not difficult to implement.

2. Several strategies stood out to me. E.g.

priming students by sparking curiosity: “Later on, we will be solving the great colour mystery, why are trees green and not blue?”

creative groupings: pairing based on birth months or choosing a partner “exactly 17 steps away"

acknowledging students’ emotional states empathetically: “I hope your time here today can give you a small break from that worry.”

3. The book brought up many factors (e.g environment, social dynamics, sensory input, emotions and motivation) that can affect a student’s ability to learn. I’m now more aware of the invisible challenges students may be carrying into the classroom. This shift in perspective encourages me to approach teaching with greater sensitivity, intentionality and empathy.

4. Professionally, I have learnt many practical strategies that I plan to implement in my teaching. Personally, the book has deepened my understanding of how people learn, and how our relationships, emotions and environment shape how we take take and process the inputs from our world.

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1. Title was famous and stood out as rather humorous. Yes, was very easy to digest + suits my interest :)

2. "Everything you say to a person is filtered through his frames of reference, biases, and preconceived ideas." (pg 1)

3. It has broken down behaviour into 4 types with analysis, so that we are better able to communicate at their level. While I may not be able to discern each person's behavior type accurately, I think it offers a lot of insights on how understanding the different types. Reflecting on some of the people that I have interacted with also helped me to understand their working behaviours better.

4. Understanding a rough profile of how each colleague behaves, coupled with the tips given, can help to better manage interpersonal relationships and therefore work more harmiously. (Example: Mr Bob Lau is a classic RED haha, and on hindsight, understanding his profile helps me to feel a bit more comfortable, knowing that he does not hate us; it is just his behaviour.) Personally, I resonated with being a green and I see how my behaviour style has an impact on my relationships with my friends as well, especially when the other person is not green like me.

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Chapter Summary

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1) I choose this book as the title struck a chord in me, It is something we want to achieve in live, I was puzzled why it needed great courage. I was hoping the book would give me a new way of looking at life, since my idea of happiness it rather simple and is not very puzzling.

2) The book draws heavily from Adlerian psychology, which was very new to me. It linked itself to the previous book, Courage to be disliked, and followed the style of using the philosopher and the youth.  Which opened concepts to our interpretation. It wasn’t about telling you what to think, but more about inviting you to think, and reflect.

3) I found myself thinking on many points such as doubts of idea, frustrations faced, and the questions he raised felt very real to me. But each time the philosopher replied, I would pause and reflect on what was being said. It brought me to shift my thinking and consider a different perspective. An example which struck me the most was when he mentioned about rebuke and praise, of all my years I realizes I have been very much on rebuking students when they are wrong, and to praise them for their little victories to spur them on, but the book brought another perspective for me to think about.

4) The book also discussed about how some behaviours are often driven by deeper goals. This gave me a clearer view, and a more empathetic view on why some students behave the way they do, and how we might respond differently from now on.

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1. I first came across this book in a bookstore in JB, and the title immediately struck a chord with me. At the time, I was going through a rough patch and was not exactly in a happy place—which said a great deal, considering I am usually quite jovial and full of energy. Although I did not purchase it then, this became the perfect opportunity to finally own and read it.

2. Chapter 2 resonated with me deeply, especially the idea of taking ownership of one’s feelings, actions, and consequences. While I have always had the courage to do so, the experiences of the past year had made that more difficult. I found myself drifting away from my core principles, making excuses instead of facing the reality of my situation. This chapter reminded me that I am, and have always been, capable of owning my choices without hesitation—and of moving forward with clarity and strength. Chapter 5 highlighted the importance of separating tasks, something I had begun to lose sight of. It was a timely reminder that there are things I can control and others I cannot. Over the past year, I had felt quite lost, but I now feel much better equipped to take back control. This chapter reaffirmed my belief that I am the one steering the course of my life, and that I should not allow external circumstances to dictate my direction.

3. Reading this book helped me make complete sense of my experiences over the past year. Although I had tried to convince myself—and others—that I was handling things well, deep down I knew I was not. The book affirmed that I had always held the power to take charge of my circumstances, and it compelled me to face that lapse honestly and turn it into something constructive.

4. This has become a valuable life lesson, one I hope to share with my students—whether during CCE or English lessons. Many of them may not yet realise that they already have the capacity to find happiness within their circumstances, and may not have reached the level of maturity needed to see it. The earlier they come to this understanding, the better. On a professional level, the book arrived at just the right moment for me to re-evaluate my past decisions, learn from them, and let that growth shape my future choices.

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I chose to read The Courage to Be Happy thinking it would be a light read about life in general, based on its title. Instead, I found myself immersed in a deeply philosophical dialogue amount education. But it did give me an opportunity to think about life in general too.

The book draws heavily from Adlerian psychology, much of which was new to me. I found many of Adler’s ideas relatable, especially the notion of education as a means to develop self-reliance, the emphasis on respect (ability to see a person as he is) being the cornerstone of all interpersonal relationship, empathy being an attainable skill, and the distinction between trust (belief with conditions) and confidence (belief without conditions). These concepts resonated with both my professional and personal experiences.

That said, some parts of the book felt overly idealistic. For example, the portrayal of education as a task that students should engage in independently, with minimal interference from teachers or parents, and the idea that educators should have absolute confidence in their students. I often found myself identifying more with the youth in the book rather than the philosopher, as the conversations reflected dilemmas we encounter daily in real-world classrooms.

The book reinforces ideas I strongly believe in, such as growth mindset and lifelong learning. But beyond that, on a personal level, it also reminded me of the importance of personal agency, that we can choose to affirm “myself now” (our current selves), choose a life we love, and contribute to others not out of obligation, but out of love. It reminded me that happiness is not something to chase externally, but as something that can be created through my choices.

I do wish I had read The Courage to Be Disliked first which is the first book in this series. Nonetheless, I enjoyed the book as it made me reflect more deeply on what it means to live purposefully and educate meaningfully.

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1. Why did you choose this book? Did it meet your expectations? I always like to keep things orderly, so would like to see insights to as to how to just de-clutter physically but mentally as well.

2. What are some points from the book that resonate with you or that you found interesting? (Include page numbers where possible.)The book group de cluttering into 4 areas: thoughts, life obligations, relationships and surroundings. I zoom in on mental de cluttering.

3. How has the content of the book impacted you? suggestion to help me be more aware of their thinking patterns, learning how to respond thoughtfully rather than react impulsively resonate with me a great deal. But meditation and breath exercises is a stretch for me. I suppose I might try it at some point. I reflected about the day often, and occasional journal, so that concurs with me.

4. How has the content of the book impacted you? As mentioned earlier, it makes me think of not just de cluttering as a physical thing, but a mental exercise as well.

5. In what ways can your learning from this book enrich you both professionally and personally? I hope it can help me make better decisions; be less impulsive.

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1. I was intrigued by the idea of breaking away from the common assumption that being liked is essential for influence and effectiveness. The dialogic style made it easy to follow while still prompting reflection (and is also one of my favourite styles of philosophical texts e.g. David Hume’s Dialogues)

2. Rejecting the constant need for approval: This idea resonated strongly, especially since teachers often seek validation from students or colleagues (pg 114). Finding happiness through contribution: The idea of quietly contributing without chasing recognition shifts the definition of success into something more meaningful and sustainable (pg 233).

3. After reading, I seek to be more deliberate about stepping back before immediately jumping in to solve other people’s issues. This has made me more mindful about promoting responsibility in others and protecting my own mental energy. Additionally, I seek to become more intentional about giving straightforward feedback without layering it with excessive praise, encouraging students to find value beyond external validation.

4. I work harder to empower students to take ownership of their behaviour and learning, which reduces my stress and allows me to focus my energies more effectively. It also makes it easier to handle other interactions in school without feeling overly defensive or pressured to please. Embracing the idea of finding satisfaction through genuine contribution rather than approval creates more space for authenticity and deeper relationships.

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1) Why did I choose?

I wanted to find out how and why the founder of Khan Academy conceptualised his idea of teaching via low cost video production.

2) What are some points that resonate?

The suggestion of getting to know the concept before coming to class is basically flipped classroom. The role of the teacher in the classroom is to deepen learning and the role of the students is have personal responsibility to get to know the concept before coming to class so there could be deeper discussions. "Taking education for learning IS learning".

3) How has the content impacted me?

"Presence of teacher is a source of thought paralysis" - I often think that after rapport is built with students, students will grow more confident to express themselves in class. However, they are humans with feelings. When answer is expected immediately and students grapple with the fear of disappointing me, it may not be entirely effectively. Thus, adopting a video approach gives students time to think and make sense of the content basically being more prepared for lesson

4) In what ways can your learning from this book...

According to the author, in a traditional classroom, time allotted for learning is fixed but comprehension of concept varies across students. This is insightful to me and is something I see in my daily teaching. I have a fixed number of periods but not all my students will grasp concepts at the same time. We can't shift traditional classroom immediately but we can make tweaks to accommodate to different levels of student readiness. In life, there are certain things that are fixed and there are also variables. You can't make everything into variables as you don't have control over everything. It is essential to identify the priority which is fixed, and what I can do to manage the variable.

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1. I chose this book because it resonated with me. I often have to put on the hat of the bad cop/guy, just because I follow the rules and also often to fit the bigger picture. The book did not meet my expectations as it was too long and included too many different chapters and points.

2. pg 11-14 on the point that trauma does not exist and we nowadays too often use it as an excuse.

3. It has affirmed and reminded me that sometimes we do not do things just to make other people happy.

4. It guides me in my various decisions and remind myself to continue doing the 'right' thing.

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Charles Chou

1) I chose this book because it might help me to understand myself better and to handle anxious feelings.

2) It did describe the thoughts correctly (pages 5-11), and it also provides solutions for four areas: thoughts, life obligations, relationships, and surroundings.

3) I still find it difficult to practice, as some of the solutions I have already been practicing from what I know in the Bible.

4) Life is short, actually. As long as you know who is backing you up, everything will be fine.

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1. Why did you choose this book? Did it meet your expectations?
I first got to know this book when I was writing my Master's dissertation, which focused on learning videos like those produced by Khan Academy. It was then that The One World Schoolhouse first captured my attention, offering valuable insights that shaped my understanding of technology-enhanced education. I chose to revisit it now to re-read some parts as a refresher, and just like many years ago, it managed to inspire me again.

I had expected practical ideas around online learning, but the book surpassed those expectations. It offered a compelling, human-centered vision of what education could be—more personalized, more inclusive, and more empowering. That depth of thought continues to resonate with me every time I return to it.

2. What are some points from the book that resonate with you or that you found interesting?
In Part 2 of the book, a chapter titled Homework, really stood out to me because it challenges one of the most deeply ingrained aspects of traditional education. Salman Khan questions not just how much homework students should have, but whether the concept of homework itself is even effective. He argues that the real issue isn’t quantity—it’s purpose. This reframing made me reflect on how often homework becomes a box-ticking exercise rather than a meaningful extension of learning.

3. How has the content of the book impacted you?
Although this book was written over a decade ago, its insights still feel incredibly relevant. It made me reflect deeply on how rigid and outdated many educational systems continue to be. I found myself questioning the true value of grades, standardized testing, and the overwhelming emphasis on homework. Khan’s critiques helped me see that much of what we take for granted in traditional education may not be serving students in the best way—and that reform isn’t just possible, it’s necessary.

4. In what ways can your learning from this book enrich you both professionally and personally?
Professionally, it encourages me to embrace continuous learning and to support more inclusive, flexible approaches in teaching. Personally, it’s a reminder that learning doesn’t stop at school—it’s a lifelong process. I’m more motivated to seek out knowledge in ways that suit my pace and curiosity.

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1. I chose this book because I am looking at improving my communication with the other teachers and students in getting buy in without being confrontational.  I am aware that sometimes the things I say can cause hurt or harm and would like to find out how to avoid doing so.  This book met my expectations as it gave a lot of food for thought and concrete examples on how to manage communications better.  It also made me look at other aspects of my life as well, like engaging with family members and friends as well.

2. Rosenberg introduces the foundation of NVC: Observations, Feelings, Needs, and Requests.  I find that our feelings are linked to our own needs, not others’ actions. While responding to criticism or negativity: blaming ourselves, blaming others, sensing our own feelings and needs, or sensing others’ feelings and needs, it helps me to recognize that focusing on feelings and needs (both our own and others’) leads to more positive outcomes (pg 49).  The use of positive action language to make a distinction between making requests and demands is also interesting to me as it would require me to use clear and specific objectives than rejecting what I don’t want to give greater clarity. (pg 74)

3. Learning about NVC makes me more aware of what I want to achieve in my communication and be a lot more circumspect with how I want to talk to people around me. I should also learn to suspend judgement and use compassionate communication to elicit more from the listener.  This will also make my communication less vague and ‘beating around the bush’.

4. The framework provides structured methods for addressing disagreements, focusing on needs rather than blame, leading to quicker and more peaceful resolutions when engaging with challenging students or colleagues.  Practicing deep listening and responding with empathy can help to improve relationships with the people around me as well, as we are all working in such human-centric work in school.

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I had my expectations totally subverted when reading this book. I had thought it would be something motivation on how we can find true happiness if we look deep within ourselves and be brave but as it turns out, it was a book on the psychology of living a happy and meaningful life based on Alfred Adler’s Individual Psychology manifested through the conversation of a philosopher and a young teacher. Talk about getting my mind blown.

As challenging it was to read, I was rather intrigued by what I read in the second part of the book, which was on why we should negate reward and punishment, particularly for a class. The discussion, which read more like a debate, was on the beliefs (by the Philosopher) that children must know that they are able to accomplish thing on their own. Throughout this part, the philosopher elaborated on these principles such as how praise and punishment are detrimental for children’s development. Children who rely on seeking praises as a form of reward will only work towards achieving them or in the absence of praises, will refuse to put in anymore effort towards their work. As for children who does something wrong, he also shared that it is important that must not be quick on meting out punishment as a form of punitive measure but rather through the experiences of the child in witnessing the effects of their actions, learned about consequences and the meaning of their action. Focus on helping the child and providing them with constructive feedback while encouraging them.

The young teacher for most of this part was largely in disbelief and at a certain point, incensed of his principles. He even told the Philosopher “Your understanding of people is too naïve” and “I wish you would just dispense with this old man act of making them out to be a bunch of pure-hearted angels”, words that resonated with my feelings towards what I was reading from what the Philosopher shared. But as the Philosopher started to share on the five stages of problem behaviour, I began to understand more of his principles and how it might work. However, at the end of this part, I am still not wholly convinced that the Philosopher’s approach towards negating rewards and punishment without actual case studies of successful implementation.

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1. The title intrigued me. Slowing down is something that I have always thought about that could help me in my search to balance my personal as well as my professional lives, which are both important to me to not rush, but rather to enjoy the process and find meaning and fulfillment in its experience. It really met my expectations as some of the quotes and stories in the book reinforces and reframes my mindset, especially when i recall the experiences that I had thus far.

2. How to let go of things, pg 16. This is gold for me, as I used to dwell on matters to the point where I lose sleep over it and it affects me for days onwards. We just need to allow time to pass, let our roller coaster of emotions settle down, and things do seem as bad as it was at the start as we have the time to calm down, be aware of our emotions and see it with renewed perspectives. Pg 44, talks about setting a side preconceptions to allow honest observation to reveal what needs to be understood. This is so true, as sometimes our biases or prior experiences with a person colours our interactions and we miss the clues to what is really happening. This again makes slowing down relevant, as in our rush of things, we could have the tendency to default to our preconceptions without properly understanding the situation and hence reference our responses hastily.

3. Slow down, see things honestly and put aside our preconceptions, have empathy, and hence our actions and response will be something that we will be fulfilled and happy with. The world will be as it is, but we are never not with ability to find that meaning and fulfillment as we move along.

4. My interactions with other people (family, students, friends and collegues) as well as myself. Treat ourselves and others with humility, empathy and kindness will make this world, no matter how fast paced it is, a world where we can find contentment, purpose and meaning.

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Eric Foo

Author explains that understanding habits lets companies/individuals influence behavior for better or worse. I am exploring how we can use this insight to influence students' behavior for better behavioral or learning outcomes.

Some takeaways

1)Identifying habits Through Data to detect habit loops either positive or negative habits- late-coming, late submission, survey responses etc

2) Influence habit through targeted cues - design cues to trigger desired behaviors. for example, we can use online or real world poster to trigger students' response in healthy eating or use of learning tools.

3) Creating new habits to plants new routines- how can we nudged students to have good habits and routines. i.e: use of google calendar and use of online tools to track learning.