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1. Which CCE curriculum content area(s) would you connect this scenario with?

2. How can the teacher be intentional in facilitating CCE learning to meet students’ needs at the individual and class level? You may think of it in terms of:

a) Providing students with a caring and enabling learning environment

b) Helping students connect learning across the CCE Lessons and other experiences (e.g. SDEs/ Teachable moments)

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3 Takeaways
2 Questions
1 Thing I would like to practise and apply

Please indicate your name in the title when you post your reflection

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- National Education
- Cyber Wellness
- Mental Health
- Family Education

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Teacher can ... :
- inform students about the objectives of the activity explicitly -> to learn about other cultures, not focus so much of the product
- set some rules about the comments that students should leave online -> leave 1 positive comment and 1 AFI comment, give examples for both types of comments/give sentence starters (e.g I like ...., It would be good if ...., I learnt ....)
- actively look through and filter the comments
- establish ground rules about the task before leaving students to do their work
- address the issue with the class at the earliest -> can use a hypothetical scenario for anonymity
- meet the other students on top of meeting Haris after the incident
- ask Haris about his relationship with his mother & understand if there are any issues at home that caused him to not be able to process/regulate his emotions

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Cyber Wellness
Haris facing the negative remarks online, students do not know how to respond respectfully. Lucy who is concerned how these negative remarks might affect Haris alerts Mr Arun.

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Which CCE curriculum content area(s) would you connect this scenario with?

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Which CCE curriculum content area(s) would you connect this scenario with?

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National Education

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Teacher did not reinforce classroom rules and routines at the start of the lesson which led to the chaos afterwards.

Suggestion: Keep reinforcing the rules throughout the lesson and be consistent with it. Having a reward system might also help to reinforce good behaviour.

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Provide a safe learning environment by
1) [class] setting expectations for online behaviour
2) [individual] Ask students to give constructive feedback e.g. sandwich method: good, area to improve, good., or sentence starters
3) [individual] teacher to be mindful about the home support and the tasks complexity based on students' needs; teacher could support the students by giving them tips on how to complete the tasks on their own, or give other alternatives (e.g drawing) for the students to express themselves

Helping students to connect to other CCE lessons & experiences
1. (How I feel) Encourage students to share with other trusted peers if they are upset, so that they are aware that their voices are heard and can rely upon others
2. (NE Respecting cultural diversity) highlighting with students the diversity in the classroom and to share how everyone is different
3. (Caring for family and friends) To help Haris understand how his mother feels and her intentions OR for the teacher to work behind the scenes with the mother, and not mention to Haris that his mother called but to help to address directly with the student.

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Showing care and empathy to others (e.g. caring for family, friends and people in our community)
Family Education (Respect/ Care and Concern)

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Teacher addressed Jill's insensitive comment very quickly and missed out on a teachable moment. She also did not check on Tina's feelings after the lesson.

Suggestion: Get students to brainstorm in groups of 3 and get 1 student from each group to share with the class. The teacher could also prepare Tina in advance by letting her know that she would be answering the next question. If she has problems answering, the teacher can ask Tina's table partner to help her. The teacher should have also checked on Tina after the lesson instead of leaving the issue as it is.

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The teacher speaks to the Zhi Yong and Helen immediately after the class to have them understand that they should treat their friends with respect/ respect the lesson. For Helen, she needs to understand that the 'word' stupid is not acceptable at all and they can express their opinions in a less offensive way.

In the next CCE lesson, the teacher can provide some scenarios for students to re-enact (Teachable moments) and show students how they should act instead and rationalize the actions with the class (Consistent messaging). Do not highlight the students who have done the inappropriate actions.

We can bring students on Learning Journeys (Kampong Glam/ Little India) to have students appreciate diversity/ build a greater understanding of different cultures.

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The teacher answered Henry's questions very briefly and was in a hurry to wrap up the lesson without providing a proper closure. It seems as though the teacher just wants to get the lesson over and done with.

Suggestion: The teacher can revisit this topic in the next lesson and provide a proper closure/consolidation instead of brushing off Henry's question. Henry asked a good question on respecting cultural differences which the teacher should spend time to explain.

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3 takeaways

CCE content areas may overlap at times.

It is important to set classroom routines and expectations

Student centricity, intentionality and coherence are the 3 guiding principles of CCE and can be applied for teaching in general as well

2 questions

How do we set routines and expectations if we take over the class halfway through the academic year?

How can we convince parents about the importance of CCE and their importance of their involvement in teaching CCE

1 practice

Always check with the child, his or her emotions when he or she has been a victim of bullying, etc.

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Takeaways
1. CCE content areas help to scope key learning points and takeaways for our CCE lessons
2. I understand better how to better apply certain strategies such as using teachable moments to help manage unexpected situations in classes.
3. Being a student-centric practitioner helps us understand and better serve the needs of different students.

Questions
How can we as Teachers manage situations where another student is physically harmed?
In real life context, if a situation happens out of school, how can we manage these?

Be intentional in guiding students behaviour.
We must also model these behaviours as well.

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3 Takeaways
(a) a teachable moment can be spread across many different content areas
(b) teacher’s role is important to guide them in discussing and clarifying these issues
(c) there is a beauty in this subject that it is broad, does not have a right or wrong and can happen any time, be it intentional or accidental.

2 Questions
nil

1 Thing to apply
- Attempt to link it to different content areas
- look through lesson plans before enacting the lesson to add/change some things to cater to our class profile

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3 takeaways:
- Anticipate possible teachable moments and try not to miss them when opportunities arise
- CCE is relevant and should not be in isolation
- Spend some time to prepare for the lesson even though the allocated FTGP time is 1 period only

2 questions:
- Sometimes, we are not convinced ourselves regarding the issues, so how can we convince the students?
- How can we help students to understand the importance and relevance of CCE?

1 thing to practice and apply:
- Establish routines and norms that can help to make CCE lessons smooth, thus making the classroom a safe space for (serious) discussions to happen

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1. One situation has many implications.
2. Try to be preventive before being reactive!
3. Think deeper into the different implications your actions or things like the homework you set might cause.

Q1. How do we align with the CT and their rules and routines if they don’t sit right with us.
Q2. How do we create a cohesive learning and teaching environment with the home?

1. Be critical when assessing a situation, there may be underlying reasons that need unearthing to be figured out.

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3 Takeaways
- Teachers should always use the 3 guiding principles of student centricity, intentionality and coherence to guide their actions and teachings.
- It is important to check on the mental health of students and show care.
- Always seize the teachable moments.

2 questions
- How can we better ensure coherence across schools and families?
- How do we get parents involved in the teaching of CCE at home?

1 Practice
- Intentionality in creating a safe and enabling learning environment for the students

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3 takeaways:
- As teachers, we should be intentional about the CCE lessons/teachable moments that we conduct. Always have the larger objective in mind and have a proper debrief.
- One single incident in class can turn into a teachable moment that covers many different CCE content areas.
- We should be both proactive and reactive in our approach.

2 questions
- I wonder if we will have the time and bandwidth to expound on teachable moments in such detail in a real situation where we are swamped with work. But I know we will try our best!
- How can we also engage parents and other adult figures in a child's life to convey coherent CCE messages?

1 thing to apply
- Be more intentional about reading up on CCE before a lesson.

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Takeaways
1. CCE issues will overlap with each other
2. Carve out the time and dedicate it to CCE teachable moments and lessons
3. Seek to understand the students first and foremost
Questions
How to discern which is the most immediate issue to tackle first within a lesson
Practice
To link relevance to the children's lives when teaching CCE values

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3 Takeaways:
- Being intentional in guiding student behaviour
- Capturing teachable moments as they come
- Preparing ahead for maximum effectiveness

2 Questions
- How far should we take into level of moral development to curate our explanations to students
- What if there are student problems that go beyond the content areas taught

1 Thing to apply
- Making use of the content areas to categorize student problems that arise

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3 takeaways
- Students always need time for transition from one level to the next, do not expect “perfect” behaviour from the start of the year
- It is important for restoration to take place after every misbehaviour as we’re looking for long term changes.
- Always take time to prepare for lessons, even if CCE lesson materials and lesson plans have been pre-prepared for us.

2 questions
- How do I set expectations when taking over from another teacher?
- How much time should we set aside to get to know students better?

1 practice
- Giving every student a voice in a safe space

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3 Takeaways
1. CCE is a subject that allows many valuable teachable moments to happen.
2. Students need to be informed that CCE is as important as their other subjects.
3. Every teacher is a CCE teacher, no matter which subjects we may teach our students.

2 Questions
1. How can teachers ensure that they are good role models to students?
2. How do we bridge the gap between what students already know and what they want to learn in CCE lessons?

1 Thing I would like to practise and apply
1. Showing care and extending my understanding to my students, as they all learn at their own pace.

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3 Takeaways
1) Student Centricity, Intentionality and Coherence do not only apply in CCE lessons but teaching subjects too.
2) Teachers should consider preventive and reactive measures in designing lesson or when applying pedagogical approaches
3) The 6 content areas are linked, and they are not mutually exclusive.

2 Questions
1) How do we mitigate the teaching of CCE which may conflict with parenting practices?
2) How do we create authentic experiences for students in teaching CCE in addition to the teachable moments in the classroom?

1 thing I would like to practise
1) Intentionality - so that I am able to prepare myself more such as asking key questions and elicit responses from students to check their understanding.

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3 Takeaways:
- With any teachable moment there may be a multitude of ways to address the incident, with numerous issues/lessons to draw connections to
- the CCE guiding principles is a good way to filter the key points that you may wish to spotlight in addressing the situation - what is most relevant to the student, what kind of learning is needed, how does this fit with students' existing schema
- positive TSR is the bedrock upon which CCE teaching occurs - it can help you pre-empt situations that may arise and implement preventative measures.

2 Questions:
- What can I do to make sure that I am taking the students' view into consideration when I am looking at a situation?
- There may be things that students are not comfortable confiding in an adult about. What are the alternate ways in which I can reach out to and hear  students' thoughts and opinions?

1 thing:
- Take the time to truly think about the issue/incident from multiple angles before jumping straight into reacting.

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3 takeways:
- One situation can be tied to many CCE curriculum content areas
- Check in with students on how they are feeling after an incident
- Help students find alternative ways to express their emotions which are not hurtful to others

2 Questions:
- If you are not the form teacher, how to address the challenge of what you teach them not being reinforced elsewhere
- What to do if students refuse to listen/continue to be insensitive despite your reminders

1 Practice:
- To be intentional in how I want to conduct CCE lessons by spending time to think before I step into the classroom

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3 Takeaways
1. CCE can occur at any lesson during the school curriculum.

2. The 3 guiding principles of student-centricity, intentionality and coherence are important when enacting CCE lessons.

3. Building a caring and enabling environment is important to facilitate CCE experiences.

2 Questions
1. How can we integrate parents into the learning of CCE among students?

2. How can we help students with SEN integrate into the classroom and to grow and learn?

1 Thing I would like to practise and apply
1. Seize every teachable moment and catch my students doing good.

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3 Key Takeaways:
1. Guiding Principles for CCE - Student-centricity, Intentionality and Coherence
2. The importance of setting and reinforcing classroom routines before we start any activities or lessons, no matter the subject we are teaching
3. Being positive and proactive towards discipline

2 Questions:
1. How to approach sensitive topics/content such as sexual education or mental health when asked by lower primary students?
2. How to make CCE lessons interesting? It may seem like an unimportant lesson to some.

1 thing to practise and apply:
CSI strategy in getting to understand students/situations better

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3 Takeaways
-Be proactive when conducting FTGP or CCE related lessons
-Be intentional in the delivery of CCE content
-Be student-centric
Question
-How to impart CCE related values to SEN students without sacrificing the time for the other students
-How to align CCE to different and diverse home taught values
1 thing to apply and practice
-Be a reflective practitioner in CCE content delivery

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3 takeaways
- CCE is almost always a part of all our lessons and sometimes, in conversations that we have with the students.
- Topics such as gender or diversity can be hard for students to understand and internalise. Such instances can be utilised as teachable moments through imparting CCE values.
-I understood how to teach the CCE core values better.

2 questions
- similar to Sebastian, I wonder how is it going to be for us when it comes to handling a class halfway through the year?
- we know CCE is important but how do we emphasize its importance to parents and students whose priorities may be for the examinable subjects?

One thing I would like to practice will be to be aware and consciously act on all the small things that may cause hurt and negative emotions due to the conversations that occur between students.

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3 Takeaways

- We should always seize teachable moments to bring in the CCE content areas and impart values/ SECs.
- The CCE content areas overlap
- The content areas does not only applies to FTGP/PAL lessons, but can be integrated into other subject lessons as well.

2 Questions
- How do we ensure a consistent and coherent messaging system between the school and home?
- How do we get parents to see the importance of CCE?

1 Thing I would like to practise and apply
- Being able to seize teachable moments instead of missing out on them while being too task oriented.

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Takeaways
1. CCE is no longer conducted in silos where individual lessons/topics suffice in equipping students with SECs/CCE skills; rather, teachers should always be reactive and preemptive.

2. Student centricity and Intentionality are important guiding principles in providing CCE learning opportunities for students through understanding & catering to their needs in the short run, and thereby setting up developmental milestones for them in the long run.

3. Making this learning coherent at the end of the day through making relevant connections will help in ensuring that learning outcomes are achieved by every pupil.

Question
- How do we ensure that all teachable moments can be taught and adequately internalised by all pupils with the limited time that we have with them?

Practice
- To be more conscious of my personal practices and role model values inside and outside of school, so that the core CCE skills are intuitive

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3-2-1

3 Takeaways:

1. The three guiding principles that undergird our actions and speech in the classroom should be student centricity, intentionality and coherence.

2. Situations are not usually black and white - there can be many different factors and stakeholders who would be involved; just as how there are many overlapping content areas as well

3. It is important to set aside time to think about how certain activities and content in class could have an impact on our students.

2 Questions:

1. Something that was mentioned is the issue that teachers are constantly being pressed for time. As much as we would like to ensure that our students are not shortchanged in this aspect, what could be done to support teachers and this aspect?

2. Sometimes teachers are also not aligned in terms of how we should approach a situation/student. How can we then ensure that students are not confused by the possibly conflicting views/approaches that each teacher takes?

1 Practice:
To intentionally set aside time to read about the CCE lesson before communicating it to the class and even brainstorming before CCAs.

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My three takeaways are:
It is interesting to learn about the positive and proactive approach to discipline. With the identity of every teacher being a CCE teacher, I believe it is critical to teach students values and guide them to be the type of person who can contribute to society in a variety of ways. Hence, promoting a caring environment and preventing certain misbehaviors from occurring will be the ideal first step to take. Next, I hope to remind myself to set time aside to be intentional about my teaching. Lastly, during the discussion, it was interesting to see many different ways and approaches to teaching the same thing. I think it will be good to share ideas with colleagues.

My question is:
1. How to better get parents to support their child's CCE learning?

I hope to practise those approaches shared earlier on regarding positive and proactive approaches.