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1. Rules & routine painstakingly set up.
2. Personal sharing and teacher modelling of examples/making her thinking visible
3. Great energy and infectious passion!

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(Mei Sze) Setting expectations/ground rules and unpacking by giving examples

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(Mei Sze) Setting expectations/ground rules and unpacking by giving examples

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The teacher set up expectations of what students should do, for eg: read the text before the lesson, speak with their group discussion voice. I liked how she modelled an example of how she made a text-self connection by sharing about her knowledge of the Holocaust and her trip.

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She set the expectations at the start. Students know what to expect from the session. Created a non-threatening environment (Vinod)

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She set the expectations at the start. Students know what to expect from the session. Created a non-threatening environment (Vinod)

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- Setting her expectations at the start of the class.
- Engaging the students.
- Relating her expectations to the books that they have read.

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She explained each expectation and rule clearly giving examples related to the pupils experience. She was able to capture and retain their attention. (Jo)

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She explained each expectation and rule clearly giving examples related to the pupils experience. She was able to capture and retain their attention. (Jo)

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(Mei Sze) Make use of the environment. Have the rules displayed.

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(Mei Sze) Make use of the environment. Have the rules displayed.

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Facilitator was animated. She went through the ground rules of being mindful when speaking.

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What was done well:
- Setting the ground rules and expectations with regards to the different aspects - the reading of the book, class/ group discussions and reflection
- Teaching students how to make different connections when they read the book
- Stating explicitly that both teacher and students are on this journey together; they are learning together
- Teacher is very animated and has a lot of energy, which excites the students to learn as well

Charmaine

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CARE and use of voice.
she introduces the different type of connections one can have when reading (amanda hxq)

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The rules seem to pertain only to the students. I wonder if it might be helpful if the teacher also established what she would do (e.g. when you talk, I will listen carefully and not rush to interrupt you.) Might make the students feel like it is a two-way street.

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Teacher was enthusiastic. Her energy level makes me feel like joining in and listening to her.
Rules were clear with examples given.
'Gears' provided (Laimun)

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She set up clear expectations with a lively delivery. It looks like there is good rapport. She used relatable examples.

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1. RC is built on the premise that everyone is learning together and from each other - including the teacher, which sets the foundation for open communication in a safe learning space
2.  Teacher briefly models some of the strategies that they will be using e.g. what does it mean to make text-to-self connections

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Print out the slide that she showed and have it displayed on the wall for students to be able to refer to. (Jo)

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Print out the slide that she showed and have it displayed on the wall for students to be able to refer to. (Jo)

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Setting expectations with examples so that students are clear about the expectations. (Viki)

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Positive energy and tone, clear expectations and modelling how active contribution is like, sharing personal examples (Joanne)

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(Uresh) Teacher is definitely an enthusiastic educator. She sets rules and expectations for her pupils. 

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(Uresh) Teacher is definitely an enthusiastic educator. She sets rules and expectations for her pupils. 

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The teacher set and explained the ground rules well by creating a safe and respectful space to share ideas. She explained the importance of using the right voice when discussing and how students could make connections between the text and other areas. She also shared her personal experiences to exemplify how she made connections.
-Vanessa

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1. Teacher sets the ground rules
2. Teacher sets the mood on a positive tone by sharing her own experiences and even adding humour to the lesson .
3. It is evident that her students are focused during her lesson, indicating the interest level of her students

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open culture. she asked the pupils to let her know if her voice is 'too loud' Yana

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open culture. she asked the pupils to let her know if her voice is 'too loud' Yana

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- Setting the ground rules and expectations with clear examples
- Full of energy (Melissa)

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Display rules on wall.

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(Cecilia) They had a common language -CARE that is expected and understood by all students. She unpacked the expectations for her students.

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(Cecilia) They had a common language -CARE that is expected and understood by all students. She unpacked the expectations for her students.

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Co-construct rules to be observe during the session (Laimun)

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Shermeine:
-Setting clear ground rules. I like how she makes it relatable to the students (i.e. 'diving' deep into the book). She is animated and enthusiastic while delivering her lesson.

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she could have gotten the students to contribute to the expectations as well. 'class-created routines' - to create the sense of ownership (amanda hxq)

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1. She set rules and routines so that the students are aware of their expected behaviour and conduct during the session.
2. She was engaging and enthusiastic.
3. Informed the students that they were on the journey together.

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Setting ground rules is important and the teachers have taken some time to do so to create the safe environment for the class to share

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Teacher mentioned she was there to learn together with the students at the start. This would make her students more at ease when participating. She also set her ground rules clearly and guided students in making connections with the text. (Jun Cong)

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She stated the rules and expectations of her lessons.

She shared some of her personal experiences to explain the various text connections.

She's very excited with what she's teaching.

Renfang

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She contextualised the whole RC experience using the analogy of diving - Rules and Gears so that students are clear of why she needs to set the expectations. When sharing about the expectations, she was explicit and included specific examples. Similarly, when she shares the "gears' with the students, she also elaborated and gave examples on how they can relate to the text differently (text to self, text to text, etc.)

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Get students to also share what are some ground rules they would like in place before teacher shares her expectations. (Viki)

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She could have co-constructed the 'to do' / expectations with her students. 

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She could have co-constructed the 'to do' / expectations with her students. 

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Considering this is a HA group, it could help to get students involved in the process of setting expectations - what do THEY want to achieve out of this programme?

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Change the seating configuration to enable more interaction amongst participants and print out the making connection process (text to self, text to text etc.) and displaying it to remind pupils on the thinking process (Joanne)

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Kept the expectations simple and the tone light so as to enthuse the students.

Explained what it means to be a reader and contributor in a Reading Circle e.g. how to connect with a text

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-The teacher has set ground rules and expectations for the students at the start of the lesson
-She shared her personal experience about what she had read
-Teacher was enthusiastic, lively and the session was engaging
Alagammal

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Allow students to add on their expectations and what they hope to achieve at the end of the programme (Melissa)

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Establishing ground rules at the start and there was a lot of teacher modelling e.g. What it means to have group voice and class voice. She also provides a lot of examples as she explains about making connections. She also shares many of her personal examples. I thought this was good as it helped to build tsr and an environment where students are not afraid to speak

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She set up expectations and had really infectious good energy. Trying to draw connections from students previous experiences and keep conversation light hearted

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Setting up expectations - maybe the students would later move into circles. I would prefer to start with a big circle, then smaller ones later.
Tr stated how the students could make connections to the text. I might want students to discuss their responses before leading them to see the different kind of connections they had made.

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Clear expectations were set, while going through the different connections to the text, the teacher also gave examples and drew links to her own personal experience. (Xue Ling)

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She could have used seating arrangement to make her students feel more included and safe

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Ask the students for their input for each point. 

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Ask the students for their input for each point. 

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It might be helpful to create some flashcards for groups to remind them of certain rules and the thinking routines (e.g. making connections diagram, see-think-wonder). This might encourage consistency when students are engaging in discussions
-Vanessa

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1. More visual aids/student personal references
2. Canvass student response/check for prior knowledge/extent of book read eg. to what extent are 'spoilers' to be avoided?

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Have the students to co-construct the rules and routines so that they own them. Have them prominently put up so that they can serve as constant reminder. This will be helpful especially at the initial sessions (bl)

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She could ask her students why each rule/ expectation is important and listen to their explanation instead of telling them. When students understand the rationale of rules, they are more likely to abide by them.

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The teacher set up a safe environment to cue all her students in while going through class norms with positive energy and passion. Students enjoyed it. There is a lot of examples given to clearly illustrate the ground rules so that there is clarity for all.   

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The teacher set up a safe environment to cue all her students in while going through class norms with positive energy and passion. Students enjoyed it. There is a lot of examples given to clearly illustrate the ground rules so that there is clarity for all.   

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Shermeine:

- Be mindful of the space arrangement. I noticed that the students are seated in rows. Display the rules on an anchor chart and frequently refer to it during the RC session.

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She set the group norms and unpacked them for her students. She is engaging and seeks to make the classroom a safe place where students feel safe to speak up.

Geraldine

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(Uresh): I feel that the rules should be displayed. Pupils should be seated facing one another. Perhaps in a circle. (Maybe the teacher will get them to rearrange their tables and chairs?)

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(Uresh): I feel that the rules should be displayed. Pupils should be seated facing one another. Perhaps in a circle. (Maybe the teacher will get them to rearrange their tables and chairs?)

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She could have role play what the reading circle could look like and get students to state what could have been done to improve it. 

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She could have role play what the reading circle could look like and get students to state what could have been done to improve it. 

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1. Students should be given the opportunity to set the rules. 2. Students seated in circles. (Vinod)

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1. Students should be given the opportunity to set the rules. 2. Students seated in circles. (Vinod)

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Involve the students more in establishing the expectations / routines.

Introduce and practise simple talk moves e.g. how to agree/disagree, add on etc.

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She could have also sought the students' opinions on the rules and expectations that were set.
- For or against? Why?
(Xue Ling)

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Have students have a say on what rules they would like in place as well.

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-rules & expectations (starting it right)
-drawing of prior knowledge, sharing of personal experiences & how she made a connection to the text (shows how reading the book made a difference to her)
-how to make connections (text to self, text to world etc.) (related to point 2)

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The seating arrangement can be changed so that the students can see each other easily.

Get students to draw up the expectations together with her.

Geraldine

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-She could have gotten the students to co-construct the rules
-Could rearrange the seating arrangement to make it more conducive

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Allow for student participation via: asking qns, be seated differently so that students have eye contact with peers as well, asking for opinions, etc on what ground rules contribute to a collaborative learning.

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Allow for student participation via: asking qns, be seated differently so that students have eye contact with peers as well, asking for opinions, etc on what ground rules contribute to a collaborative learning.

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-include students when coming up with rules & expectations