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The personal qualities such as calm, responsible, patient, reliable, empathetic. The desire to help. Embodies some leadership qualities, mature, assertive and firm. Good listening skills.

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1. Good Self-management Skills
2. Good leadership skills (to engage his/her peer)
3. Integrity
4. Patience
5. Empathy

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- Willing to help
- Social courage
- Formally trained
- Positive peer influence
- Empathetic
- Mature

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1. Need to manage self well. Relate well with others, emphatic and influence others.

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!) Self-management
2) Has the will to serve others
3) Able to relate to others, show empathy
4) Patient

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Dependable
Independent
Firm (can help peer to become independent in future)
Strong relationship between PSL & peer
Patient
Be role models.
Be emotionally stable.

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Be responsible, reliable and patient
Mature in thinking based on their age.
Someone who can manage conflicts or know where and when to get help
Have initiative, trustworthy
Able to understand their friends and then empathize with their friends.
Someone who earns the respect of his/her peers.

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Responsible, reliable, emphatically, have integrity (friend do something wrong will report to teachers) level headed not hot temper.

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Empathy, being tactful and sensitive, patient, reliable

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PSL should be responsible, patient, empathetic, have social skills and be firm. Should have self awareness and good personality and character. Should be respected by the peers.

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Look out for peers who need support (aware of signs/symptoms); advocating cyber-wellness (assist to monitor, model, filter online activities on social media); be a befriender

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1. Eye and ears for the teachers
2. Relatable to peers (connection)
3. Listening ear, not problem solvers

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Guide students, support teachers by guiding classmates.

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Class-based PSL, CCA, cyber-wellness ambassadors, outdoor learning (journeys), VIA

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patience, close relationship

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1. Provide emotional and social support.
2. Be alert and attentive to peers' needs.
3. Different roles from Student Leaders.

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- Good listening ear
- Positive peer influence
- Post questions to their peers (facilitate discussion) - not easy for them to grasp as training is required
- uplifting others (encouragement)
- objective (able to direct others to main focus/aim)

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Through purposeful activities such as peer-teaching/coaching, being lunch/recess/snack buddies, knowing how to read cues of peers who may need support

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Know where and when to get help.
Know who to report to report to when needed.

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- advocates to promote positive rlnship among peers, they must be role models for their peers

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1) Guide the peers
2) Provide emotional support
3) Channel between the teacher and student
4) Be a good role model
5) Be a good listener

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Foster positive relationships between peers.

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ALL platforms,
Acad and non-academic

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2. To facilitate, mediate and advocate positive peer relationships

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Just-in-time: Teachable moment
Informal, natural and organic
E.g Seating arrangement

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- should be on-going at class level

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Should permeate all systems. Everytime, ongoing.

Question: There are already existing CCA Leaders and Prefects.  Do we tap on these existing systems first?

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FTGP, Chat sessions, Remediation, Recess, ASP, daily classroom activities

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1. Class level
2. CCA leaders' role can include supporting / enhancing peer relationship

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FTGP, daily school programmes, snack break as touch points or pockets of time for interaction or for PSL to act. Clementians can observe fellow classmates; look out for classmates who may appear lonely or need reaching out.

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Consistent buddy system to guide the student

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Authentic learning environment such as:
- Classroom
- Recess
- CCA
- Competitions / tournaments

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- PAL lessons
- CCA (for example in Choir: P3 mentor, Wellness committee)
- Recess time (some students are seated alone, unoccupied/ not engaged)
- PE lessons (team activities)
- Group work in classroom (group dynamics, teachable moments/ value-added lessons)

Can be anywhere :)

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Provide opportunities for students to show their peer support skills, eg before the next teacher comes in, Play@Recess

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Ideally, PSR should be included in all ways, always. But we can start with PSR in the form class and more intentionally during recess, where Clementians are given the autonomy to plan their activities without their teachers around.

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CCA, recess, class.
Let the buddy have recess together.
During PE pair them up.
Not only classwork, can also play together.

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- on going

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Refer to responses to Qn 3.

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- Classroom discussion
- Peer-mentoring/ coaching
- Should be on-going

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Mentioned in qns 3. Other than integrate them into these platforms, also need to review and see if the buddy works. Maybe they become such good friends then they started chatting and affecting others in class. Need to reshuffle if there is a need.

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1. Class and recess Seating Plan
2. FTGP
3. CCE Lessons
4. Any other teachable moment