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Setting contract: Comes from students; empowering student voices; will be more likely agreed on by everyone.

For Upper Pri, they would be more familiar with the standard class norms already. We can ask what rules they have already learnt in earlier levels and what they feel should be followed.

Could find from the respective Year Heads on what rules and class responsibilities should be followed to have some form of coherence between different levels and also to fit in school culture and values. Should be consistent across across teachers, levels, subjects so as not to confuse students.

Routines and rules should be communicated to all and set strongly at the start of the year.

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1) Set rules together with the students and guiding expectations.
2) If the FT has set class rules, we can align.
3) If the school has general rules, we can can align.
4) Class rules will be visible in the classroom
5) Consider aligning class rules with school values.

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Important to set routines and procedures should be set and implemented at the start of the year/term so students know how to behave in the classroom. Consistency is important as students take time ( like 20 days ) to get into the habit.

For example, routines on how to move to different locations must be orderly, who to switch off the lights and fans, etc... students can be appointed so they know their roles and responsibilities.

"Class Contract " - kind of allowing student empowerment. So they know they are heard and valued. Students own their promises, positive annotation versus rules.

S - Self discipline
T - Teamwork & Collaboration
A - Affection for peers and teachers
R - responsibilities

Daily morning check-in with routines to know the student's wellness and mental health for the day.

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1. Provide  10 basic classroom rules for students to work in groups to decide on 5 basic rules to align to school rules.

2. A class rule to align to a school value (e.g. respect) and demonstrate in terms of action/behaviour (e.g. one person talks at a time/keep quiet)

3. Make the class rules visible for students e.g. drawings on printouts to be displayed at student table/class noticeboard

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1. Setting of class rules for a P3 class
- co-constructing rules (with scaffolds/template) e.g. with regards to coming into class, we shall...
- shall we explore the consequences when we co-construct the rules? (gamification: consequences in the form of points board. e.g. get points for doing things well)
- get students to understand the rationale of such rules and its necessity
- instructions have to be short and clear (for students to understand) eg. unpack for them how does lining up in 2 rows look like?
- provide a visual reminder. Having a pictorial way for them to understand instructions or be reminded of rules

2. Setting of procedure to moving from one venue to another for a P3 class
- Line up according to register number
- buddy look out for each other
- Class Monitor at the back with buddy while teacher lead from front

Considerations
- how do we set differentiated rule for student with SEN such that we can integrate him?
- in co-constructing the rules mentioned, we are also developing their SELs
- how should other subject teachers follow the class rules established by the form class?
- venue-specific rules (e.g. computer labs, Science Labs, other special rooms)
- As teachers, we aim to ensure consistency across all classrooms
- Rules to be meaningful

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Setting Procedures of Moving Between Locations

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Setting Procedures of Moving Between Locations

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- Start culture right at the beginning and repeat till they can do correctly (e.g. If cannot line up properly, they will redo till acceptable)
- Have them consider on their own and understand why they need to carry out the rules and culture (again empowering student voices)
- Empower class leaders to enforce carrying out of routines to have further student empowerment.

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1) Empower class committee/ student leaders to be ready.
2) Consider safety aspect and explain to the students when setting routines and procedures.
3) Implement Buddy system as a reminder to be ready.

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1. Form a queue according to index numbers to move from point to point.

2. Adopt a buddy system to report missing students.

3. Chairpersons/prefects to be at the front and back of the queue to guide the students to move.

4. Use hand signal (e.g. 5s count, 1 silent clap)to cue students to keep quiet and pay attention.

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Considerations:

1) Understand the class profile

2) Understand how the school set class routine and expectations and how previous subject teachers / form teachers set and enforce class routines and expectations

- Be familiar with the “standardised” classroom routines

3) Be willing to invest time to enforce rules when students are not exhibiting the expected behaviours

4) Ensure that the students follow the rules – eg. Students are to put up their hand in order to be called upon to answer questions.

5) Add fun element such as games to enforce the rules

6) Establish rapport with the students