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1. Take a break and pause for awhile. Take a sip of water to cool yourself down.

2. Take a step back and tell the student that we will continue with the conversation at a later time.

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1. Find a healthy way or outlet to vent

2. Remove yourself if you have lost control of your emotions

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Lay the ground rules, focus on learning.

Try to find the reasons behind the students' actions.

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Teachers can seek different ways to destress themselves:-

Eg:

Time out

Speak to close colleagues who can cheer you up

Listen to music

move away for awhile from the situation to cool down

Explain to students - Verbalize the impact the students have on us.

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• Sit down and take a deep breath

• Talk to colleagues and family members

• Express frustration in a more tactful and rational manner and explain to students the reason

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1. Share with students know your emotions and why you are upset with the behaviour. Explain how it affects the class as well.

2. Get students to empathise with the teachers.

3. Breathe.

4. Step out for a moment if needed.

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1. Belly breathing exercises

2. Fragrance mist to calm down before class

3. Calling a fellow colleague to help if necessary

4. Stop. Think. Do. To stop the words and think of our intent before carrying out our actions. Students may have their own reasons - e.g home environment not conducive for proper rest and hence being sleepy in class.

5. Classroom / group arrangements could be better considered to avoid similar situations from arising.

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3. There could be an implication on the entire school (which is not right). This also reflects badly on the teacher himself, and his professionalism is now thrown into question.

4.

(a) Advise to remove the post immediately to damage control. Encourage Mr A to apologise when the parent is more appeased. Involve school leaders since school reputation is at stake.

(b) Help to engage the parent on behalf of the Mr A in terms of listening to their concerns, asking how the children feel. Reassure the parent that the school will look into the matter, and there will be a follow-up to check in with the Student B and Mr A first. There is no need to defend Mr A due to the school being 1 team. Provide suggestions on how we can help the child in terms of how to manage this situation, as well as what we can do in the future to support the child.

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3. Mr A could be seen as un professional, as a sensitive person and take students' actions as a personal attack. Mr A can be seen as targeting at the students. His post cast a bad light on the school. He does not show naturing disposition.

4. Remove the post he submitted and use better alternative avenues to speak about his challenges. Eg: RO, fellow colleagues for professional advice.

5. Apologies to parents and share his side of the incident. Work with parents to better support the child.

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Teacher can be intentional in assigning groups beforehand if he knows that these students are often not participative

Step out of class for a moment/ a breather

Seek to understand students first

Do not name-call (e.g. lazy bum)

It's alright to be frustrated and angry, but tone and choice of words are important.

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Intent:

• To embarrass and guilt trip the students into doing the assigned task.

• To vent and let out his frustration.

Strategies:

• Set routines and expectations

• Find out the reason from Student B (tired, upset with group, etc.)

• To speak to the students personally instead of addressing the issue in front of the class.

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1a. The teacher wanted to include the whole class in the class discussion

1b. The teacher wanted to correct student B's behaviour

2. Strategy 1: Mr A could speak to the misbehaving students separately while the class was doing work.

Strategy 2: Mr A could use positive language to help the students to stay on task.

Strategy 3: Mr A could build a stronger rapport with the students to better understand their strengths

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1. His intent is to express dissatisfaction towards the 3 students behavior and he wanted the students to feel his frustration too.

2. His intent is to let the student B to be more focused and stay on tasks in class.

3. The first strategy he can use positive reinforcement strategies by affirming the actions of those who were well behaved to indirectly remind the 3 students who were not paying attention.

4. The second strategy he can pull the student B out to have a 1-1 conversation to find out more on why is he not participating.

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1. He was expressing his frustration and addressing the problematic behaviour from where he was in front of the class. He wanted to get them back on task and to continue teaching without spending extra time on discipline.

2. He should avoid any sort of name calling and try to manage his own frustration- by cooling down first. He could have walked over to them and address the issue either in class or perhaps consider pulling these students out to speak with them so that they would not be publicly shamed in front of the class. He might also consider splitting them into different groups so that the task assigned can be completed. For student B, he can ask the child to wash up to be refreshed. He could try to assign a buddy to keep him awake and on task.

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QUESTION 1

Vebting ground of anger, he finds it a way of cooling off.

Sense of helplessness

QUESTION 2

Talk to Mr A to hear him out, and undersrand his constraints and offer him some solutions.

Then, have a conversation with the parent, together with Mr A, and solve the issues.

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1. Intent:

To get the three students to follow his instructions

To motivate Student B to learn

2. Strategies:

He should be more selective with his choice of words and keep his composure

He could have addressed the students' behaviours in a more timely manner instead of allowing them to behave such ways for a few weeks

He could be more strategic with the students' seating arrangement; leverage on peers' accountability by strategically pairing the students

He could work on building stronger rapport with the students (e.g. having one-to-one conversations, focus on the students' strengths)

Set clear routines and establish shared expectations of the classroom learning with students

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Share your personal strategies/good practices that you have employed to regulate your emotions, particularly frustration.

•The increasing complexity and uncertainty in the landscape impacts all working adults.

•By engaging in collaborative and positive reflection and conversations, educators can gain a different perspective of the situation and learn new approaches from one another for navigating their emotions.

•This process of shared learning is meant to be positive and insightful.  It can not only enhance individual SE strengths and promote self-mastery, but also foster resilience, a supportive community and a sense of purpose in the work of educators.

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Discussion Questions

3.What could be some possible interpretations of Mr A’s post?

4.If you are Student B’s Form Teacher, how would you support Mr A in:

a)the feedback given by the parent, and

b)his response to the parent?

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Discussion Questions

In Case Study (Part 1), Mr A responded to two instances in which his students were not on task.

1.Reflect on Mr A’s approach in addressing his students’ behaviour, and the impact of what he said to them. What could have been his intent when he chose to address (a) the three students at the back of the class, and (b) Student B in the way he did?

2.What strategies could Mr A adopt in the two instances, while also maintaining a supportive and constructive learning environment?