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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/CCA 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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A sense of belonging
Appreciating diversity
Self-reflection and self-expression

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Cyberwellness
Family Education
National Education
Mental Health (Privately with George)

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1) National Education: Understanding the need to be inclusive.

2) Cyber-wellness: Preventing cyber-bullying.

3) Mental Health: Helping victims of bullying manage and overcome the stresses they face.

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Mental Health: Resilience, Empathy, Respect
Education and Career Guidance: What to do in the next stage of life

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Mental health - resolving negative thoughts and withdrawal

NE - appreciating religious diversity and respect for others' views

Cyberwellness - being kind while online

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The teacher could ask Mark what made him say what he just said, instead of labelling him as simply misbehaving. This comes from a position where there are many other influences in his life (e.g. Parents could have said that as a passing remark before this lesson, or prior experiences have reaffirmed such a belief) - CSI strategy

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- Teachable moment: Teacher to gather the students in the CCA, to intentionally debrief them as a cohort, to remind students to be respectful with their words. Teachers to communicate and discuss with one another what they will say to one another, so that message to students is coherent.

- Caring and enabling environment: Set routines and expectations of how students are to behave and speak, and to consistently enforce it

-Building culture: A team that supports one another rather than trying to succeed on their own. Make it clear it is about learning to work together, not just about the performance

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1) Teacher should establish expectations and strong ground rules - to be kind and respect others through sensitive, tactful comments.
2) Should not have enabled anonymous posting - allowed students to target Tina. Insufficient rapport with less active students to encourage them to come out of their shell?

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- Scenarios that students will be engaging in should be a parallel example to what they have just experienced (but yet generic so that students don't feel they're being arrowed) to draw out the learning points that the teacher intends
- Through the facilitation, get students to empathise with George
- Address the fact that most of the class did not stop the cyberbullying but jumped onto the bandwagon as well - Need to understand the implications of their actions and how they have the agency not just to refuse to take part in this bevahoiur, but also to stop it

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Responding to Individual (Liza)
- Talk to Liza herself, initiate a conversation and hear her out
- There could be deeper underlying issues e.g. parents do not want her to enter SOTA, deeper self esteem issues beyond the CCA, or interpersonal issues between Liza and Helen
- Teacher to assess severity of situation. If she is just nervous about DSA interview, teachers can mediate this issue at a one to one talk
- If there are underlying issues, there might be a need to get counsellor or year heads involved, how to help students to overcome obstacles they are facing

Individual (Helen)
- Teacher to talk to Helen, to understand why she made those comments, help Helen to understand why her comments were not appropriate for the situation

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1) Real-world case study approach: Examine broader race-related and/or cyberbullying issues in Singapore and consider the relevance of that to their own lives. This approach must be done with without making particular groups in class feel targeted (e.g.: Mark being overtly portrayed as the bully). Question their assumptions regarding how they should/should not talk about race.

2) Perspective-taking exercises: With a narrative-based strategy, the teacher can promote empathetic and sensitive understandings of how others would feel in a particular situation. Teacher talk and lesson flow must be intentional in establishing a safe space for students to share sensitively.

3) 'I am, I have, I can': Getting George to rationalise his feelings with the teacher rather than bottling it up. Providing him a systematic framework to articulating his emotions and considering practical steps he can take to manage them as well as negotiate his inter-personal relationships with others, including Mark.

4) Restorative practice: Encourage George and Mark, in a controlled setting, to engage in dialogue with one another and hopefully facilitate the relationship repair. This should happen as soon as possible. Ideally, it should happen before the next CCE lesson. If Mark and George's relationship is repaired and they are aware of the issues arising from the situation, then they can be in a position to advise their other classmates during the next CCE lesson, which concerns the issue of repairing relationships that are breaking down.

5) Values clarification: Quite helpful in relation to cyber wellness. Mark is probably feeling quite confident about himself considering the number of 'likes' he's getting for his post. Through set questions based on inquiry, teacher can help students see that their identity is not tied to the affirmation they receive virtually from nameless, faceless entities.

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- Link to History lessons (race and religion conflicts) --> Link to a See-Think-Wonder?
- Bring in and validate own experiences, helps to humanise others' experiences (e.g. Why do I pray? Why do I practise my religion)
- Erickson's Psychosocial Development - Identity vs Role Confusion
- Empathy as a Skill