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I noticed commonalities across the four models presented: Canter & Canter's Assertive Discipline, Curwin & Mendler's Discipline with Dignity, Dreikurs' Democratic Teaching, and Kounin's Instructional Management. For one, they share a focus on establishing a predictable, respectful, and productive learning environment in the classroom—albeit through different lenses. While Assertive Discipline offers a structured, behavioral framework for managing compliance, this approach requires balance and must be tempered by Discipline with Dignity, which upholds the student's self-esteem and challenges the notion that the teacher, as the authority figure in the classroom, is always "right".

Ultimately, I've come to realise that effective classroom management is not about adopting a single model, but about developing a personal philosophy, one that is true to self and reflects one's core beliefs about teaching. Above all, the theories that we've learnt in Educational Psychology—which span the behavioural, moral, and social-cognitive—have helped me see the importance of attending holistically to the whole child, and that true education transcends the mere impart of information.

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Through the presentations, I had several important takeaways and perspective shift moments. There is great emphasis on the importance of educators establishing clear, firm expectations for student behaviour and consistently enforcing them. I learnt how to help students function best and aid them in understanding exactly what is expected of them and what the consequences—both positive and negative—will be for their actions. A structured environment is also important, where students feel secure and understand that their choices have predictable outcomes. This balance of clarity and consistency helps teachers maintain control while still showing respect for students.

I also agree with the belief that students’ misbehaviour is often a result of their unmet needs for belonging and significance. It is important to understand that every misbehaviour has an underlying goal or unseen trigger and that we can do our best to take the time to step back and identify and address these motives rather than simply punishing the behaviour. The focus is on encouragement and fostering a classroom atmosphere of mutual respect, where students feel valued and have a role in decision-making – this helps students learn to make responsible choices and build rapport.

There is also great importance placed on maintaining students’ self-respect and dignity while addressing misbehaviour. Rather than relying on punishment or control, doing our best to handle disciplinary issues in a way that keeps students’ self-esteem intact, and recognising that respect is a two-way street, is integral to working with students with needs to develop self-discipline that lasts beyond the classroom.

Developing lessons and environments targeted at keeping students actively involved in learning and responding quickly to minor disruptions helps to also show that proactive instructional management, rather than reactive discipline, is the foundation of a well-managed classroom.

As a SENO during my withdrawal sessions or small group sessions, I would like to do my best to remember that I can apply clear structure and consistency to help students feel secure and focused, and provide a safe environment where students know what to expect and how to succeed. I would aim to allow students to participate in setting goals or rules for the session, giving them a voice in how learning happens. When misbehaviour occurs, I hope to focus on understanding the purpose behind the behaviour—whether it’s seeking attention, control, or escape—and respond with empathy rather than punishment. I would also like to remember to use encouraging feedback and a problem-solving approach when difficulties arise: discuss what happened, why it occurred, and how it can be handled differently next time.

As a Special Education Officer, my role is not just to teach, but to advocate—to stand firm for my students’ rights and create spaces where they can thrive both academically and emotionally. There will be good days and challenging ones, but I must always remember my learning and that a lot of the underlying messages are to instil in educators a perspective to teach while also helping students feel seen, capable, and supported.

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Things I learn/Apply as a SENO:

From the last presentation I took away some tips to adopt. They are to keep energy level high by not dragging, or make changes by shortening lesson or increase pace. Utilise multi-sensory means, include games and movements. Aim to encouragement over general praise and establish class rules (clear and explicit) and logical consequences (3R) in a democratic manner.

The course also gave us insights to what we must be mindful of and how to approach students. For instance, giving appropriate, specific praise, using I-messages. It also gave me insights on how UDL and DI can be applied and benefit the whole.

Overall, the course has taught me the HOW (what theories to apply to form my own teaching philosophy), it also gave me insights on the WHY. It also made me see that we should see beyond what is presented to us immediately but seek to understand the what and why (e.g. is it due to the need for power? fun? belonging? what can be done better to facilitate learning? scaffolding or is it too much of a stretch from child's ZPD? Peers be MKO, if so what must I be cautious of?)

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One key thing I learned is that discipline is not just about correcting behaviour but about building clarity, respect, and dignity for every student. Approaches like Assertive Discipline, Instructional Management, and Democratic practices showed me how important it is to set clear expectations, stay calm, and use logical consequences that students can understand.

One way my thinking changed is realising that misbehaviour is communication. Instead of seeing it as defiance, I now see it as a signal of unmet needs. As a SENO, this reminds me to look deeper, understand the function of the behaviour, and guide teachers to use strategies that are fair, consistent, and supportive.

One action I will take moving forward is to apply these theories when supporting teachers and students—by modelling positive behaviour strategies, giving students choices, maintaining predictable routines, and sharing evidence-based practices. This helps create a more caring, inclusive, and student-centred environment in both classroom and withdrawal settings.

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When I first started learning about Educational Psychology, I felt very overwhelmed. There were so many theories, so much reading, and a lot of information to understand. At times, I experienced cognitive overload. However, doing exit tickets and listening to my peers’ presentations helped me reflect and connect the theories and teaching strategies more clearly.

Even though I had already studied some theories base on theorists like Piaget, during my preschool diploma, I didn’t really apply or reflect on their ideas before. I mostly followed what my seniors shared or created my own strategies. But this time, the theories make more sense — they stick in my mind because I can relate them to real-life situations and understand how to apply them in practice.

I have also realised that using evidence-based strategies is very helpful because they are proven to work. I still have a lot to learn and plan to read more books and articles to better understand how to support students effectively. Lastly, I have learned that as a SENO, I never walk alone — collaboration with other SENOs, parents, teachers, and even students is essential in helping every learner succeed.

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I find all the shared theories and strategies very useful; however, theories alone may not be enough to help change the children's challenging behaviours. Implementing these strategies without a clear understanding of the children's backgrounds and the factors that influence their behaviours is unlikely to be successful. Humans have complex behaviours, and I feel that to be successful in this role, other skills need to be sharpened, such as interpersonal, collaborative, communication skills and creativity.

Some takeaways from this module would be:

1) Be assertive

2) Be consistent

3) Communicate clearly

4) Collaborate well

5) Be mindful of others

6) Build relationships

7) Be flexible

8) Keep learning

9) Be open-minded

10) Stand up for others who need help.

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The theory that stood out to me is Discipline with Dignity. I favour the assumptions of this approach,

1) "Students misbehave not simply because they are 'bad', but often because they feel hopeless, powerless, or disconnected from school. Misbehaviour is therefore seen as a signal of unmet needs, rather than just defiance." -- It delves deeper into the reasons behind their behaviour. As a SEN officer, I will investigate the reasons for the student's misbehaviour or meltdowns before reaching a conclusion. Though it will not absolve the student from corrections, it gives them an opportunity to be heard.

2) "Punishment does not create long-term change. Students may comply out of fear in the short term, but they will not develop the internal responsibility needed to sustain positive behaviour." -- I second this assumption because the internal motivation to do right is not cultivated through punishment.

Adlerian Principles and Dreikurs' Theories in Teaching encourage teachers to take students as individuals. As SEN officers, we often build rapport with our students through one-on-one sessions. From my experience with the stint school, all our withdrawal students love coming to the SENO's room. They have a sense of belonging here because we take them as individuals. We should also identify the functions of the misbehaviours rather than just imposing punishment. Once these goals are achieved, it will be easier to address students' misbehaviour.

As SENO, we can also adopt Democratic Teaching when supporting them, instead of being autocratic or overly permissive. It makes them feel that there is room for discussion and their voice matters.

Using encouragement rather than praise is another way we can focus on our students' progress, making them feel celebratory about small milestones to promote self-competence and motivation from within.

The key takeaway from today's session is the recurring theme of discouraging punishment and supporting communication through respect when students make mistakes. Giving the students logical consequences is also more meaningful. They may be more appreciative of such methods instead of being shouted at or scolded for their mistakes. However, as SENO, we have to be consistent in our pedagogy to yield long-term positive results.

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In particular, I find that learning about the instructional management resonates with me, as it reminded me of my school stint when I was tasked to support with a student with high-functioning ASD traits. The teacher was found to struggle with providing instructions for classroom management, resulting in the identified student’s off-task behaviours particularly during her class. The teacher was helpless when she compared the student’s behaviours in her class to the other teachers, and felt that the student was simply against her even though the student shared with me that she likes the teacher and enjoys her class. As a SENO, learning about instructional management helped me to be able to identify and understand common issues with providing instructions in class and how they can be addressed, so that I can provide the needed support when the teacher approaches for help. For instance, sharing with the teacher on my observations and exploring alternative strategies like challenging the students with higher-level questions and equipping self with overlapping / withitness skills to have awareness and control of the class, which could minimise the identified student’s off-task behaviours.

I find that Canter and Canter’s assertive discipline approach seems like a commonly used one in schools, which reminded me to be mindful that all behaviours is communication and my role as SENO is to investigate the function of the problem behaviours to target the underlying cause. Being able to use misbehaviour as a teachable moment helps us to build on the skills which the student may lack, while being mindful to attune to their needs could more effectively address on their behaviours.

Learning about democratic approach reminded me about the importance of providing logical consequences which are reasonable, relatable and respectful so that they would be inclined to implement them. Relating to Discipline with Dignity approach, the provision of choice preserves the student’s dignity which helps with the implementation of consequences for the students.

Through the course, I find that something that I would remember is to be mindful of the students’ developmental stages to understand what are the needs and strengths they have developed, to build upon the skills that they may lack in when addressing their behaviours. I believe that active learning such as through their personal experiences of learning from “more knowledgeable others” encourage authentic learning, and hope to tap on teachable moments to guide and impart skills to the students. Understanding my role as a SENO also means being a ‘consultant’ for the stakeholders supporting our students with SEN, I hope to be able to practise and model the stances encouraged by the different theories when engaging the students, to share good practices which can encourage a supportive culture of care towards students with SEN.

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There were several pointers I learned today which I see myself applying as a SENO.

1. Assertive Discipline:

• Make behaviour expectations known

• Provide a plan of consequences which is fair and clear to avoid reacting emotionally to misbehaviours.

2. Instructional Management:

• Use desists wisely when stopping misbehaviours as it may result in students feeling more tense.

• In SENO withdrawal sessions, vary the instructional approaches and activities to avoid satiation and loss of interest.

3. Preserving students' dignity:

• Be reflective in my approaches - identify and stop what isn't working.

• Have neutral rules which again prevents us from reacting emotionally when rules are broken

• Inspire and lead by example - always model the way we want our students to be

4. Democratic approaches:

• Apply logical consequences that are related to the misbehaviour - this is better than punishing students which may lead them to develop hostility. When applying consequences, always ensure the student is clear and understands why they are receiving the consequences.

• Give students choices even when applying consequences - this helps to reduce the power struggle we may engage in with the students.

Overall, learning the different educational theories and perspectives in this course has reinforced my understanding of various approaches to support our students in schools. It has made me more reflective, as I can now relate certain actions and student management approaches used in my stint school to evidence-based practices. Moving forward, I hope to apply these EBPs both in supporting the students directly and in collaboration with teachers and colleagues as a school-wide approach.

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If there was one thing that made me remember, is always the “Exit ticket” concept. It always makes me on the high alert and “forces” me to be attentive and to give my reflections on what I had managed to absorb. I think this is a good way for me to apply to the students when I become a SENO, as they would always be on high alert whenever they attend my sessions. I would love that. NED 110, has many theories which I collected in my arsenal for school posting later. I would try to see which one is applicable for me to use. But I think I need to re-read some of them again.

Having heard the three other models/approaches today, I had gathered some pointers I thought I needed to follow and practice when I become a SENO. Learning from Lee Canter and Marlene Canter’s Assertive Discipline, as a SENO, I would really love to practice the Red, Yellow, Green card idea. This idea is universal because even sports event uses this idea to give warnings and control. This also resonates well with me reflecting on my previous career with Singapore Prison Service where we also give ample warnings before taking immediate action to the prisoners. I also believe that we must clearly communicate the behavioral expectations to students.

As with Richard Curwin and Allen Mendler’s Discipline with Dignity, I like the acronym DIGNITY used in explaining the concept. I agree that as SENO, we constantly need to gather feedback via APIE. I can see that fair treatment can be exercised through access accommodation arrangements. Then, as we work in a school, we must also work with the discipline master and the year heads to tackle complex cases together. To inspire students to behave, I agree that positive peer relationship is important and having school wide award system is essential. Also important, as SENO we can always use praise sparingly. But I must be careful when dealing with younger students.

With Rudolph Dreikurs’s Democratic Teaching and Management, a couple of things I noticed were the use of praise sparingly, and dealing with misbehaviors by giving the appropriate consequences to the student, to instill deterrence and them learning what was the reason for.

Overall, I think all these theories are all coincidentally similar to my parenting style for my 4 children. When I reflect back, A-ha! I did do certain approaches with them without realizing.  I must make it a point to know and remember how each models/ approaches can be applied accordingly to Singapore’s context consciously in my career as a SENO.

The way I manage in a small class is important as a SENO learning all these models. I could have mainstream colleagues with students, who seek advice. I can observe and provide tips on classroom management using all the models I have learned. As a team, we must help each other. I would not work in isolation. I learned also to hold on to the skills I learned from my previous career.

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Many schools in Singapore adopt Assertive Discipline approach to classroom management because it offers clear behavioural expectations, consistent consequences and a structured framework for efficiently managing large classes. However, I have observed that on many occasions, teachers are positioned as the primary authority who set rules and enforce them while students are only expected to comply.

During my stint training, I see how high academic demands have often led to fast-paced classrooms, where teachers prefer a structured approach and clear consequences as a more efficient way to maintain classroom order. Teachers often feedback to SENO that students with SEN frequently show “bad behaviours” or being “difficult to control” without realizing that their behaviours could stem from frustrations or a sense of not belonging. In the past, I have spoken to a student with GDD who acted out to gain attention because he felt that being noticed felt better than being invisible. Many students with ADHD often display defiant behaviours too, after being told repeatedly that they are “not good enough”. Such labelling and hurtful remarks can deeply affect their self-esteem and motivation.

As SENO, we must advocate for these students and work closely with teachers, finding a balance between structure and empathy. We can set clear boundaries and expectations while responding to misbehaviour with understanding and encouragement, instead of punishment. Teachers can maintain classroom order by treating students with dignity and building strong and trustworthy relationships with them. Discipline is not about control but guiding students to take responsibility for their actions and helping them to grow into respectful and resilient learners.

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Educational Psychology has helped put evidence in the approaches I have been practicing in my time as an EIPIC teacher and as a trainee SENO. I think that having this course is important because it would help us identify any good/poor practices in the classrooms and other possible factors that may cause a student to display undesirable behaviours. At the end of the day, it is crucial for us SENOs to not point fingers at our future colleagues, but to come together to work on producing an environment that is effective for learning. In order to do so, it would be ideal to remember all the theories at the top of our heads and use real life examples to revisit the theories now and then to allow ourselves and the teachers to understand the underlying cause for misbehaviours before we are able to come up with solutions/interventions.

One theory that stuck the most to me was the bad example of instructional management - Avoiding Stimulus Bond. I am personally guilty of allowing external factors such as the student’s non-compliance or mood affect my response to the student. It is really difficult to control our emotions at times because we all go through bad days. But I think it is important to keep this term in mind because it will remind me to put a brake to my response, have a time out and think of the upcoming responses. It is important to also look back on the event that happened and check my own emotions; why did I respond to the student in that way?

Also, by understanding all these theories, it has helped me shift my approaches to future students. As this course has given me lots of great strategies, it would be great to be able to apply them in my future school. As a SENO, it is not just about talking. It is to walk the talk and give the teachers a better time in the classroom. Although our withdrawal sessions are usually 1-1 or in small groups, applying evidence-based approaches in our management and allowing the teachers to observe their students' behaviours in those times, might encourage teachers to give it a try. All in all, it has been a great experience re-learning some of the theories because I have examples that I could associate the theories with, unlike in university…

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Impact as an Educator

After listening to all the presentations, I noticed that all the theorists agree that harsh or aggressive punishment should be avoided as much as possible.  When applying the theory of assertive discipline, give verbal warnings first before applying the consequences. Do not react to the misbehaviour emotionally. Curwin and Dreikurs also agree that students do not misbehave because they are bad but rather for reasons such as feeling hopeless, powerless. Hence instead of using illogical punishment, use logical consequences.

Another recurring theme among the theories is that educators should be mindful of how they treat their students. Curwin emphasises that students should be treated with respect and dignity. Dreikurs says to treat students as social beings who need to have a sense of belonging. As a teacher, our attitude towards our students matters a lot. We need to be patient, compassionate and understanding. Having a positive relationship with our students will help a lot.

A few things I can do to be an effective educator:

Communicate rules clearly and be consistent with follow through. It would be good to come up with classroom rules together as a class. Make sure consequences given are related, respectful and reasonable

Inspire and lead by example. I should model the right thing to do, and treat my students with compassion and kindness. Teachers play a big role in shaping student’s behaviour.

I can teach students to be responsible for their own actions. Identify the goals behind their misbehaviour. Encourage them to be active and participative. Give them choices so they have more autonomy over the things they do

Use encouragement instead of praise

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Attending the lectures has helped me connect all the classroom management theories with the readings and research we’ve explored. I’ve learned how different theories can be applied to individual students or groups, helping us understand their backgrounds and responses more effectively. Working as a team allows us, as SENOs, to share our perspectives and apply theoretical knowledge to real-life situations.

The insights I’ve gained from my previous job and learning experiences have deepened my understanding of how to translate theory into practice. This prior knowledge guides me in supporting students and offering practical advice in the classroom. As a SENO, I aim to apply these theories consistently in my educational practice to reinforce positive learning outcomes.

Key Takeaways I especially enjoyed Group 3’s presentation on the “7 Principles ,DIGNITY.” These stood out to me:

Do it for the long run

Identify and stop what doesn’t work

Give fair treatment, not identification treatment

Neutral and lead by example

Teach responsibility

Your student’s dignity matters

This presentation truly resonated with me and gave me an “Aha!” moment about the importance of respect, fairness, and leadership in education.

Thank you for the valuable knowledge shared in this lecture. I feel inspired and ready to bring these “legendary bronze doors of knowledge” into the next phase of my journey as a SENO.

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Today’s session, with the presentations on different discipline theories, gave me valuable insights into various ways of guiding student behaviour and creating positive learning environments. Even though, as SENOs, we do not manage a full classroom, understanding these approaches is still important, both for advising teachers and for our own work with students in withdrawal or support sessions.

The presentations highlighted that discipline is not just about enforcing rules, but about building mutual respect, responsibility, and consistency. Each theory showed different ways teachers can balance being firm with being caring, and how clear expectations together with supportive relationships can help students manage their own behaviour. This knowledge helps us, as SENOs, to give better advice to teachers when discussing behaviour plans, intervention strategies, or inclusive practices.

The session reminded me that even in one to one or small group sessions, good discipline practices still matter. Setting clear boundaries, keeping routines predictable, and responding to behaviour calmly and respectfully help students with additional needs feel safe and understood. These principles also guide us in modelling positive behaviour strategies that teachers can adapt in their own classrooms.

Overall, the session helped me connect theory to practice. It reminded me that discipline should not be seen as punishment, but as a way to support growth and learning. It also reinforced the value of working together with teachers to build approaches that are fair, caring, and inclusive, while using these same principles to improve our work with students.

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I have learnt a lot from the other groups regarding other theories that can be practiced when it comes to working with students. After exploring the theories from the other 3 groups, I have come to realize how much my actions, consistency, and attitude influence my students’ behavior and growth.

From the Canter and Canter’s article, it reminded me of the importance of having clear rules, rewards, and consequences in creating a fair and structured classroom. By using positive reinforcement effectively and consistently applying consequences, I can help students understand expectations while maintaining fairness and emotional balance.

From the article by Kounin’s Instructional Management highlights that my own behavior and teaching style greatly affect how students behave and engage. I am reminded that as a SENO, I have the power to set the tone of my lesson. For example, if I expect respect and politeness, I must model these same behaviors. Having “with-it-ness,” keeping lessons smooth, and anticipating problems allow me to prevent misbehavior rather than react to it.

Lastly, based on the Curwin and Mendler’s article, it reinforces that discipline should come from a place of respect and understanding. Every student deserves to be treated with dignity, even when they make mistakes. I see my role not as a strict adult, but as a guide who teaches responsibility, fairness, and empathy.

Overall, these perspectives have deepened my understanding that my impact as an educator goes beyond academic teaching. It lies in how I model positive behaviour, create a supportive and respectful environment, and empower students to take ownership of their learning and actions. We as SENO, have to walk the talk where we model what we want to see in our students.

This course has definitely given me a lot of knowledge on the different practices that could benefit the students, the teachers or even the school. It gives me a different perspective of what each stakeholder might be experiencing and how I can help to support them better in my role as a SENO.

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From the presentation on Democratic Teaching by Rudolf Dreikurs, I learned that Dreikurs believed people naturally want to connect. Some of his principles include viewing Students as individuals who need a sense of belonging, identifying the goals of their misbehaviours instead of simply imposing punishment, encouraging students to take on an active, participatory role, and having teachers apply effective strategies and foster a sense of community within the classroom.  Using encouragement over praise is preferred as encouragement is used to build student confidence, keep them on task and reduce disruptive behaviour. Some of the reasons encouragement is generally preferred are that it focuses on the student's progress and effort, and promotes self-competence and motivation from within. Additionally, praise is conditional and can lead to students becoming too dependent and Reliant on external validation. Intrinsic motivation is more resilient. Some logical consequences of a punishment should be used only after all appropriate logical consequences have been applied. The idea that action results in consequences is directly linked to the action taken. This is something that I will take with me when I go to school, and be mindful of the amount of praise I reward students with so that the praise does not lose its effect.

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The sharing has put into theory some of the strategies I had observed my SENO mentor used during my school stint. During in-class support, being aware of appropriate instructional activities would help me to guide the class teacher to better conduct their class activities to engage our SEN students better. The instructional activities create clarity for the class as a whole so that when the whole class is managed, the teachers would have a larger head space to monitor and manage students who requires more support. If the teacher did not use proper instructional activities, it could lead to whole class confusion and the teacher would have great difficulty redirecting the whole class.

Behavioral expectations must be consistent and clearly communicated. As an educator, it is my responsibility to be the more knowledgeable adult to guide my students with proper expectations. If I am inconsistent with my expectations, I am showing students that it is okay to not follow rules set hence leading to me showing them a bad example. In future, I need to be aware of myself and lead by modelling, showing by example what I expect of my students. Rules should also be logical and make sense. It is best for logical rules and consequences so that students learn the appropriate behavior rather than being punished. Punishment could lead to negative reactions and students may lose respect for teachers.

This course has helped me to understand how students learn and the importance of educators in mediating the learning experience of students.

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All the journal article sharings by the classmates actually stems down to teaching pedagogy which is fundamental to the work of a Special Educational Needs Officer (SENO) during withdrawal sessions, as it provides the theoretical and practical foundation for supporting diverse learners.

Understanding pedagogy helps us as SENOs to move beyond simple assistance to intentional, evidence-based support tailored to each student’s needs.

The group presentations shared one common goal for a SENO: To understand how students learn best, whether through visual, auditory, or kinesthetic approaches and to adapt teaching strategies accordingly. It also helps in designing inclusive learning environments, differentiating instruction, and using scaffolding techniques to ensure students with special needs can access the curriculum meaningfully.

After attending this NED 110, I realised how important my role as a SENO is as I will impact how I collaborate with teachers, plan interventions, and monitor student progress. I will be better equipped to recommend strategies that align with individual learning profiles, communicate effectively with classroom teachers about best practices, and advocate for instructional adjustments grounded in sound educational theory.

Ultimately, applying strong pedagogical principles will enhance my ability to foster independence, engagement, and success for students with special educational needs.

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Exploring the different behaviour management frameworks has strengthened my role and purpose as a SENO. Kounin’s concept of with-itness reminds me that awareness is the first line of intervention. When I can anticipate needs and spot early signs of dysregulation, I will be able to enable smoother learning before challenges escalate or even when they start to show signs (Prevention of Chaos> Managing Chaos). The emphasis on momentum reinforces the importance of designing supports that keep students engaged, especially those with attention or processing needs.

From Canter & Canter, I’ve learned that boundaries must be clear, consistent, and delivered with calm confidence. Structure is not control, it is safety. For many SEN students, predictability reduces anxiety and fosters readiness to learn. As a SENO, I can empower teachers by co-creating expectations that are visual, specific, and consistent across contexts.

Finally, Curwin & Mendler reminded me that discipline must never cost a learner their dignity. Behaviour is communication, not the student's character. When interventions prioritise restoration over punishment, students feel respected, relationships deepen, and true regulation can begin. The dignity of the child is also respected and upheld.

These frameworks collectively shape my practice. I want to be proactive, structured, and compassionate. Ultimately, effective behaviour support is not about compliance, but about connection, regulation, and creating environments where every learner can experience safety, success, and self-worth.

Reflection

Learning from different theorists has shaped both my practice and my character personally. Learning theorists (Piaget, Vygotsky, Bruner, Bandura) taught me that students construct knowledge, learn socially, and grow through modelling and support. Behaviour theorists (Skinner, Thorndike, Kounin, Canter & Canter, Curwin & Mendler) showed me the power of reinforcement, structure, awareness, consistency, and dignity in guiding behaviour.

Together, they taught me one thing

'Students need to feel safe, seen, and supported to learn and thrive.'

As a future SENO, I want to be a steady presence, like a mosquito that just wouldn't budge and someone who supports teachers, advocates for students, and leads with both structure and heart. Personally, these theorists have pushed me to be more patient, reflective, and intentional, because becoming a better SENO starts with becoming a better human. And I believe that, by becoming a better human, I will not only embody the values and core of inclusion but also preach them.