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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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Breakout Room 4 (Edwin, Marcus, Mervin, Allan, Jingyi)

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Breakout Room 4 (Edwin, Marcus, Mervin, Allan, Jingyi)

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1) National Education
2) Cyber Wellness
3) Mental Wellbeing

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Breakout Room 2 (Amos, Andy, Jasmine, Vianne, Zi Qing)

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Breakout Room 2 (Amos, Andy, Jasmine, Vianne, Zi Qing)

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1. Which CCE curriculum content area(s) would you connect this scenario with?
- Cyber Wellness (using the cyber space responsibly)
- Mental Health (seeking help when in distress)
- National Education (appreciating diversity in the community)

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Breakout Room 3 (Cherie, Dom, Hui Qi, GW)

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Breakout Room 3 (Cherie, Dom, Hui Qi, GW)

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1) Mental wellbeing
2) Education and Career Guidance
3) National Education

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Breakout Room 3(Cherie, Dom, Hui Qi, GW)

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Breakout Room 3(Cherie, Dom, Hui Qi, GW)

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- Apply I am, I can strategy for the Liza in overcoming her own doubts (Mental wellness - overcoming challenges)

- Ensure a safe environment for the students during practice (Mental wellness: Self awareness,  + National Education: contributing to the community at a minor scale, sense of shared responsibility for each other during training)

- Make use of teachable moment: Conflicts amongst team mates (Relationship management: getting students to learn to resolve differences and collaborate with each other)

- Personal reflection for Liza: Understanding her own strengths and weaknesses (ECG and Mental Wellbeing: Self regulation, Training resilience and having a growth mindset).

- Apply I notice, I wonder in the conversation with Mdm Ng on the safety issues and student's wellbeing/character development during practice (CCE as a school wide approach)

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Group 1 - Yu Hui, Farhana, Jia Hui, Nicholas, Jing Jun

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Group 1 - Yu Hui, Farhana, Jia Hui, Nicholas, Jing Jun

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Cyber Wellness, National Education, Mental Health

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At individual level:
- Address Mark and George to verbalise how they felt about the incident individually.
- Facilitate the conversation with Mark to reflect on his actions, what should he have done instead, what he can do moving forward.
- Mediate the conversation between both of them after addressing them individually and prompt them for a solution to seek closure. (facilitate their thinking instead of telling them what to do upfront)
(Not necessary to escalate to the HOD Discipline or parents)

At class level:
Seek George's consent in disclosing this matter to the class while communicating the purpose of doing so - to teach the class socio-emotional competencies. (Assume he gave consent yay.)

1. Context setting for teachable moment
Bring up the incident to set the context for the lesson on "It hurts because it matters" while maintaining anonymity. Use the incident as a teachable moment to kickstart the lesson.

2. Empathy and Perspective-taking
Get students to practise empathy by asking the following questions:

- Why did this person post such comments? (empathy skills)
- Why did he feel this way? (empathy skills; focus more on feelings than reaction)

- What did he/she do that was helpful/unhelpful for himself? (self-awareness)

- What were some signs that he was not coping well and might need support from others? (normalising seeking help)

3. Connect learning to other areas like:

National Education: RHD
- Get students to connect with the values of RHD such as respecting each other, valuing diversity.
- Social cohesion; live harmoniously regardless of race, language or religion

Cyber Wellness
- The dos and don'ts of posting online and learn to be more socially aware when posting/commenting on social media platforms. (Cyber Ethics)
- Contribute to the creation of a safe online space through responsible decision-making (Cyber Ethics)

Mental Health
- Students should learn to recognise their emotions, stresses & limitations
- Strengthen their resilience through ‘I Am, I Can, I Have’ to help them better overcome challenges
- Know where to seek help when needed

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Breakout Room 5 (Chong Tuck, Yiming, Cong Ren, Jeremy)

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Breakout Room 5 (Chong Tuck, Yiming, Cong Ren, Jeremy)

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1) Mental wellbeing
2) Education and Career Guidance

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a) Providing students with a caring and enabling learning environment

1. Setting a safe and conducive environment for students to learn

1. Props and furniture should be placed away prior to dancers’ performance

2. Debrief to everyone after Helen’s remark, remind students that they have done these previously:

1. synergy among the Dance members and appreciating and building on each other’s strengths are key to forming an effective and trusting team.

2. are asked to think of what mindsets and attitudes they should carry with them as they work as a team and how they can support other members, contributing with their strengths.

3. each member within the group will write appreciative notes to highlight 2 contributions another member has made in the group

3. Remind students that the greatest learning point is their training process as they improve for future events and competitions such as SYF. There is always another opportunity if they keep up their effort.

4. To remind myself to act on my observations and not just write down.

5. To approach Mdm Ng to ask if she noticed how the students were behaving during the performance, subtly hinting that she needs to observe them and not mark her essay.

b) Helping students connect learning across the CCE Lessons and other experiences (e.g., SDEs/ Teachable moments)

Dance is a CCA that brings together people from all walks of life to perform and portray a story together (Teamwork is needed from each individual)

To address Helen:

Helen: If only you let us choose our own group members, we could have performed better!

Talk to Helen after the session about the following:

Social & Emotional Awareness

Think about how others will perceive and feel about her comment

Remind her of the Core Values: respect, responsibility, care, and harmony

To address Liza: Remind her of the core value of resilience

Liza felt upset and felt that she did not guide her juniors well. Subsequently decided to quit CCA and not continue with further interviews at SOTA as she was not good enough for the dance academy.

Talk to Liza on a different day:

Ask Liza what is their purpose of learning dance

Other opportunities for a dance education in Lasalle/NAFA

Can also be a dance instructor

Tell her that as long as she keeps improving, she can eventually reach a sufficient level of performance

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Breakout Room 2 (Amos, Andy, Jasmine, Vianne, Zi Qing)

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Breakout Room 2 (Amos, Andy, Jasmine, Vianne, Zi Qing)

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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

Individual Level
-  Speak to George personally to ensure that George is okay and try to resolve the situation (validate his feelings, find out about his thoughts, and also come up with concrete steps to resolve the issue, to manage his emotions)
- Miss Chan (with Mrs Priya) should adopt restorative discipline approach to work with Mark to find out his perspective of the problem and guide him towards realising the consequences of his actions. Get Mark to remove the post from his social media.
- Engaging both parties (George and Mark) in a meeting to discuss about the issue and reconcile. Facilitate discussion on remediation, get students to propose how they wish to resolve the issue

Other Stakeholders
- Engaging peer support leaders/George's close friends to speak to George and support him, providing a support system for George so that he does not feel alone and upset.
- Inform parents of George and Mark about the issue, the school's stance, as well as actions taken by the school to resolve the issue and ensure that both students' wellbeing are taken care of.
- Investigate the post - who are ones liking and commenting on it? (within the class, level or school event?), find out who the post has reached (other potential stakeholders)
- Inform HOD discipline (or relevant staff such as level head) about the issue, let him/her know about the actions to be taken and that parents will be informed. Keep HOD discipline in the loop about the matter.
- If the post concerns students outside of class (level, other schools etc.), there will be a need to address the matter during assembly by HOD discipline/CCE.

*Note: During CCE lesson/morning assembly, when talking about the issue, it is IMPORTANT for the teacher to be present and assure students that she is available to help and care for the students (Positive TSR), extend help! If teacher finds that class is reluctant to seek help/speak to an adult about their troubles, she can then tap on class committee, peer support leaders to check on class's wellbeing

b) Helping students connect learning across the CCE Lessons and other experiences (e.g. SDEs/ Teachable moments)

Linking teachable moments (social media issue) and CCE lessons (racial harmony day and relevant 3 content areas)
- Within class: Speak to class after restorative discipline with Mark (so Mark does not feel called out or shamed), could be during morning assembly in class, or CCE lesson.
- Draw connections to past CCE lessons on racial harmony day during the class discussion.

Following week's CCE lesson (It hurts because it matters)
- Experiential teaching approach (CCE), get students to reflect about the scenario, elicit perspectives and think deeper about the issue (what they could have done better/felt).
- Link to mental health*
- Guide students to realise that their words/actions on the cyber space can have a profound impact on people around them (could be hurtful)
- Values: Respect (what does respect mean to you, what does it look like, how can you show respect to others? etc), Care, Harmony, Resilience, Responsible

Explicit teaching: Help-seeking
- Teacher needs to be explicit when sharing where and how students can seek help
- Students should realise that help-seeking is NOT a sign of weakness
- Letting a teacher know about the issue does not mean more trouble but instead helps to resolve the issue.

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Group 1 - Yu Hui, Farhana, Jia Hui, Nicholas, Jing Jun

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Group 1 - Yu Hui, Farhana, Jia Hui, Nicholas, Jing Jun

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Individual Level
Tina:
- We can create a safe space for Tina to share about her concerns and problems regarding fitting into the class. The tone used should be inviting, non-judgemental and we should listen with full attention and empathy.
- Teach her some strategies for coping, e.g. BASIC Ph learnt in Sec 1
- Provide further support if needed: e.g. counselling?
[Ref TLG pg 36: 6 steps in Fostering the mental well-being of our students]

Mark: CSI (Clarify, Sensitise, Influence)
Clarify: "Why did you make the following remark?"

Sensitise: "How would you feel if someone mocked your religion/God?"

Influence [can be posed at class level]: "Do you think your actions reflect the values of respect and appreciation towards the diversity we have in Singapore?"

Class Level
- Establishing classroom norms: one person speaking at a time, give opportunities for those who have not spoken, importance of being objective and supporting your arguments with facts when discussing such issues in the classroom