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Managing the different speed of learning of the students, how to keep the interest of the better ones v engaging the weaker ones

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1. Disruptive students - Students shouting across the classroom during lesson time for no reason.

2. I found it challenging to manage learners who had low to no motivation - difficulty to engage them to come to school. Worked with Year Head and FTs to tackle the situation but its a long work in progress.

3. I also found it challenging to handle SEN students. My mentors will tell me to just leave them alone and not force them to participate in the classroom activity but I worry that they are not engaged in the lesson at all

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One of the biggest challenges I had was encouraging students who perceive themselves as "bad" or "weak" in the subject to engage with the lesson and particpate or share their opinions in class. This was especially for my N(A) SS class, especially for students who struggled with comprehending sources or expressing their views clearly. Many times, they would simply give up and sleep on the table or do something else (like other homework etc.)

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Encountered issues like student family problems, which make them vent their frustration in class. Very disruptive students who cannot close their mouths

Challenging to manage people who do not speak up at all, no matter how I probe them. Also challenging to manage SEN students that I am told to leave alone even though they are obviously disrupting the lesson. Challenging to deal with know-it-all students during class.

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- Lesson pacing for classes with very different learner profiles

- Disruptive students who kept asking irrelevant questions

- Monitoring device usage when devices were used in class

- Managing short attention spans for both SEN and non-SEN students

- Overtired students who kept sleeping in class - even when awake they were clearly not alert enough to focus

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I find it hard to balance being firm and friendly. Im able to do them individually but struggle keep strike the right balance. For eg, with sec 1’s im usually more serious and ready to reprimand students when necessary but engagement and rapport is affected. With upper sec im usually more friendly but i honestly find it difficult to be firm with them as they often do not listen to instructions without rapport. I want to be able to leverage on both of these effectively

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Form Class:

Students formed in their own stream groups and refuse to interact with other students outside of their stream group

Subject class:

Some individuals are not motivated and reluctant to co-operate like sleeping in class. SEN students occasionally melt-down which disrupt the lesson.

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Some issues that I faced during my UT stint:

Students generally have short attention spans and they take a while to fully absorb instructions on their own. On many occasions, I had to repeat my instructions or expectations to them, even if I had written them down on the screen/whiteboard.

Different readiness levels of students made it hard to keep track of the whole class's progress in a lesson.

Motivating students who are not interested in learning or school as a whole.

Trying to find a balance between firm and friendly was also challenging. I wanted my students to recognise that I am approachable if they need help, but I cannot be too lenient with them to the point where I treat them more like a friend than a student.

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1. Not being able to cater to all the students since different students have different learning speeds.

2. Weaker students might just give up and start doing their own things or even distract their friends while at it.

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My form class had a diverse range of learners, from very quiet students to students who could not sit still at all so it was especially difficult to manage them during CCE lessons as they saw the lessons as unimportant. The ones who had to move around were disruptive and I found that the quieter students likely felt that their time was being wasted since we had a hard time progressing in the lesson.

I struggled to split my attention as the class also included students who were always looking for our attention, the more we ignored them the more they would behave in ways to try to bring our attention back to them.

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Catching students attention was a big challenge during my early stages of being a UT. As students know that you are new, they often try to step over the boundaries and take advantage of your kindness.

Learning to be firm at the right time was often a challenge as a constantly firm and uptight teacher would also cause the students to become chaotic.

Students with family issues are also to be looked out for as we need to thread their issues carefully, so as to prevent anger tantrums.

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Issues/challenges: Difficulty in how I interact with and differentiate my instructions to students of various personalities and learning abilities.

Classroom management-related concerns: Whether I am managing the class well, whether I am catering to all students in terms of learning needs, whether I am using the right methods to discipline students.

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There are so many topics to cover for G1 Computer Applications and time is so tight for each and every software that had so many details. G1 students might not necessarily be able to handle asynchronous learning and might not be self-motivated to pursue self learning modules so everything had to be done face-to-face. There was the need to always manage the class prior to starting the lesson as well as consistently managing the class behavior throughout the lesson. It would be wonderful to know classroom management strategies to complement the learning profile of G1 students so there is always meaningful learning.

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I am quite thankful that my school gave me all the sec 3 express classes, but even so, sometime it can be quit hard to manage the class, students getting distracted with PLD, and SEN students in their own world. For the majority's good, I have to continue with the lesson, but I feel bad about not able to manage the class properly

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G1 students tend to be a little more volatile in class, especially when the weather is hot. There are also more vulgarities used in class. It might be due to their weaker emotional regulation skills or environment at home. How to prevent or de-escalate conflicts in class if it already happened, without wasting too much time in scolding or correcting the students?

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After teaching several G1 HEM classes, I noticed that the male students were generally more unmotivated/ uninterested in the subject than the female students. This led to me spending some time (about 10 mins ) just to address the boys' behaviour at the start of each lesson, which I felt was unfair for the female students. It was difficult for me to ensure that classroom management doesn't eat into the lesson time.

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Managing students who are seated on the opposite side of me

. If I were standing at the front, the students seated at the back will be distracted. However, when I stand in the middle of the class, the students behind me gets distracted.

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Diverse class profiles - Understanding different needs and delivering them within a constrained time limit.

Struggling family backgrounds - Too affluent to care about others & studies & no motivation to come to school

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What were some issues/challenges that you have encountered?

Challenges faced include

Unable to properly manage students in the DnT workshop, some people are faster than others in their practical work and those who are done tend to play around

Managing depressed students or students who choose not to mix around with classmates due to bad relationship with the class

Unable to find an effective way to motivate lower ability students who just do not want to participate in class. There must be a better way than just keep telling them to pay attention

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I had hard time managing a G1 boy in my DNT class. He doesn't bring his Ipad, he always sleep while teaching, he doesn't submit his work, he walk around while lesson is on, he will make wired noise like lizards sound and give signal to his friends in the next classroom.

I always demand him to do the work on A3 paper. Sometime allow him to sleep as I can continue my lesson. Brought up this issue my CT. After checking his profile CT said he behaves same in all the other subjects. Just make sure he complete the work and move on.

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1) Students were not very participative and often require being called upon to answer. Even if they had discussions with peers prior to being asked questions.

2) Students not being able to stay on task for pair or group work.

3) Students easily distracted by their PLDs during throughout the lesson.

4) General disinterest in the subjects that I teach that they would do other subjects' work in class

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Need to handle a very emotional, volatile student. Get advice from a teacher that I must talk very nicely to her to get her to cooperate.

Need to handle very quiet class. Very hard to get them to talk. When I called them, waiting for them to respond also takes up time. How do I balance the time waiting or ask another Student to answer?

Sometime I talk to some students, and they don't respond.

Need to handle a very noisy Sec 1 relief class. They did their worksheet, but the class is very noisy.

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A challenge I faced was handling students who were rude / had anger issues, where they would talk back or suddenly storm out of the class. Another challenge was handling SEN students - I had difficulties managing some of such students in my classes and was not sure how to manage when they had meltdowns / conflicts with other students in the class.

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Issues/Challenges:

Uncooperative student who was disrupting the class by disturbing the students around him.

Students with no/low motivation who does not even try and give up easily.

Students who have short attention span that struggles to follow with the pace of the class, even with instructions shown on the screen. However, if I slow down the pace, I would struggle to follow the scheme of work, and lose the interest of students who can grasp content faster.

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Main challenges were when the student is labeled a ‘problem’, they are often neglected or punished due to ‘time constraint’ and ‘not making the other students suffer. Additionally, methods on how to pass down same set of instructions to learners of different kinds, eg. those who can listen are able to follow, but those who require visual examples may just wait and not be engaged in the meantime.

Main classroom management challenge is keeping to the task at hand. The balancing act of making the learning engaging while making sure the task is completed often met with sacrifices in terms of quality and time. Usually, time wins and we omit things out or hasten the students’ work. Other usual suspects are noise level management and PLD usage during school.

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My greatest challenge while teaching was to properly engage with Sec 1 G1 students. They were very uncooperative and very distracted during class, using their PLDs to browse the internet and play games during class time. Many of these students were also notorious troublemakers who have a history of disciplinary cases, a few were involved in police case. The everyday lesson occurs in this flow: Greet the teacher, sit down, take out PLD, ignore the teacher for the rest of the lesson, or hide in the toilet playing with water.

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1) Aside from common behavioural issues, a unique- unexpected-odd challenge that I faced was attendance. I would check the attendance for the different classes that I am taking at the start of every lesson. So I am aware of those who are missing.

There were various reasons for their absence, ranging from mild to serious cases.

Students took long toilet breaks that overlap with the previous class they attended. So even their peers are unaware of their whereabouts. This caused a delay in lesson plan to find out where they are for the sake of their wellbeing

Students were disinterested and disengaged with school or the subject (in certain cases). So they wandered around the school. I had to search the school to find them while my Coordinating teacher resume with lessons. It can be an issue when I am the only one running the lesson. Collaborating with teachers who do not have lesson at the time was a temporary solution before mediation was done together with SWO/form teachers after lessons/school.