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W: The Inbathamizh songs create joy and cultural pride as students enter the classroom. Music naturally elevates mood, reducing anxiety often associated with second language learning and creating positive associations with Tamil.

C: You may need to have a variety to constantly capture their attention and also broaden the vocabulary.

H: Shared musical experiences build classroom community and cultural connection. Students bond over familiar songs whilst developing relationships with their Tamil heritage and identity, fostering peer connections through shared cultural experiences.

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W:

Telling jokes during lesson

IBL group work

Allow constructive discussion

C:

Routines are not set up properly

Routines set up, but students challenged the instructions of the lesson

Time consuming to ensure routines are followed through

Large class size

Classroom environment is hot, may affect their focus

H:

Sharing of personal stories and experiences

Infuse the element of competition for some activities

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W: 1. I started with my only P1 class by greeting them with a fun routine whenever I see them. I keep my lessons light-hearted unless if I have to deal with a discipline situation. The kids are more positive about PE and are always looking forward to my lessons. (P)

2. Affirming and sharing with the class good deeds demonstrated by students. (P)

C: 1. There is always a balance of trying to keep the classroom atmosphere positive yet at the same time, firm. (E)

2. Trying to complete the task required in the midst of having to tackle disciplinary issues in the class. (E)

H: 1. Fun routines work well with Faculty 1 students. (E)

2. Tasks that are appropriate levels of challenge work well for students. If it is too simple or too difficult, students tend to lose interest. (A)

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W: When a reserved student took part in a story telling session and volunteered main character in the session. For the P4 able CL class, the teacher motivated the students by awarding stickers that are pasted on their textbooks.

C: The teachers tend to use the time more on admin and curriculum. Striking a balance is important. Changing Extrinsic motivation and intrinsic motivation is a challenge.

H: HMTL lessons from 2pm to 3pm is not conducive at times. So beginning lessons with music or riddles makes it more positive for the students. Reward system to be more creative. Eg Time extension on iPad usage for educational activities.

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P5 EL - Marilyn, Janice, Rachel, Farhana 

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P5 EL - Marilyn, Janice, Rachel, Farhana 

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W: Lesson was on fear, so I shared my greatest fear - balloons! The class was buzzing with excitement because they had so many questions and they wanted to share their own personal fear.

C: The classroom management can be compromised if students forget the routine to raise their hands to offer feedback/suggestions because they get too excited and everybody is talking at the same time.

H: Reward them with a 'Brain Break' using videos or mini games in between lessons if they behave.

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Maths (Keh, Ali, Fah Yin, Xue Er, Shannon)

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Maths (Keh, Ali, Fah Yin, Xue Er, Shannon)

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W: Letting the children touch and play with the manipulatives (especially with respect to fractions) increases the engagement for the students.

C: It can be tough to keep our emotions in check when we are rushing the syllabus which might affect our relationship with them when we are too fierce with them.

H: Play multiplication tables song.

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A: I use inductive approach in Mathematics where students explore patterns and make their own conclusions.

B: In music lesson, if they finish their tasks earlier, they get to enjoy a task of the day where they get to watch their favourite video.

C: Shows them shorts videos to let them engage them and prompt them to ask questions and to know more about the science concept being shared.

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SD level (Mr Hin, Mdm Te, Claire, Faranah, Seow Fong)

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SD level (Mr Hin, Mdm Te, Claire, Faranah, Seow Fong)

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Moments that went well:

1. W: Inject humour to build rapport -> Students are more engaged.

2. C: Rowdy behaviour. Praise and highlight good behaviour to the class as teachable moments and motivation.

3. H: Reward systems (class and individual), use of humour

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W: Complimenting on student’s good behaviour infront of the whole class which led to the student being engaged throughout.

C: Time is limited to carry out PERMA all the time.

H: Following the form teachers’ reward system

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W: I start the lesson by engaging students with interesting phenomena that has raises their interest level.

C: Students wants to share with classmates interesting facts, however, we might not have sufficient time for all to share.

H: Summarise learning points with shoulder partner at the end of the lesson as an exit card.

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W: Group reward systems for positive behaviours. Motivates them to behave in class. Their attitude towards homework has changed because of the reward system.

C: A few of the students in class do not take the group point system seriously.

H: Going for recess together with my students. They start sharing a lot of personal stories and the dynamics between the class. This builds TSR.

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(Az, Faz, Mar, Kavitha, Liana, Phyllis, Han, Has)

W: Pupils get to dance as a Brain Break.

C: Not everybody likes to dance.

H: On days with more periods, Teacher gives them a selection of things to do and they get to choose which they want to do.

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W: praise students, celebrate birthday

C: default mode is to find AFI instead of strengths.

H: Song singing to boost the mood at the beginning of the class.

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Facilitators : Go through this deck of slides first

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Facilitators : Go through this deck of slides first

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W : I smile and nod when students enter, and the whole classroom energy shifted from the first minute!

C: I keep forgetting to celebrate small wins because I'm rushing to cover the syllabus.

H: I write a fun question on the whiteboard so students answer as they enter, greeting, engagement, and connection all in one!

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1. Group yourself ideally from same subject areas. ( PAM teachers as one group).

2. Click the + Button under your Faculty and Key in your input in the 3 areas below (W, C, H)

3. Write down the names of teachers in your group.

4. W for Win : Share a moment when PERMA worked magic in your classroom.

5. C for Challenge: What PERMA strategy do you find challenging to implement consistently?

6. H for Teacher Hack: Share a creative way you've adapted a PERMA strategy for your context.