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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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Which CCE curriculum content area(s) would you connect this scenario with?

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Which CCE curriculum content area(s) would you connect this scenario with?

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Cyber-wellness (online etiquette) and national education (living in a multiracial society)

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Family education - relationship management

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1) Education & Career Guidance: Liza and how she suddenly wanted to quit the CCA and refused the interview with SOTA

2) Mental Health: Liza felt she was not good enough and was stressed out with leading her juniors. Helen on the other hand needs to learn how to be resilient and both girls need to overcome setbacks with a positive attitude/growth mindset. Perspective taking is important.

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2a) The teacher can use a case study (that is similar to but not George's incident specifically, considering that he is already very upset and withdrawn) and the "Role on the Wall" figure to prompt students to think about how one would feel emotionally and react physically when they receive or come across hurtful and disrespectful comments that are similar to the ones that George received.

The teacher can follow up by relating it to the George and Mark incident and encourage the students to exercise empathy by asking how they would feel if they were George in that situation.

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- Mental Health (Tina's negative thoughts)

- National Education (Mark not being respectful about diversity issues)

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2. How can the teacher be intentional in facilitating CCE learning to meet students’ needs at the individual and class/CCA level? 

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2. How can the teacher be intentional in facilitating CCE learning to meet students’ needs at the individual and class/CCA level? 

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Ms Chan should address the whole class regarding the issue (since many students were involved), as well as speaking privately to George before the class to let him know. Her private conversation with George would also involve checking in with him about any personal/family issues he is facing, to determine whether contacting his parents would be necessary.

Opportunity to connect key values/competencies with specific content areas (cyber-wellness and national education)

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At an individual level, the teacher would need to speak to Liza and help her develop resilience so that she is able to pick herself up easily. This includes emotional management where the teacher helps Helen to regulate her stressors. The teacher could also help Liza connect with a senior who has previously undergone the DSA process to mentor her. The coach or SOTA could also elaborate on the dance curriculum to soothe Liza's fears and better prepare her for the future. (There's no need to pull Helen out as long as her comment is addressed).

On a CCA level, I believe the teacher should address the students as a whole and help reframe the situation. Rather than seeing the inability to perform as being caused by the group members, students should learn to appreciate the process of learning from different perspectives (sharing of choreographies). The teacher could also produce a caring and enabling learning environment by placing less emphasis on winning (being chosen) and more focus on appreciating each others' strengths.

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With regards to George's interaction with Devi - knowing when, how and who to seek support from (Socio-emotional competencies + relationship management)

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Tina: Mental Health
- 1on1 intervention: self-esteem issues
[Lesson is not set-up well to be conducive for students like Tina (pair sharing would have been good)]
- classwide: establish safe classroom environment, sharing norms (Jill’s outburst)
—> Address the class as a whole during class contact time.

Mark: National Education
- 1on1 intervention: clarify where Mark’s reaction comes from (malicious? ignorant / misinformed?)
- classwide: reinforcing sharing norms (in the context of Singapore’s diverse cultural landscape)

Suggested Timeline:
(same day)
- Tina Classwide
- Tina 1on1
- Mark 1on1
(next day)
- Mark Classwide

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- Create a safe classroom environment by reinforcing classroom sharing norms like "one voice", active listening
- 1 on 1 intervention with Tina to address the root of her negative feelings
- 1 on 1 intervention with Mark to clarify the intention behind his comment
- Follow-up class-wide intervention eg. using circle time to address the inappropriate nature of Mark's comment, reinforce classroom routines and rapport building within the class