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facial expression, body language, unusual behaviours (taking of medication)

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The main challenge is to help them Rationalize/Recall stage on the feelings/disappointment/thoughts
Then help them to Replace and Reconnect by guiding them on how to overcome/manage expectations and emotions etc

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find out why the student is behaving in this way (own or parent's expectations?)
and help her to see from another point of view (change perspective)

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Use the 5th R: Role-play the 4Rs and taking the role of a peer (receiving results)

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Take the student to a safe environment to ensure the student is at ease. As the right questions and listen actively.

Recall
e.g. Can you share what made you disappointed? Can you tell me more.

Rationalise
Check assumptions students about the cause of the disappoint e.g. not their parents but their own high self-expectations

Replace
Replace with more self-compassionate and objective thinking

Reconnect
Reconnect with their close friends and family members

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Recall: Help student identify his/her expectations that have led to her response (frustration, apathy or apparent lack of interest - to the teacher, etc) to the work done/non-submission of work
Rationalise: (note that this strategy may not work with all students - younger ones may not be ready and older ones may not be willing to be reasoned with)
Replace: Depends on the results on rationalising. Help student let go of the negative ideas before replacement can be done. Use mindset with positive and affirming statements about themselves
Re-connect: Assign buddies and set timely check-in with teacher and supporting peers

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1. Check with student for her reasons for reactions / student's definition of success or failure
2. Try to reframe her thoughts (Process is part of progress)
3. Teach positive self-talk
4. Advise student to talk to someone about the pressures she feels

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Recall: Engage the student to identify her emotions when she received her test paper.

Rationalise: Check with student on her own expectations (definition of 'excellent' to her and why the feeling of upset).

Replace: Get student to look at the positive side by not dwelling on the outcome which did not meet her expectation but rather to replace with a reward for herself (for the good work done).

Reconnect: Encourage student to believe in herself (increase self-esteem & build confidence).

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4R strategy chosen: Replace

Step 3 is the most crucial because we feel that ultimately, we need to be able to / allow students to confront their fears with regards to their own mindset. Otherwise, nothing will change.

Our representative will elaborate on this in greater detail.

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Replace:
Ask student how she would perceive her classmates if they got her grade and get student to replace her self critical voice with a more compassionate one.

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Recall - Ask the student how much she expected to score, and how she felt when she received her score.

Rationalize - Ask the student why she had such an expectation: from her or her parents? "Isn't an 85 still an A1? Wow!"

Replace - You haven't reached your target YET, and we still have 1 more test to go to try to reach your goal again"

Reconnect - "Maybe you can study with your friends in a study group so that you'll be able to do better next time!"

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From the inconsistent body language, especially their facial expressions [e.g. disappointment and sadness] and denial of being unwell after receiving a set of results.

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through the student's body language and facial expressions; rapport with the students help us to understand their expectations

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- Cce journal reflection
- behaviour observation
- chit-chat session
- WA reflection
- peer support leader

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Extreme reaction to good marks / over reaction eg. crying, asking for more marks, refusal to hand in assignments for fear it will not be good enough, asking for step-by-step help in order to achieve that perfect assignment.

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Recall: What was her original goal?

Rationalise: Was it her expectation or someone else's expectation of her to get high marks?

Replace: Do not be to hard on yourself, you should be proud of the achievement and the process. Effort and skill attained as another gauge for success

Reconnect: Put her grades into the context of the class and the topic, There is more to life than grades.

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Through check-in and chitchat sessions with the students, by monitoring body language.
Teach students to sound out to their teachers when they observe warning signals

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1) Drastic change of Facial Expressions
2) Body Language (uneasiness, squirming etc)
3) Peer reactions
4) Sudden change in behaviour (lethargic etc)

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Observe response to task set and feedback to work done (e.g. unwilling to submit work, procrastination, doing well but still not happy with performance)

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1. Changes in facial expressions
2.Out-of-norm behavioural changes

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1. students who express openly about their anxiety in terms of their preparation before, during and after a WA/Exam.
2. students who might display moodiness/tiredness/sadness especially during WA/Exam period (pre/present/post)
3. students who get easily frustrated while doing their work (e.g. by writing and erasing on repeat mode)

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1. The facial expression to the marks attained, the difference in expectations between the teacher and the students.

2. Students ask a lot of question about how to score high marks.