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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 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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Grp 3 - Hema, Maha, Joelle, Lionel, Solomon

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Grp 3 - Hema, Maha, Joelle, Lionel, Solomon

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1) National Education
- Harmony
- Multicultural society

2) Family Education/ Mental Wellness (Not very specific)
- Emotional Wellbeing (Mental Wellness not in LP)
- Respect (Everyone's self worth)
- R3ICH core values
- SEL Competencies

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Part 1
1. CCE curriculum area: National Education

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Group1 - Minli, Mohamed Fazil, Vasuki, Viji

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Group1 - Minli, Mohamed Fazil, Vasuki, Viji

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Group 6 - Natalie, Jo Lynn, Vijaya, Fayaz

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Group 6 - Natalie, Jo Lynn, Vijaya, Fayaz

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Q1) Mental Health, Cyberwellness, Family Wellness (Indv)

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Group 5 - Kan Ming, Nicholas, Farhanah, Juliet

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Group 5 - Kan Ming, Nicholas, Farhanah, Juliet

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Content area: Cyber wellness, Mental health, Family education

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Grp 3 - Hema, Maha, Joelle, Lionel, Solomon

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Grp 3 - Hema, Maha, Joelle, Lionel, Solomon

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Caring and enabling learning environment
- Peer support for one another
--> How can we be there for one another as we share

- Establish Group norms & class norms
--> It's ok to not know, we are all here to learn tgt
--> Everyone know different amounts of info etc.
--> How can we ask questions or give feedback in a respectful and positive manner?

Connect learning across the CCE Lessons/ experiences
1) Elaborate further on the situation (SEL/ Respect)
--> Why was Jill's actions disrespectful?
--> How did Tina feel?
--> How did the rest respond?

2) Teachable moment (NE/ Harmony)
--> Link back to topic of  harmony
--> How we can show respect to one another

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Group 6 - Natalie, Jo Lynn, Vijaya, Fayaz

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Group 6 - Natalie, Jo Lynn, Vijaya, Fayaz

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Q2a)
- Lay down ground rules
- Respectful comments
- What happens in the class stays in the class
- Practise active listening, show genuine concern (also applies to indv conversations: MH, FW)

Q2b)
Cyberwellness & Mental Health
- Use irl examples to draw connections
a. Students share their experiences with cyber-bullying
b. Students place themselves in shoes of people who are receiving negative comments
- Use e.g. and non-e.g. to demonstrate "good comments"
(what constructive criticism looks like)
- Lesson plan: Caring for family and friends

Family Wellness
- Teachable moment

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Group1 - Minli, Mohamed Fazil, Vasuki, Viji

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Group1 - Minli, Mohamed Fazil, Vasuki, Viji

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1. Remind class of rules. To show respect to one another.
2. Teachable moment.
3. Peer support culture.

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Group1 - Minli, Mohamed Fazil, Vasuki, Viji

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Group1 - Minli, Mohamed Fazil, Vasuki, Viji

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Mental Health, Cyber Wellness, NE, FE

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Group1 - Minli, Mohamed Fazil, Vasuki, Viji

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Group1 - Minli, Mohamed Fazil, Vasuki, Viji

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1. Teach class to behave appropriately online.
2. Remind class of the power of words.
3. Remind class of rules and routines.
4. Peer support.

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Content Areas:
cyber wellness
mental health:
anxiety and self-esteem (Haris might feel undermined by his peers and mother)
family education:
(Relationship and self-management)

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Group 6 - Natalie, Jo Lynn, Vijaya, Fayaz

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Group 6 - Natalie, Jo Lynn, Vijaya, Fayaz

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National Education (Student has issue with ethnic culture)

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Group 6 - Natalie, Jo Lynn, Vijaya, Fayaz

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Group 6 - Natalie, Jo Lynn, Vijaya, Fayaz

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- Teachable moment
- SEL competencies (Self and social awareness)
Remind students that their words carry weight, be more aware of what and how they say things
- Debrief and address students (next lesson) about mindfulness
- Social responsibility
- RACIAL HARMONY WHOOOOO! :D (can link to Sg's history on racial riots)

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Grp 3 - Hema, Maha, Joelle, Lionel, Solomon

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Grp 3 - Hema, Maha, Joelle, Lionel, Solomon

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National Education:
- Introducing and learning about different cultures

Mental Wellness:
- SEL Competencies

Family Education:
- How Haris responded to Mum's care & concern
- Respect between family mbrs and peers

Cyber Wellness:
- SLS
- Online Netiquette

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What can the teacher do?
1. Before the activity: teacher should specify netiquette rules relating to commenting and interacting online (being kind with their words).
2. Teacher can check the videos before uploading them for public view.
3. Choosing an alternative platform which allows for moderating of comments.
4. Addressing the issue:
- value of empathy; not everyone has the same level of comfort in presenting.
- explain to Haris what his mother's intentions to relieve the
- mental health: managing emotions, talking about his feelings and thoughts with someone he is comfortable with, so that he does not have an outburst. Also with the class; about how their words can have an impact on others' mental health.
- positive reinforcement: students who are upstanders* to encourage caring and enabling school environment.
(*done delicately to avoid ruining relationships between students)

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Content areas: Sexuality Education, National Education

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Grp 3 - Hema, Maha, Joelle, Lionel, Solomon

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Grp 3 - Hema, Maha, Joelle, Lionel, Solomon

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Caring and enabling learning environment
Establishing ground rules
--> for SLS before proceeding with assignment
--> Online netiquette

Technical/ Administrative Support
--> Providing students with additional support
--> Letting student know where they can get help
--> Time extensions if necessary

Peer support Group
--> Strength of class
--> Lucy helps to inform teacher

Connect learning across CCE Lessons/ experiences
Helping Haris (SEL)
--> To understand his mother's perspective out of care and concern
--> To understand and process his emotions and why is he responding in the way that he is
--> Teaching Haris how he can respond in the future

Addressing the remarks made by classmates (Values)
--> What happened? Why? What's the impact?
--> What values were shown or not shown? Respect, care
--> Providing space for reconciliation between parties

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Group 5 - Kan Ming, Nicholas, Farhanah, Juliet

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Group 5 - Kan Ming, Nicholas, Farhanah, Juliet

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- Should have spoken to Haris as soon as possible after finding out about the comments. Find out more about what Haris was thinking of when he posted the video on SLS. Focus on his feelings and assure him that he did nothing wrong. Let him feel comfortable seeking help. Focus on how to move forward if similar situations were to happen again (seeking help from teachers, managing his own feelings).
- Let Haris know that his mother was concerned about him. Let him know that he should not be afraid or embarrassed to confide in her.
- Teaching the proper ways of leaving comments online. Can show negative vs positive examples. Letting students put themselves in their classmates' shoes and learn to see the situation from different perspectives. The web should remain a safe space for students and friends to learn together, just like a classroom.

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Before at the start of the lesson, points to be surfaced by teacher
Students should not gender-stereotype activities (show videos of both boys and girls dancing, across various genres, to normalise their views of dancing)
Students should be sensitive in their choice of words and phrasing (boring, stupid); how can they get their point across without sounding hurtful?
Respecting and appreciate other culture's cultural practices.

During the debrief:
Address the issues pertaining to sexuality education and national education
Relationship management (for students who were directly involved in the conflict).
Speak to students who are displaying undesirable behaviors; addressing it so that it is not forgotten.

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Group 5 - Kan Ming, Nicholas, Farhanah, Juliet

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Group 5 - Kan Ming, Nicholas, Farhanah, Juliet

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Content area: Sexuality education, National education

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Group 2 - Jasmine, Esther, Jess, Gillian 

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Group 2 - Jasmine, Esther, Jess, Gillian 

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1. CCE content area: Cyberwellness, Family Education

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2a. What teacher could also have done:

Set class expectations and agreements before starting the class (help manage 'chaotic' discussions)

Have smaller-group discussions before convening for whole-class discussions

Be intentional in facilitating discussion (link topic of respect for racial harmony to respect for others in discussion)

Consolidate learning and conclude the class more meaningfully (for eg. not rushing to wrap up and end with FTGP journal)

Conduct a follow-up lesson to address the points raised in the discussion + speak to Jill and Tina

2b. Ways to connect CCE and lived experiences:

Seize the teachable moment to model how respect should be shown, not just for racial harmony day but even in daily actions (ie. Jill being more sensitive and respectful of Tina's hesitance)

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2a. What teacher could have done:

Go through expectations, agreements, and framework that students can follow for online behaviour + online interactions

CESE: Mr Arun should affirm Haris and the class' efforts first

Mr Arun could have checked SLS earlier and moderated the comments the moment he noticed them

Mr Arun should have found an earlier opportunity to meet with Haris, during which he could have tried to find out how Haris felt about the situation

Use Clarify, Sensitize, Influence with the rest of the class to encourage a more empathetic understanding of their comments' consequences (how would they feel if they received such comments?)

Speak with Haris to help him understand his mother's actions were a result of family values (care, concern, love). Help him understand that his mum's not trying to undermine him, but is looking out for him

2b. Similar to above - use CSI to unpack what happened

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Group 5 - Kan Ming, Nicholas, Farhanah, Juliet

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Group 5 - Kan Ming, Nicholas, Farhanah, Juliet

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- Going through the history and significance of the dance before they learn the dance can enable them to respect and appreciate the dance more. Videos of the dance could show male and female dancing together (addresses cultural significance and gender stereotype issues).
- If issues still arise after the briefing, teacher should link the incident back to expectations set beforehand.
- PAL lessons offer a variety of activities and teacher should address that these activities are meant to expose students to the world. Students should keep an open mind during these activities.