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All teachers must be receptive to changes.

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Agreed. The BTs should be competent and confident to lead committees and taskforce similar to their peers in other ministries where they are entrusted with big projects. 

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Agreed. The BTs should be competent and confident to lead committees and taskforce similar to their peers in other ministries where they are entrusted with big projects. 

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Agree with Min Chan that we are not measured by the results of our students but by how they learned and how they continue to learn and apply their knowledge. We should all learn for life.

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While we have made good progress/breakthrough in key school programmes (e.g. ALP, internationalisation, FSBB), this is testament that we are capable to relook at current practices and if they are still relevant to meet our stakeholders' (including students) needs in the near future

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We are not measured by the results of our students’ 15yrs in education, but what we have done to equip them for the next 50yrs after school. This really resonates with me.

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As the world is different now, for teachers, we need to evolve our teaching to the changes.

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My main reflection is that the BTs actually have much to offer us, especially since they might have received up-to-date training that we have not received. We should seek to utilise their strengths and entrust them with responsibilities.

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We need to be mindful not to set glass celling which may hamper growth of our staff.
We need to be mindful of how to ensure sustainable growth too.

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Need to role model mindset change on doing more with less. There is a tendency to want to protect the status quo, and question when more is given. However, this change management also needs to be handled delicately, working with the staff so that it is not seen to be top down. E.g. lab staff have now come on board to the idea that there may not ever be a new OSO employe  and so they need to rethink ways to do without.

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We ourselves need a refresh or to keep abreast of changes in the education landscape. If the new incoming teachers have all these experiences, we also can learn from them.

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Maybe we need to learn from BTs, and not always assume experienced teachers or GEO 5 'knows best'. Be explicit that experienced teachers can learn from BT too.

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- see and treat the BTs as equals who are capable of levelling up the dept and students
- teaching and guiding the students: what is easier may not allow the students to learn skills important for life
- BL, PDLP, removal of exams all work together to ensure self-directed students (learn for life)
- never assume what is taught is learnt - no room for complacency and constant PD is necessary

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Change is a constant. The shifts in mindsets allows a swift approach to growth, development on the fly and moving targets.

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BTs have rich content knowledge from their learning in NIE. How can we structure conversations and provide opportunities for them to pull in their weight, so that they grow in confidence? (Eg. They are no different from experienced teachers in non-IP areas. And even in IP areas, their voices matter and should be acknowledged.)

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The future is now. We have to step up to catch up with the changes around us so that we can prepare our students better. As change agents, SMC has to role model in leading BTs, Teachers n Students …
We have to also unlearn n relearn n learn new things.

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Experienced teachers: To see opportunities in our BTs and not to see them as challenges.
Beginning teachers: To challenge themselves to soar explore their own strengths.

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Acoustic in the hall could be improved if we have funding- 2 yrs not in full use during Covid.   Underground Civil Defence Bomb Shelter could be tapped. 

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Acoustic in the hall could be improved if we have funding- 2 yrs not in full use during Covid.   Underground Civil Defence Bomb Shelter could be tapped. 

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Digitalisation of Procurement process to reduce redundancy in paper work

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Digitalisation of Procurement process to reduce redundancy in paper work

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1. Coaching of teachers to take Sec 4 classes.
2. [wild thought of mine these few years] All students take SS/Hist as they have similar skillset

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more interdisciplinary learning

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Officers whom we all know are not doing justice to the students but get by year after year.

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Easy to "kick can down road" when you are in the trenches and it seems there is no time to change the methods that things are taught and "let's do it next year".

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A few students who ought to be expelled for extreme cases of LTA - beyond help of parents, school, FSCs. Let the authorities go after them in terms of police action. early recruitment for NS, etc which would be more beneficial

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Not allowing snack time in class in the afternoon especially when classes ended late.

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The prospects of reviewing opportunities in teacher-owned or student-owned growth.

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we should never be complacent, with relaxed SMM and tech, we can swim out and learn from others who are doing things differently with less resource or new ideas

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Perceived 'special treatment' of some recalcitrant students. Perceived unfairness for other students who are generally well behaved.

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I was going to type something here that can be scathing...and then i hesitated. Maybe this is what SM Teo mean by the most difficult decision, is to do the right thing even if it is painful or hurtful. To face the fact and not address it as a 'purposeful design that takes time to materialise' when it is obviously not. Yes I meant the classroom projector screen.