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1. by sharing with them the bigger picture e.g how, what they are learning in D&T is useful in real life applications in engineering and design etc.

2. also abt how helping others e.g their peers can meaningful

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Can we help students find their ikigai - what is the value that students finds in their life or the things that make them feel like their life is valuable? Providing opportunities for students to explore their interests (JW)

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Helping students to know and use their strengths to the range of learning experiences available for them in school. (janice)

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Help students recognise that they are connected to something larger than themselves (moving away from narrow focus on individual goals/performance/success). Feel that many of our students can be overly concerned over what 'counts' (if assignments, tasks are counted to summative assessment, contributes to recognition of achievement) and only focus on these. How do we, as educators, use appropriate language to help move students away from this, or to help them move towards the mindset of doing well for themselves so that they are better able to contribute to that larger entity? Am also cognisant of the limits we can play - our students' upbringing and familial environment (as well as peer/social media influence) also plays an important role.

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While the pleasant life is 50% heritable, what we can do is to focus on the good life by identifying our strengths, recrafting our lives to use them the best we can.

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Help the students find their strengths and passion through the work I do with them, for example: TIP Specialisations, always very happy to see the students continue to delve deeper into the area of Science Research after they leave TMS. Gives me the 'proud father' feeling when I see former science research students at the SSEF finals.

On the other hand, also okay to let them try and know what they thought was their passion areas are actually not so.

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by encouraging and supporting students to discover their individual strengths and preferences so that they can pursue these areas in coursework, career etc and be engaged.

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To understand the social skills, practicing it, allows them to find more purpose in further role modelling this positive behaviour to influence their peer and family. This may allow them to live a life more meaningfully and with the ability to resolve any conflicts amicably. - Boo

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1. Helping students see the purpose of attending schools and participating in all the activities.

2. Help student link their learning and school experience to the bigger picture in life - Secondary school is only season 2 of their lives; there are still many episodes and seasons...

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For students to understand what they are good at and what they might be lacking is important. Not only physical abilities, but more importantly their social skills builds up their character strengths to move along further in life. - Boo

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Providing opportunities and encouraging students to help and support one another, build strong (and lasting) friendships and to find greater meaning in what they do. (Janice)

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I think most students will not need help, as long as we are mindful not to add too much stress on them. Some level of stress is good, but we need to have a balance.

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1. by creating opportunities for students to communicate, play and build friendships both in and out of the classrooms through activities like sec 1 orientation, Sec 1 camp, class bonding activities etc

2. by ensuring students with needs are identified and supported through various programmes and support structures like counseling, rainbow, SEN support programme, FAS, CMT etc

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Me being very encouraging towards their social skills and physical skills gives students the acknowledgement of their abilities. Having fun and joy during game play is important. - Boo

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Re-look at what success and failure means; That failing is normal, part of learning process. Overcoming challenges and tasting the fruits of their own labour is sweetest!

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To find a balance between my work and my personal life. Finding deeper and more meaningful things to do in relation to my work and also with my personal life (wife and doggo). - Boo

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Staff training: help our colleagues understand the kind of meaningful life that they are living through the idea of pos ed. We only know what we don't know through exposure, this way, they can better guide our students what it means to lead a meaningful life.

I think our students lack the life experience and exposure to truly understand what 'meaningful' is to them. We need to be able to share with them our life experiences, role model for them how meaningful life can be.

(I mean if I am dreading work every single day, how will my students understand what is a 'meaningful life'?)

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1. Providing platforms for students to discover their own strengths and to help them use their strengths to also help their peers in a meaningful way.

2. Role-modelling how hard work is also enjoyable if there is passion for it.

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Where possible, help students draw links to the 'bigger picture'. For example, in discussing social activism or environmental conservation in lessons, instead of stopping at the 'whats' and the 'hows' , prompt them to think about the 'why' as well. Help them place themselves in the issue and in this 'bigger picture' so that in time, they will be able to find their purpose or a cause bigger than themselves that is worth contributing to.

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I find that sports is a good way to experience positive emotions, build camaraderie, and enter into a flow state. Plus, physical activity releases happy hormones! winner all round.

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It is ok to have superficial pleasures to look forward to, we need to create a flow to what brings us joy, and also find deep meaning to what we are doing in life. - Boo

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Providing different experiences to students to allow them to discover their own strengths and interests.

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Empowering students to make choices, time to reflect and make a commitment to improve themselves, people around them and their environment.

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Three happy lives are the pleasant live, the good life and the meaningful life.

The Pleasant Life is characterized by the pursuit of pleasure and positive emotions. This includes experiencing joy, contentment, and other positive feelings.

The Good Life focuses on engagement and the pursuit of activities that bring deep satisfaction and fulfillment. This involves identifying and using one's strengths and virtues to achieve a state of flow, where one is fully immersed and engaged in activities.

The Meaningful Life involves a deeper sense of purpose and connection to something larger than oneself. This could be through serving others, contributing to society, or being part of a cause or organization that transcends individual goals.

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allowing students to understand themselves better and explore their strengths. Allow them space to discover and be creative.

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Build good relationships with the students, help them build good relationships with their friends through collaborative work, help them taste success through daily work, assessments, tests, exams.

Staff training: help our colleagues understand how to make the students happy and not the other way round, different teacher moves that can make people 'happier' because we are the ones who the students meet more than anyone else.

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spend more time with my wife !

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To have a more balanced life between work and play; to find time to exercise more

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We can start by creating a positive classroom culture, allowing to students to feel a sense of belonging to the class and then extending it to other areas of the school (ie CCA, house).

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To help the students learn social skills of building meaningful friendships so that their school life can be more engaged, and that in turn will make learning more enjoyable.

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to provide them time and space to build relationships.. to get to know one another better through fun activities.

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Mindfulness Practices: Teaching students mindfulness techniques to help them stay present and appreciate the moment.(eg. batik painting teaches patience)

Celebrating Achievements: Recognizing and celebrating students' successes, big or small, to boost their positive emotions.

Engaging Activities: Offering enjoyable activities that students find fun and fulfilling (eg house games)

Savoring Exercises: Incorporating activities that help students savor good moments, like writing about positive experiences or sharing what they're grateful for. (eg lessons during gratitude week)

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Crafting different experiences for them to allow them to explore and find their strengths and therefore what will bring on a state of 'flow'. Is their strength in working with others, in solving problems, in writing, in performing?

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Leverage students' character strengths to help them create flow in the work they do. However, practically speaking, I'm only able to do this with a small group of students (such as EXCO members of CCA group) at the moment.

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to self-care. To show appreciation to those around me, who are always there for me. To be grateful and thankful with what I have.

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Being mindful of my strengths and weaknesses so that I can develop more flow to have a good and meaningful life.

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1. happiness consists of Pleasant life + good life + meaningful life .

2. engagement and meaning have stronger effect on happiness compared to pleasure

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Building happiness is important to find flow and meaning in life. We need to identify and leverage on individual strengths.

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To be more intentional about setting aside time for reflection and expressing gratitude. (Janice)

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We need to know our signature strengths and contribute in order to start pursuing a meaningful and engaged life.

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Helping students to discover their strengths and to be deliberate in designing programmes/opportunities for these strengths to be showcased/utilised. Essentially, the idea of providing a chance for students to be in their element.

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When we help students to develop their learning dispositions, this cultivates the awareness of how they learn, how they can improve themselves and it should be regardless of subjects, and goes beyond academic learning...

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To pursue their interests and hobbies and not just focused on academic results. To socialise with friends, build relationships and reach out to others who need help.

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Creating opportunities for students to be engaged in multitude of experiences and identify which one allows them to be "in the zone".

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Plan out days where I am doing things that I really enjoy doing, without work, without my kids. Me time is important!

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The pursuit of engagement and meaning leads to life satisfaction. (Janice)

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Learning to be more deliberate about showing gratitude (to others and for also the positive things that happen which tend to be overshadowed by the less pleasant things)

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Identify my top strengths and use them in all areas of life life, like work, relationships, and hobbies.

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Through providing opportunities for students to build relationships with each other (group work for tasks e.g. putting up a skit, intra-class competition) and incorporating time for fun activities in EL lessons - solving riddles and word puzzles, enjoying puns, using movie clips and songs in lessons.

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Happiness/flow/meaning as a skill and not a state. We might be inclined to play down individual agency in determining how positively our lives could be led. In a way, we can learn to lead the 'Happy/Meaningful Life'.

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That there is more than one way to be happy. We have the 6 aspects of pos ed, and I always thought that we need to help students tackle and cover all 6 areas for their well being. But this is not the case.

Students may not have the life experience and exposure to understand how they are feeling when they have the 'meaningful life'. It is okay to have activities to give them the happiness in the 'pleasant life'. Different activities in school can be targeted to cover individual aspect, and holistically we aim to cover all 6 aspects.

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I think we start by helping students learn how to build strong relationship with others - WL

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Creating opportunities for students to do fun activities (besides traditional pen and paper) related to their learning such as learning journeys, hands-on activities and group projects.

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The multitude of school experiences provides opportunities to generate new interests, discover one-self and bewildered by the new learnings. However, we will teach them that life is never a bed of roses, and things can go wrong, but we can remedy, we can improve...by showing them the "how", which can then lead to more engaged life subsequently....

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Design fun activities and new experiences.

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Spending more time to pursue life beyond the pleasant life

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The skills of happiness and meaning are different from the skills from reliving misery. It is possible for technology, design and entertainment to increase meaning engagement in life too. How can engagement with social media can lead to heightened levels of eudaimonic well-being (focused on meaning)? (JW)

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That pleasant life is that while it aims to maximize happiness and positive emotions, these feelings tend to fade quickly and are partly determined by genetics, making them hard to increase significantly.

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Encourage knowledge sharing that empowers student to share knowledge and skills with others, whether through teaching or collaborating. Also hope that what we did in school that support student grow in pleasant and good life can lead to innovations and improvements that benefit society and serve the community

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Work on making people around me happier

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Sleep longer, Exercise more, Eat less

More time with family & friends

Be of service to other more

Learn a new skill

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Expressing gratitude enhances happiness for both parties

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Interestingly, I'm already on the journey of redesigning my life (with CHANGE!) There're bits of little work in all 3 types of life...(afterall, going for holidays and indulging in pleasure cannot sustain happiness! ;)

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The pursuit of positive emotions has marginal effect on life satisfaction. Pleasure only matters when there is engagement and meaning.

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Cultivate Curiosity through programs and lessons that encourages a questioning mindset, seek out new Interests or topics that spark curiosity. Integrate Learning with Interests like relating them with hobbies or real-world applications.

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Create opportunity to help sustain joy of learning in school by engaging students in learning with the use of interactive learning methods such as hands-on experiments, and practical applications of knowledge in lesson. Help student to build a good habit of seeking feedback and adapt via their peers, and teachers to gain new perspectives and improve.

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work towards 50% pleasant live, 20% Good Life and 30% meaningful life.

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Set aside some time for myself every day that will put myself in a better state of mind (read, draw, write) and generate positive emotions.

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I find it interest Seligman has nicely crystallised the essence of how to sustain happiness from pleasant life to good life to meaningful life. The part on redesign on life to relieve misery and building happiness is so true. However, how often and how fast can I do that so as to reduce the misery they are entrenched in?

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Life Satisfaction = Engagement + Meaning

the effect of pursuit of pleasure on LS is marginal - WL

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Relieving misery is NOT the same as building happiness. We are not just victims of bad things that happen to us in life; we make choices. there are skills that we can all build for meaning, engagement, happiness.

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The idea of 'The Full Life' (made up of the different happy lives)

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Set myself up for flow! put away the device and spend time daily to read and mediate.

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Use positive strengths to recraft my work, life and love. E.g. craft/design a date with my husband that helps each of us to enter a state of flow, that taps on our character strengths. (instead of just doing the usual date format...)

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Positive affect is largely heritable, and not very modifiable. So there is a limit to how much we can do to help students savour and extend positive affect (positve emotions).