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The student may not know that the particular dance prop is used by all cultures so that can be a learning point for the teacher to point out

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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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3 Takeaways
2 Questions
1 Thing I would like to practise and apply

Please indicate your name in the title when you post your reflection.

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National Education
We would connect this lesson plan with National Education.
- exploring what being Singaporean and living in Singapore means
- understanding inclusivity in a diverse society

Mental Health
- showing care and empathy towards others
- building resilience

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National Education

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2a) Creating a caring and enabling learning environment by:
1. Setting ground rules
2. Reminding students to be respectful of each other
3. Perform active listening by respecting the speaker and not interrupting until they are done
4. Be patient and provide sufficient wait time
5. Give everyone a chance to speak
6. Make sure to constantly maintain the orderly environment

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National Education:
- Understanding of inclusivity and diversity in commemoration of Racial Harmony Day
- Exploring what being Singaporean and living in Singapore means

Mental Health & Cyberwellness:
- Taunting and bullying on cyberspace
- His peers are making mean and nasty comments about him online.

Family:
- Child is a Primary 5 student and might be affected that his mother interfered and made him "lose face" for this situation
- Not much information about child-parent relationship

ECG:

Collaborative/Reflective Learning:
- Peers work together/make positive comments on each others' work

Authentic Learning:
- Builds students' confidence and public speaking

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2a) With regards to a caring and enabling environment, we can get students to reflect on this issue, and remind them about giving everyone an equal opportunity to participate in class. Everyone is able to contribute when it is their turn. Also to respect one another during discussions.

The teacher could have handled the situation by bringing Tina out the spotlight first since she is shy and quiet by nature and may not have the answer on hand.

The teacher gives some wait time, and announce she can get back to Tina later on, and get another student to reply. Then, the teacher can get back to Tina if she has anything to say or add anything to what Jill has mentioned.

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mental health is part of overall health, which includes physical and social health

helping students to strengthen their resilience

Emotional regulation, problem solving and help-seeking - Tina

Self-control - Jill

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Providing students with a caring and enabling learning environment

- Once we know the context of the situation, we can speak to the student with the problem first. E.g. Restorative Practice: "What do you need me to help you with?"
- Teacher needs to address the issue with the students individually who posted the nasty remarks
- Expectations/rules should be reinforced when it comes to posting comments/content on cyberspace
- Respect each others' differences
- Stand up/support for one another to encourage peer-to-peer relationships
- Helps to empower him when he knows that his classmates and teacher are "rooting for him"
- Maybe can work with EL/ language Teacher to build his confidence when it comes to speaking

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2b) for CCE lessons, teacher can help emphasise what it means to care for friends and family, and learn how to speak out on how they feel (responding to emotions).

For instances with other SDEs, for e.g. CCA - band, teacher can help to link the teachable moment to how she would deal with her emotions during CCA, and also to get her to articulate how she learns how to interact with her band mates.

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2 (a) Issues
Mr Arun did not set expectations for the SLS task that students should not be posting mean comments about one another.
When the incident happened, Mr Arun did not address the issue immediately with the whole class.
Opportunities
Teacher can praise Lucy in front of the class for noticing Haris and taking the initiative.
Teacher could have assured Haris that he did nothing wrong and that appropriate actions will be taken to ensure that such form of bullying does not take place again.

(b)
Class Level
Creating a safe environment for learning, especially when students have to give comments about each other's work by setting class expectations before the SLS task.
Teacher can use EL lesson (oracy) as practice so that students are more prepared for the activities during RHD.
Teacher can facilitate CCE (family) to build healthy relationships with their family members.
Enabling student voice: Teacher can define what harmony means and how it can be applied in classroom (appreciate each other's differences in classroom)

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1 (a) Mental Health
Lucy, as a peer support leader, observed Haris's behavioural pattern change.

Cyberwellness
Bullying incident where students write mean comments about Haris's post happened online.

Family
Possible strained relationship between Haris and Haris' mother when Mr Arun told him about his mother's call.

National Education
Context: RHD commemoration where they learn about each other's culture.

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2b) Teacher can standardise these routines and expectations throughout all classes by following up with subject teachers on the practices that have been established.

Teacher can also use CCE lessons to discuss and expand on this incident to teacher students about empathy and respect towards their peers

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3 takeaways
- CCE content areas
- The intricacies of real life situations for CCE
- Positive and proactive approach to discipline

2 Questions
- How do I balance these CCE teachable moments with regular content coverage
- How can I best regulate my own emotions when situations becomes too intense

1 Thing to practise
- Drawing connections between CCE lessons and content (EL/Math) lessons

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3 Takeaways
- CCE needs to be practised in our lives
- Always seek for clarification
- It takes a whole school to raise a child

2 Questions
- How did CCE begin in SG?
- What are the further improvements in CCE planned for in the curriculum?

1 Thing
- Make it a lifestyle to practise the values (action speaks louder than words)

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3 takeaways

1) Use teachable moments mindfully as it is the best time to impart values
2)Emphasise NE ideas of inclusivity and racial tolerance
3) It may sometimes be difficult to consolidate at the end of the lesson so can do it the next morning

2 questions

1) Should we address issues as a class or to the individuals?
2) SE is a sensitive topic and we need to take into consideration many factors

I will apply all the learnings I have gathered from CCE lessons but I think it will take experience in the classroom to become better

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3 Takeaways

1. seizing teachable moments
2. knowing that CCE has to be reiterated
3. accept that changes in students' values may not occur overnight

2 Questions
1. N/A
2. N/A

1 Thing I would like to practise and apply
1. Suspend judgement

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Takeaway:
1. Student-centricity
2. Safe environment to make mistakes
3. Replace and restore

Questions
1. Is there/Will there be a CCE framework/training for parents?
2. What if a teacher observes a student from another school in a public space misbehaving? Are we to be ‘CCE Teachers’ then too?

Apply
1. I would apply restorative practices as teachable moments

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3 Takeaways:
1. Important for teacher to model the values.
2. Address issues swiftly and with sensitivity.
3. Empower students (your words mean a lot to them)

2 Questions:
1. How do we address sensitive issues when students' parents share different values from what we are teaching in school?

1 Thing I would apply:
1. Drawing connections between CCE Lessons and other experiences and not only relying on teachable moments in a reactive manner.

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3 takeaways

1.       It is important to reiterate the expectations and class norms before doing assignments

2.       Teachers should give students assurance

3.       Every teacher is a CCE teacher

2 Questions

1.        How to teach values to students

2.       How to explain the rationale for doing certain things

1 thing

1.       Address issues that need our immediate action

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3 takeaways
1. Take note of school policy and stance and do your best to be aligned to it
2. Ask more knowledgable others for help if you need it
3. CCE can be taught in many ways and there are various teachable moments that can be used.

2 questions
1. How do we balance teaching curriculum and CCE when there is a finite amount of class time?
2. How do we teach the more nuanced ideas of certain values?

1 thing to practise
1. Take note of potential teachable moments during events and attempt to find time close to the event to have a conversation with students

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3 takeaways
- CCE curriculum content areas
- Many situations we faced in class can be turned into teachable moments
- The importance of nurturing positive values and character development with our students

2 Questions
- When moments that may related to possibly sensitive topics occur, should it be addressed in class or just try to change the subject?
- What is the best way to avoid talking about sensitive topics

1 Thing to practise
- Finding teachable moments throughout our interactions with our students

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3 takeaways:
- different primary levels will require different ways of handling the issues
- important to suspend our judgment towards our students when they misbehave, i.e., address their actions, not the child as a person
- knowing the context of the issue before addressing it with the relevant parties

2 questions:
- how do we balance our values with what is being raised in class
- what should we do if further issues come up as a result of us addressing it in class

1 thing I would like to practise & apply:
- reinforcement of expectations & rules during class

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3 Takeaways
1. It's important to be intentional in teaching CCE
2. The different CCE content area
3. All the CCE content areas are quite interlinked and connected

2 Questions
1. What if there are some grey areas in values?
2. How should we explain to the students?

1 Thing I would like to address and apply
1. Making use of teachable moments

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3 takeaways: CCE can be linked to other subjects or learning experiences not just CCE lesson, strategies to empower student voice, acknowledge students who show values

Just 1 question:
How can we decide the issues that needs to be addressed as a class or individually?

1 thing i would like to practise and apply: be proactive and intentional when it comes to CCE

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3 takeaways:
1. Be intentional with what we want our students to take away from our cce lesson
2. How to make sure the classroom environment is safe
3. Important to consider our external environment and for our students to navigate in the outside world.

2 questions:
1. How to find the right approach to teach different values?
2. How to involve parents for cce lessons?

1 thing to practice:
I want to better understand students' point of view during cce lessons so that they feel heard

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1. We must be conscious of the student profile (e.g. which primary level) when considering the CCE content areas to share with the students
2. The different CCE content areas do overlap and we may want to select and discuss whichever area is most crucial or important for the particular situation
3. We need to be intentional and purposeful when picking up teachable moments

1. What should we do on the spot when handling a question which we are unsure of how to respond? (Especially for topics which are more sensitive or controversial)
2. What if we did not have enough time to address all the issues brought up in the lesson?

1. I would like to try making more connections for the students

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3 Takeaways

Considering multiple CCE curriculum content angles for a singular event

Ask for help when unsure or when dealing with controversial topics

Importance of setting expectations for young learners

2 Questions

How can I effectively help students who may not subscribe to 'typical social norms', or norms that I do not subscribe to?

How can I balance my time efficiently between CCE and curriculum?

1 Application

Restorative practice to help students understand how to deal with misgivings in the future

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3 takeaways:
- Seizing teachable moments
- Being intentional while teaching CCE
- We need to tweak the way we handle situations depending on the students' maturity levels

1 question:
- How do we know whether it's "better" to address an issue with the individual student(s) or with the whole class?

1 thing I would apply:
- Restorative Practice

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3 Takeaways
1. Be deliberate about what we want our students to learn from our cce lesson.
2. How to ensure a safe learning environment in the classroom
3. It is critical to consider our external environment and to teach our students how to navigate the outside world.

2 Questions
1. How do you find the best way to teach different values?
2. How can I effectively balance CCE and curriculum?

1 thing I would apply:
Look out for teachable moments.

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3 Takeaways:
1. Teacher role-modelling of values is important
2. Issues need to be addressed swiftly and appropriately. If unsure, check w senior teachers.
3. Be careful with your words. Your words can make or break a student.

2 Questions:
1. How do I train myself to respond appropriately and decisively make correct decisions when it comes to handling students?

1 Thing I would apply:
1. I would try to put myself in the student's position and understand how they will be feeling. To be intentional when doing things.

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3 takeaways
1. CCE can be intentionally taught during structured and unstructured times
2. Infusing CCE during conflict resolution
3. Use of CCE framework as a guide

2 questions:
1. Using the correct approach for different values
2. How to react on the spot during times of crisis

Apply good theoretical knowledge into practice, as required and deem fit for the situation