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How have you used the tips and resources from the CARE Team(and if SDT Team) to help some individual students to make friends 

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How have you used the tips and resources from the CARE Team(and if SDT Team) to help some individual students to make friends 

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Have open conversations about the possible differences between people and educate our students about the struggles that others might face. We should give them opportunities to do perspective taking and role model empathy to them.

The CARE team has been sharing some strategies with us about how to better support our students and are also very hands on with our troubled kids. The information they share with us also helps the CMs to better understand the students.

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b 1 CA: Be upfront :) let the class know, teach the class - to
promote understanding.
1 DP: Show and tell

c 1 CA and 1 DP: Helping to follow up on absenteeism and helping to contact students/adults early in the day as we might be tied up with lessons

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1. Students who joined the school midway. Students who face some sort of exclusion from the class.

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Pear Deck customised lesson is good to encourage interaction between students.

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We have tried to be sensitive to the differences in backgrounds of the students in our class, such as cultural, SES as well as differences in SEN. During CCE lessons we start by reminding the students that the classroom is a safe space and that we should be sensitive when sharing our views with others. We also encouraged students from different backgrounds to share their experiences while facilitating the discussion to ensure that they are comfortable about sharing their views. Lastly, we try to differentiate the types of questions asked during lessons so that everyone feels like they can contribute something and no one is left out during discussions.

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(a) Students struggle with:
- managing stress
- relationship with peers (friends and BGR)
- speak politely and be respectful in their daily interaction with others (i.e. physical and verbal interaction)

(b) Resilience and self-discipline

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Create opportunity for students to participate as a class, eg class based Unstructured Play to let students have more bonding time.

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Social Learning Space:
-Continue to provide info and tips on classroom environment
-Sociogram (Termly would be good)
-Have meetups with subject teachers (not staffroom talk)

Challenging Behavior:
-Have common routines for classes banded together
-Make routines and consequences known for all teachers

Promote Positive Behaviour:
-Spotlight
-Give examples how values are actually displayed

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- Maybe we can create an excel sheet to collate comments from the different subject teachers so we have a comprehensive view of how students are like from our form class in the different lessons

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Q1:
- text students on Google Classroom on the good improvements they've made (e.g. being more involved in group work, stepping out of their comfort zone to present on stage)
- Email parents and students on school-based or national achievements (i.e. send them photos of their students taking awards on stage)
- Share videos of peers involved in competitions (e.g. SYF) to class during CM time

Q2:

Q3:
- Empowering them with leadership roles to be responsible for their shared learning environment, to include them in various class duties (e.g. duty roster with group leader)
- clear expectations on being responsible for their own items (e.g. stay back and write reflection if they forgot to bring their PLD)

Q4:
- hard to role model growth mindset to our students, but we can affirm students for their effort and improvement rather than the result.

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Introduce class awards to recognize student successes in both academic and non-academic areas. E.g.Best Sustained Effort, Most Improved Student, Most Helpful Person   etc to acknowledge the students. These can be given out on a termly basis during the CM/LC time.

Reassure the students that the classroom is a safe place where everyone is entitled to share their opinions and reiterate this every time we have a classroom discussion so that the students feel confident enough to share their opinions. We should also be proactive about addressing negative behavior during such discussions (e.g. mocking something their classmates share) so that we build a culture of respect and openness.

Give students opportunities to take ownership as well as room to fail so that they will slowly learn how to be more responsible. E.g. we should also support students who might not seem to be as outstanding to take up certain roles in the classroom to build their confidence and to teach them how to become responsible.

Teachers can share personal stories about similar situations we might have faced and how we overcame the challenges.

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1.  Constantly give words of affirmation in class to specific individuals even though their contributions are minimal or even see small improvements in their attitude/behaviour.  (1EC gives out affirmation card to individuals on specific traits.) Nominate them for "Catch you Doing Great".

2. Suggestions:
- Show-and-Tell about their interests or life.
- Get students to plan bonding activities that can be conducted during CM time.

3. Put students in groups and they are to take charge of an area of the classroom. Affirm with praises for their contributions and work well done.

4. We can explain to students that teachers are also humans and we have our own areas for growths, thus we can also make mistakes. If teachers overlook things and make mistake, we can apologise to the students and rectify the issue.

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-Praise students for their effort and encourage them for their efforts especially in maintaining the cleaniness of the class.
-Students who show leadership potential, give them opportunities to lead e.g.  VIA projects.

-Encourage students to share by creating a safe environment, set the rules first etc
-create a buddy system to support peers
-share stories to give examples of challenges and how to overcome it

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1 DP

1. Have a noticeboard area to recognize students - celebration of success / effort / acknowledgement. Can be run by Class Comm. In addition, a wall for students to write messages to one another. Finding out more from other subject teachers to recognize more students.

Can consider to have a platform for subject teachers and CCA teachers to update CMs.

2. Have more group activities e.g. during CM Time, have team building games. CCE lessons are good points of leverage.

3. Growing Responsibility - Being involved, join the students with their tasks e.g. cleaning the class together / programmes where possible and appropriate.

4. Through our own actions and behaviour, sharing about ourselves, our role models e.g. during class show and tell. Really guide students on what growth mindset is about and actions to take, as knowing about such a mindset is insufficient.

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1 RB, 1 DG 2. How can we encourage more conversations, questions and independent thinking in our classes? 

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1 RB, 1 DG 2. How can we encourage more conversations, questions and independent thinking in our classes? 

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- Create a safe space for sharing --> respect the student's opinions and perspectives (avoid saying that their views are 'right' or 'wrong' in case that it affects their confidence to speak up next time) --> can offer suggestions or new insight rather than discouraging their sharing

- Encourage those who are quieter to share their opinions (Teacher to direct to students who are excluded from the class debate --> giving them more opportunities) After they share, the teacher can commend them or reaffirm them so that their confidence can be boosted

- Peardeck/ Padlet --> share their views for those who are more shy in class

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1 RB, 1 DG 1. How can we celebrate effort more? (focus on success through diligence)

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1 RB, 1 DG 1. How can we celebrate effort more? (focus on success through diligence)

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- Praise them and acknowledge their efforts (verbal) during class and CCA

-  Take photos of their moments (e.g., when they go on stage, or they make announcement/ perform) and show it to them or their parents to celebrate their good efforts with them

- Discuss with other subject teachers good things that our students do as well (not just poor behaviour)

- Can use the noticeboard to show student's good work --> can also motivate other students to work harder

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1. Student Empowerment & Teacher Role Modelling

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1. Student Empowerment & Teacher Role Modelling

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How have you role-modelled one growth mindset/skill in your daily interaction with students in your form class?

How should we reward and celebrate effort in a way that is visible to other students and encourages them to see effort as a path to mastery?

What supportive teaching classroom practices encourage dialogue, questioning, and independent thinking?

How can we promote responsible student initiative that is not dependent on a formal leadership role they play?

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Week 5 27 July Reflection 1: Existing platforms

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Week 5 27 July Reflection 1: Existing platforms

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How have you integrated the CCE lessons to suit our profile of student in the class?

How have you used the tips and resources from the CARE Team (and if SDT Team) to help some individual students to make friends?

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Q2: How have you used the tips and resources...

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Q2: How have you used the tips and resources...

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We found the constant communication with the CARE team useful in getting a sense of how our students are doing in school. Using this information, we can then check in with the students and do intervention if necessary. The termly check-in surveys also give us a sensing of how the students are doing. As our class has some SEN students, the CARE team's advice on their condition has been helpful in allowing us to provide better support so that they can make friends within the class.

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I appreciate the peardecked lessons set up

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1. We link CCE content to the profile of our students by establishing some connections with the student's experiences.

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1) The pear deck lesson is good to spark group discussion and encouraged to share their thoughts comfortably. They also learn to respect one another's thoughts.

2) There are advices given to us on how to manage students. We made use on that to encourage them to speak up and be involved in class discussion.

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- We did not find a need to adjust our CCE lessons to our profile of students. We are just mindful of students in different streams, and students who tend to keep to themselves. We will provide opportunities for interaction during CCE lesson (e.g. pair work & group work; shuffle seating arrangement)

- The idea of a learning contract from the CARE team to ensure that student is clear on the expectations of him in school, and to assure the student that the school cares for him (i.e. yu zhe)
- Students with relationship issues without any special needs are not under the radar of the CARE team. Potential friendship issues are addressed through changing of seating arrangements to tap on more sociable peers.

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Reflection 1: How have you intergrate the CCE lessons to suit our profile of student in class

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Reflection 1: How have you intergrate the CCE lessons to suit our profile of student in class

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We get students to share their own experiences and to discuss different opinions
Throughout CCE lessons, we emphasis on the value of respect, to give students a safe environment to share and discuss

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a)What do our students find consistently difficult to cope with?

b)Are there key skills in CCE lessons which need to be revisited? Identify few.

c)Rate the CCE experience:

•1 required much improvement and 5 as excellent.

•Explain your rating and suggest areas for improvement in CCE and VIA where applicable.

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Q1: How have you intergrated CCE lessons to suit the profile of students in your class?

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Q1: How have you intergrated CCE lessons to suit the profile of students in your class?

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We have tried to be sensitive to the differences in backgrounds of the students in our class, such as cultural, SES as well as differences in SEN. During CCE lessons we start by reminding the students that the classroom is a safe space and that we should be sensitive when sharing our views with others. We also encouraged students from different backgrounds to share their experiences while facilitating the discussion to ensure that they are comfortable about sharing their views. Lastly, we try to differentiate the types of questions asked during lessons so that everyone feels like they can contribute something and no one is left out during discussions.

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Week 7: Reflection 2: Existing platforms

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Week 7: Reflection 2: Existing platforms

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1. Give a rating for SEC 1 CCE Lessons – 1 (being MUCH IMPROVEMENT needed), 5 (being too excellent, deserves many claps)

2. Even if you rate 5, please tell Yu Pin and me about 1 improvement that we can do to support you to engage our students even better.

3. Erm fishing for compliments: 1 GOOD THING for the SEC 1 CCE Lessons in 2023

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How can we move the class dynamics if the students are in small exclusive groups?

What are your plans to level up your class cohesion through class bonding activities for Term 3, considering there are no structured plans for CM Time this time round?

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What support do teachers need to create and maintain orderly pro-social learning spaces to prevent challenging behaviour and promote positive behaviour?

e.g. what else can we do to enhance students’ sense of safety from verbal and social bullying?

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a)Who are the students with higher needs who may benefit from an intentional peer support system? '

b)Share one classroom practice that you have helped students develop empathy for those who are different from them and care for those students.

c)Have you worked with the CARE Team before? Identify one good area and one improvement point.