1. It is important to build TSR from an understanding of the class profile

• Mutual respect

• Mutual trust

• Inclusive environment

• Empowered learners

The above determines the success of your pedagogy.

2. There is a need to differentiate for different types of learners

   • To ensure that HPs are appropriately challenged and have their learning extended while LPs are guided according to their learning needs

   • consider different forms of reward systems to engage and motivate different types of learners

3. Clear expectations, routines, class rules

   • This ensures a conducive and positive classroom environment where every child is safe and know what is expected of them (each child has a role to play).

   • So students can collaborate and help each other learn --> link to social constructivism

   • remind students of established rules and routines whenever possible --> consistency in implementation to build good habits

Besides, consistency is key—through the reinforcement of expectations, use of attention signals, and positive teacher language (e.g., envisioning and redirecting), students are better able to stay focused and engaged. Teachers should also implement routines that promote self-reflection, like morning note-taking from school leaders’ addresses, to help students start their day with the right mindset.

Building positive TSR and peer relationship is essential. Teachers must be mindful of their perceptions and treatment of students, as this shapes classroom dynamics. A proactive approach—revisiting expectations before each lesson and tailoring them to the lesson type—can prevent disruptions and support academic and emotional growth. Ultimately, a strong PCC stems from genuine care, consistent reinforcement, and creating a space where learners feel empowered to succeed.

🫧 All Students Begin with a Clean Slate Each Day

• As teachers, we try not to bring grudges against students over to the next day. A day means new chances to try again.

👑 Leadership as Intrinsic Motivation

• Ss who do well can be assigned as group leader, class librarian by the teacher.

• Ss enjoy the autonomy, authority they have as leaders.

Teacher Moves

👀 Teacher’s Magic Stare

• Ss are attentive, motivated to learn and enthusiastic but may be too chatty, yet the teacher never needs to shout at the class

• With good S-S relationships, Ss can be comfortable sitting with any seat partner, so the teacher can rearrange seats to better support learning anytime throughout the term.

🍪 Talking Chips

• Ss get 3 talking chips per day. Each time they speak out of turn, 1 chip is used up.

• Catered more for SEN Ss who need more support with self-control, but useful for whole class (UDL).

👍🏼 Affirm Ss’ Work

• Recognise both mistakes and good work

• Using ICT, you can correct mistakes live (Ss learn better from immediate feedback)

• Rewards system for class groups, accumulate stars to exchange for rewards

• Send home positive behaviour cards to praise Ss.

😆 Using Humour to Regain Ss’ Attention

• This works better when teacher has built positive TSR with Ss.

• Ss will be more likely to follow instructions/ pay attention immediately.

💭 Disciplining the ABC Way

• Aware: Show Ss what they have done.

• Behave: Reflect about how their words/ actions affect others.

• Choice: Ss take ownership and come up with their own choices to amend their behaviour.

1. Affirming language and positive reinforcement are powerful tools for nurturing intrinsic motivation and desirable behaviours. Our CTs consistent use of praise created a positive feedback loop, encouraging students and building their confidence.

2. Consistent routines and clear expectations create a sense of security and predictability, allowing students to focus on learning. The smooth transitions observed in our CTs' classes demonstrated how well-established norms contribute to an efficient and orderly learning environment.

3. Building strong Teacher-Student Relationships (TSR) is foundational for a supportive culture. Our CTs' emphasis on trust and rapport resonated deeply, especially considering some of us have past experiences with more challenging behaviours. A classroom where students feel seen, valued, and understand that corrections come from a place of care fosters greater cooperation and a willingness to learn.

4. Creating a truly positive classroom culture is a journey, not a destination. PCC requires ongoing self-reflection, a willingness to learn and adapt, and a focus on building trust and connection with students :)