b) Discuss some strategies that you will deploy on the first day of MOC to help students adjust to the programme

B)

• Moodset (hopes and concerns)

• Q&A to find out their hopes and concerns

• Be more firm so that they can be focused on acquiring necessary skills before we give them more autonomy the following days

• Team charter and games to build connections and bonds

• Inject mini challenges to prep them for the 5 days e.g. getting them to move fast

• Fantasy Framing for the week e.g. gaining points for a reward

  
  

2. Some strategies can be the following up on their pre course CCE lesson where they showcase their different emotions that they are expecting. Another strategies can also be emoji sponge where it helps them to share their thoughts easier as some may have in vocabs.

b) building rapport by puposefully conducting ice breakers, Energisers, teambuilding. ECC is a great example

Maybe perhaps to focus and tackle on one aspect instead of multiple aspects.

Focus and ensure that page 6: hope and concern is done up by participants.

b)

• Good moodset to buy in participants

• Icebreaker games tied in with hope and concerns

• Teacher can discuss and go through some scenarios that may happened during the course which is good to mentally and emotionally prepare the students

• Goal setting to be done during pre cce lesson is debatable and whether obs can take more control of it

• School can focus on sharing successes, obs history and good experiences of obs course to remove preconceived notions as a lot of students have negative thoughts about obs course before coming

B)

• get seniors to share about their experiences to juniors so they have a clearer idea of the programme

• Emphasis on goal setting to ensure there is good follow through from pre course to actual prog

• Utilise the hopes and fears part in the booklet to address their concerns and ensure they are being heard and everyone is feeling similar emotions to establish bonding

• Utilise the journey planning to set general expectations within the group and target a specific goal for the group

On a side note, teachers should understand how OBS courses are run, so that moodset can be done more realistically. Perhaps PE teachers might be a better fit for such pre course CCE lesson? Teachers have to believe in importance of outdoor education, instead of viewing it as a side quest on top of normal curriculum.

How do we overcome the mindset that being enthusiastic as uncool? Cultural mindset change is tough

B) Moodset: Course opening, commitment book, expectations, fears, concern. Everybody starts on a clean slate, leave baggage behind.

• lack of time to address all 3 segments especially the emotions when its a class of 40. Scenarios are also good and theoretically it will work but still, time is a constraint. Do not see the effects of it on D1 of course.

• are students in-tuned/absorbing the content shared? Due to it being in a classroom setting

Strategies

• slow pedagogy where the first day is to acclimatize the team with their social and natural environment instead of rushing for expeditions. Team games

• Allow the grp to hear each other thoughts. Address concerns and fears. Start creating safe space

• Find opportunities to create conversations eg giving slightly more vague instructions so they figure it out together but still guide them when needed

Other thoughts

• certain skills like setting fire in curriculum is very diff from how we do in OBS. So when they come it feels like they do not get a chance to utilize what they learnt

• Dual modality vs single modality

  
  

- We shouldn't take for granted of the pre-course CCE lesson (whether it is being done or not done in school). On our own, we should also tap on the questions that was asked during the pre-course cce lessons 

- Sometimes, the pre-course CCE lessons might provide misinformation to the kids which might have 

- Pre course CCE lessons are as important as Post Course CCE lessons too - so itll come into a full circle 

- It helps to scaffold/ priming the students' experience 

2) 

- To address any uncertainties that they have heard such as any myths or seniors/ friends might have shared them before coming to OBS 

- To write their concerns in their journals then address them accordingly 

- Be transparent with the programmes such as telling them what will be expected during the programme then theyll adjust their attitude and behaviours for the programme 

- Sharing of expectations of the programme from the pax and from the instructor e.g what do you expect from the

However SMART goal may be hard to apply before the programme. It may be too technical and specific to apply. After all they only have 5 days or lesser for some.

perhaps some component of peer affirmation such as encouragement can be done in school using the stickers. Where participants encourage (well wishes) and receives encouragement from peers in school for the programme.

These stickers can be ‘fuel’ and builds ‘internal resources’ of participants as they deal with adversities. By the end of the programme, they will also receive encouragement and feedbacks from watch mates which can be a good reference and comparison against what peers writes for them in school.

b) encourage of self-disclosure, and most important have fun through problem solving and building team identity

B) expectation, mood-set, commitment book, comfort zone, progressive/scaffolding

A)

- scaffolding leading towards their OBS Program

- Goal Setting component is in a relatively grey area. Reason: Are they setting goal for the post obs experience Or is it meant for what they want to achieve in OBS program.

B)

- Expectations & Concerns

-Comfort Zone Theory

- Establishing that the emotions they are going through is valid and common amongst other 15 year olds. Form of assurance

2. Instructors typically uses activities such as team-building games, ice breakers and also team charter to allow them to ease into the setting of working as a team.

   We also try to answer all their queries whenever we have time in hopes to make them more comfortable and also get them to share their expectations and concerns so that instructors are able to look out for them

For helping even when I did not sound out for help eg washing utensils, carrying bags

Cooking for each other

Being friendly, approachable

Leading the group

-appreciation to each other / watch

-feedbacks t each other

SBI

1 +ve affirmation, and 1 point of feedback for the person to improve

Encouraging them to write the feedback from the generosity of the heart

I'm sorry if I...

I hope we...

One good thing:

One area to improve on:

- give them an example

- guiding questions to assist them

- reassure that they are in a safe space , what's said , stays within them

- remind them of boundaries (choice of words etc)

Write it down on a paper, so they can refer to it

If they write "thank you for helping" strike it out, and then say that it is not constructive

When they write the leaf,, write one positive one negative. Cannot write more positives. Cause it's very easy

Negative and why / examples

Using a game to link the similarity of feedback as a form of improvement. Then share the purpose of feedback as a gift to others by contributing time and effort for the person.

Using SBI to share an example observed for an individual on a positive and improvement

Eg which superhero do you think the person is?

Which 7 sins do you think the person is closest to? Write down the 7 sins so they can refer (the 7 sins is modified version, eg,never help the group, action not contributing to the group.