Using Role Play, the idea of the principles was clearly depicted. The role play portrayed both sides of the coin, the bad and the good.

Providing handouts allows other group members to jog their memory of what the key principles are.

What really stood out to me was treating the students with dignity. Many times what I have observed with my experience working as an educator, teachers when at wit's end tend to resort to belittling and sarcasm, as hard as it is, I strongly believe that everyone has to be treated with respect.

Including a game in the session, made the lesson very engaging and interactive.

The limitations pointed out were very apt with the difficulties that teachers face in the classroom and tweaking the principles to fit into our school system was very well thought out.

What i have learnt:

Classrooms should be welcoming places and students should accept responsibility instead of teachers demanding the discipline on them.

Teachers must have an open mind and heart to carry out discipline with dignity in the classroom.

• Teachers should use long term efforts to change behaviours rather than short term efforts.

• Teachers should stop doing ineffective things.

• Teachers should tailor consequences to individual needs.

• Teachers make rules that make sense as students deserve an explanation.

• Teachers model what they expect.

• Teachers should give students to make best decisions for themselves based on information given

• Teachers should treat students with dignity.

Usefulness

-Teachers do not have to keep detailed

records of behaviour and rule violations.

-Targets individual needs of students

Difficulties

• Maturity of students

• Students with disrespectful attitudes

• Students with repeated offences

Teachers must adopt a more assertive type of discipline model. This model is a widely used and recognized approach to managing behaviours and discipline. However, educators need to adopt and adapt it carefully.

I also liked how the group provided reasons for each strategy and how we should use it in class. For example, using democratic teaching and management enables a collaborative learning community and effective instruction. We can do this through treating students as individuals and with respect as well as modelling respect at all times.

I always thought that praise and encouragement work similarly. However, through the team presentation, I learned that encouragement actually works better than praise, as it acknowledges the student's improvement and progress, and it also allows the student to reflect on their own mistakes. By acknowledging their improvement and giving them time to reflect, it allows them to figure out how they can improve themselves better next time, enhancing their self-worth and making them more responsible for their own action.

I like how the team did a gallery walk. It allows us to reflect back on what was being mentioned during the presentation. Encouraging active learning.

Discipline With Dignity is a flexible program for effective school and classroom management that teaches responsible thinking, cooperation, mutual respect and shared decision-making

Discipline With Dignity equips educators with classroom skills, techniques and structure that enables them to spend less time dealing with behavioral problems and more time on positive interactions with students and on instruction

I have learnt of the 7 principles -

1) long term behaviour change versus short term

2) stop doing negative things

3) be fair, treat as individual

4) apply rules that makes sense

5) model what to expect

6) responsibility more important

7) treat students with dignity

I love that the group has role-play with a teacher demonstrating the above 7 disciplines to the two students, making sure to present both the right and wrong ways.

It is interesting that they relate some of these disciplines to Peter and I particularly enjoyed the game where we need to pull out number cards to represent our choice in selecting the options.

I also learnt how all behaviours have a purpose and lead to consequences, and that different behaviors should be tackled in different ways (eg. attention getting —> assign responsibilities; power seeking —> give students time and choices).

I also really liked the examples used to illustrate the different strategies as it helped to enhance understanding.

The group presentation is very clear and engaging :)

Role-play was clear to show examples of the various Principles. The flow of presentation allow us to better see the model as a whole.

Good way to check for our understanding via the game as it kept us focus on the presentation. I like how the group actually highlighted that Asian's school would have different perspective on the model.

The group has unpacked the model well enough for us to understand. I felt that most of the principles could be adapted into local context with modification, which I will probably apply in my future practice.

• No need for keeping a detail record of wrongs

• Focus on meeting the objective needs of the students

• Resources are not wasted on practices that are ineffective

Really appreciated the efforts put into the role plays to demonstrate both negative and positive examples and engaging us in understanding the 7 principles. Really clear, organised and visually pleasing slides. Thank you!

I like how how the teacher's role and responsibility help student to take charge. I would want to try and change my response style towards how I responds towards my students. The appropriate consequences help to better manage misbehaviours in the class as while teacher give chances, they also make sure there is a follow up. This is doable when teacher has build the TSR with the students.

I think moving forward, teachers should also have alternative to teach students rather than just paper and pen. I like how "Sarah" was offered an iPad to follow through the lesson as in our mainstream school, often teachers are reluctant to do so as it might disrupt the class. Probably, it is time for a change.

Role play was on point to show the examples. Good job!

I enjoyed learning about the application of the model with examples in schools. Specifically, the discipline hierarchy was useful in explicitly demonstrating the steps in how to handle the situation.

I thoroughly enjoyed the role-play as it was very interactive. I will want to use this style (engaging the audience and giving them choices, and the actor will act accordingly to the audience’s choices) in the future. It allowed great participation and provided a sense of autonomy in the audience. It was fun and engaging! Well done!

The team touches on the three response styles of teachers, the nonassertive, hostile. and assertive. The nonassettive styles are often deemed as uneffective, as there are no clear standards of behaviour. Although the hostile style may have an instant effect, however, it may cause emotional harm to the students. The most effective would be assertive, instead of using a hostile tone, the teacher uses a firm tone. This prompt me to be more aware of how I communicate with my students in the future.

I also like how the team provided a clear explanation of the pedagogies used by the teachers in educating Peter, as well as what improvement can be made with reference to the assertive discipline model. They were also clear in identifying the limitations of the model.

They also gave a good explanation of how to increase the effectiveness of AD in the Singapore context, such as the use of behaviour contract.

Democratic teaching believe in equality of all students, freedom of decision making and trust student to make wise decisions. When teachers demonstrate democratic teaching means treating students with respect, modelling respect, including students collaboration to make class decisions. This will build students self-esteem and resilient.

I am glad this model talked about Overdwelling, as I see it very often during my school stint and during my own schooling days. Teachers tend to spend too much time reprimanding a student that a lot of curriculum time is lost. When the teacher attends to one student for an extended period of time, he/she will lose the rest of the class. However, I also understand it is difficult for teachers to multitask and give instructions to different groups of students simultaneously, and teachers may require years of experience to be able to do this.

I have also learned that strategies could be overlapped in one way or another for the betterment of the students. Thus, it is good to be flexible and having the various models to follow kind of help the teachers out in the classroom management.

There are various things that I have learned and felt would be useful in the future. For example, the positive strategies that educators can adopt when handling a class.

The team was also able to link the model to various theories that were being taught in the module, providing a clear and concise explanation of their model.

I also enjoyed the role-play that they prepared for the class, the explanation that follows the role-play was also very clear. It clearly illustrated the positive strategies that they mentioned earlier. It was also interesting to learn how some of the strategies can actually overlap with one another.

The role play by the group was very enjoyable, allowing the class to choose the correct option before acting it out was effective in enhancing understanding.

The role-play is also very clear on how each positive and negative strategy may affect the lesson flow.

Individual accountability: by having a good lesson flow, it will motivate each student to active in the task. This will increase desired behaviour and decrease undesirable behaviour because student will be very focus on their task.

Satiation: I must also be mindful of not staying on the same lesson for so long as students may start losing interest in the lesson as they are not challenged, and their quality of work starts to decrease as students will not be occupied. This is also equally important when working with students with SEN where their attention span is shorter.

I learnt about the importance of overlapping and withiness, where being able to skilfully multitask and handle behaviours appropriately and swiftly.

The role play was also helped to enhance understanding as it helped to clearly depict how the strategies were incorporated.

Thoroughly enjoyed the role play from the group and the various examples we were quizzed on. Thanks for the efforts!

not textbook)

I also like how the group used ICT tool to engage us during the presentation :)

Particularly found the linking to the video snippets of Educating Peter useful in building our understanding of the positive strategies used.

The group also went further to provide good considerations and recommendations for what could be improved based on the strategies shared.

I had an encounter with a teacher in my school stint who was always looking for new ways to improve her class/teaching. she shared assertive discipline with me awhile ago. It was nice to hear about it again

I learnt of the 4 key concepts

1) mistaken goals - attention seeking, power seeking, revenge and feeling of inadequacy

2) democratic teaching

3) encouragement versus praise

4) logical consequences

It was funny being pointed out that the democratic teaching was unlike that of someone being patriotic towards the country but more of having the independence of having a choice.

I would really strive to work towards encouragement instead of praise because ultimately it's the latter that we will have to depend on when we wean off students from tangible rewards in behaviour management. This would be a sound alternative instead.

It was interesting that they relate their concepts to Peter through the Gallery Walk. The visuals actually helps me to see the connections, especially the limitations in the local context.

I learnt about the different teacher's behaviours:

positive - overlapping, desists, group focus, group accountability

negative - flip flops, thrusts, jerkiness, satiation, slowdowns, stimulus bound

I like that Ms Kav gave clear examples of each of the different behaviours. The explanation through the visual picture also helps me to see them in an organised manner.

It was interesting that they managed to pick out the traits from the video of educating Peter. I particular liked the one where the teacher actually allowed Peter's peers to inform him of the correct behaviour rather than the teacher intervene.

I think that it is so important to be genuine in all our interactions with our students and display a welcoming vibe to them as it sets a positive tone at the start of the lesson. I feel that by doing that, students will also be more receptive when we give out consequences and understand that we come from a place where we want them to grow and to strive to be better.

I enjoyed watching the role play and from it, I was able to understand the positive and negative examples from the 7 principles. It was really well done! Thank you for all your efforts in putting up such a clear and informative presentation.

I really loved hearing about the difference between praise and encouragement. I think what resonated with me was that encouragement focuses more on the process and efforts and how it acknowledges student’s capabilities. Example: “looks like you could finish more questions this time” (not comparing students with each other but with their own progress to see how far they have come along)

And the gallery walk! What a lovely engaging idea. It was so well thought out and it helped me reflect back on educating Peter. Thank you for all your efforts for this presentation! It was wonderful :)

The role play was really well executed, and it showed very distinctively the application of the responses in different situations in the classroom settings. It has taught me how I can react and what are the responses I can give.

I liked how clear the explanation of the different pedagogies relating back to educating Peter was and the how to apply the model in a school setting example: Providing an optimal learning environment, being consistent with rewards and punishment, to have a discipline hierarchy and to give out age-appropriate consequences and also consequences that is tailored to the child’s needs too.

Thank you for coming up with a fun way for us to answer questions and earn prizes! I think we appreciate y’all reading out the questions to us! It was great. :)

Treating students with dignity prevents other classmates from ostracising the students. I think this point ties in with

principle 5, where teachers should model what they expect. This also goes back to principle 7 which talks about how teachers should always treat students with dignity by avoiding using unkind tones & giving negative comments/feedback in private as compared to saying it out in front of the whole class.

• be specific and descriptive

• acknowledge progress improvements

• use encouraging language

• encourage self-reflection

when a teacher is encouraging, it promotes a more effective classroom.

I thought it was interesting that this model/approach talks about a hierarchy of consequences and how consequences should be tailored to the specific needs of the students. In my stint school, I saw that the discipline team was very intentional about the type of consequences that students SEN would get as compared to the other students. When they did not know if the consequence was appropriate enough for the student with SEN, they would check in with the SENO for advice. Hence, I think it is important for us, future SENOs, to know about things like these as other teachers/departments might approach us for advice.

The point on having logical outcomes for punishments made sense as well because far too often I have encountered teachers in the past that gave punishment which did not make sense and students behaviours did not get better.

The part on mistaken goals will be useful to note for the reasons why students behave the way that they do (e.g. attention seeking, power seeking, revenge and feelings of inadequacy). In fact I did not think revenge would be considered a mistaken goal, hence it was a surprising nugget of informationt that I gathered from the sharing.

The parts that were linked to educating Peter was helpful as well. It was helpful that they gave handouts and I thought that was really nice of them to have done so and perhaps something that I can learn for my future presentations. Personally, I felt that the point of jerkiness is quite true as I have seen teachers stopping in class to focus on something irrelevant and I hope to never do that with my students.

What I realised when I looked back at the presentation slides was that there were a lot of concepts that are common.

First was the establishment of simple rules which leads towards instructional behaviours and expectations.

Second was that students have the responsibility of their own behaviour and to an extent sense of ownership of the classroom.

Lastly was the involvement of not only teachers for all the strategies but to include the whole school and even family and community members.

I think this group did such a wonderful job of analysing the details of the model and how it can be adapted to the Singapore context and the use of explicit examples made it much more comprehensible. This practical demonstration has equipped me with a explanations that are respectful and effective.

What truly stood out was the group's ability to tailor the model to the Singapore context.These adaptations presented practical and feasible approaches that I can implement in my future school.

As a result of this insightful session, I now have a clear perspective on how to apply this model in our future school settings. Overall, this group really meet the rubric of the assignment

Lastly, the group's use of the gallery walk technique and its connection to 'Educating Peter' was a highlight for me, offering a practical and insightful application of the concepts discussed. I thought that the gallery walk would be boring but apparently the group really put out some nice posters and the design and message were very intentional. SO Kudos!

I liked that we learned about both good and bad strategies, which helps us know what to do and what to avoid.

I also learned how important it is to multitask and handle behaviors quickly and skillfully, which is called overlapping and withiness.

The role-play exercise was great because it showed us how to use these strategies in a clear and understandable way.

Apart from that, I like how the group did something very creative by introducing ‘Ms Kav’ . Something that we can all take note that presenting may not be boring and we can think more creatively to engage the audience