To foster student ownership, pupils will be involved in selecting activities and decorating the space according to their preferences. This not only empowers them to take responsibility for their learning environment but also nurtures their creativity and sense of belonging.

2) Changes to Seating Arrangements
(Refer to attached image of “Before”, and "After" under Comments)

Previously, the classroom seating was arranged in angled group clusters. While it encouraged some level of collaboration, the layout actually made movement around the class more difficult and limited visibility to the whiteboard for some pupils. The uneven spacing and angling also made it challenging for pupils to work comfortably during whole-class instruction or individual tasks.

In the revised arrangement, tables are aligned in straight rows with adequate spacing. This setup creates a more structured and spacious learning environment. Pupils can now easily turn their chairs to form small discussion groups when needed.

3) Learning Activity That Encourages Critical Thinking and Ownership
To help pupils become more self-directed in their learning, we are setting up a “manipulatives corner” at the back of the class. This will include tools such as weighing scales, a “Hundreds-Tens-Ones” place value chart, Malay suku kata (syllable) wheel and Mari Membaca Kit for pupils needing reading support.

During individual seat work, pupils who encounter difficulties can independently access these manipulatives to support their understanding and complete their tasks. The manipulatives are aligned with the current units being taught, making them relevant and immediately useful. This approach cultivates self-awareness, problem-solving, and encourages pupils to take charge of their learning process.

Encouraging Curiosity, Honesty & Openness (ECHOboard)

1. Brainstorm a problem that the class has been facing. Agree on to discuss.

2. Students can choose to clarify, give their thoughts and feelings on the issue.

3. Set ground rules to ensure a safe space to communicate and emphasize that every contribution is valuable.

4. The end product is something that is not only colourful, but also meaningful. It shows how they care for a problem that affects them together.

5. Consider acting on the problem as a class. If not, at least this unifies them to address the issue together.

6. As a teacher, we give the students the power to decide what to do next. With all the contributions, WHAT NOW?

Students took part in a fun, hands-on activity where they coloured rice and wrapped dumplings. They were excited and engaged throughout. The task was age-appropriate and linked well to the topic. Students had the choice to use food colouring, adding a creative and personal touch. The activity was inclusive and allowed everyone to take part at their own pace. They were given the freedom to lead their own learning, which helped build confidence, independence, and problem-solving skills.

b) Math Choice Board (Multiplication & Division Tic-Tac-Toe)

Students were given the freedom to choose which tasks they wanted to complete, allowing them to learn at their own pace and comfort level. The game format made learning fun and engaging. Students were empowered to think critically and create their own strategies and solutions, promoting confidence and independence. The activity supported different learning styles and encouraged active participation through choice and creativity.

During the presentation stage, this group presented and mentioned that they have intentionally included a door behind their machine so that the driver of the machine can escape in the event of fire.

This shows that the children do think in-depth while building their machines. (Critical Thinking)

Another group who did not think of this 'escape door' mentioned that they will add one in if they are a chance to do something differently. (Adaptable Thinking)

Students define their own success criteria using prompts such as “I can create an Augmented Reality artwork by…” and refine their ideas through peer critique and teacher check-ins. As they encounter technical or conceptual challenges, they are encouraged to problem-solve independently or collaboratively, demonstrating adaptive and inventive thinking.

2) revised seating arrangements. Previously, students were seated in pairs. The new seating arrangement allowed students to support each other in their groups and collaboration. It has also fostered by teamwork within the group.

Students given a space to write interesting facts that they have read or know about.

Students can choose to clarify, give their thoughts and feelings on the point shared. Sharer can then respond to the comment and build on each other's knowledge an interests.

Ground rules set by class. Minimal teacher scaffolding and they proved to be thoughtful of their peers. Checks done every week, communication was respectful and no rules were broken.

Elizabeth has also took the initiative to lead discussion on a Reading Corner. She encourages all her classmates to be involved in setting up the Reaing Corner garnering their support on what they can contribute to the Corner.

Sports in Space is also a wall that is created by the students for the students to contribute their artwork and have a sense of belonging to the class.

At the start of the year, the students were seated in pairs. However, we felt that this arrangement was too cramped and could pose a potential hazard to the teachers. Therefore, we changed their seating to three in a row. The revised arrangement allows ample space to walk between the aisles. For group work, it also makes collaboration easier when they need to form larger groups (e.g. D2C).

2)Inclusive classroom and Appreciation corner

The theme for our class is "Pets." All sketches and drawings were created by the students themselves. The classroom has been decorated with students' artwork and photographs to foster a sense of belonging.

An Appreciation Corner has also been set up, providing students with a space to express gratitude toward their peers and teachers for acts of kindness.

Furthermore, students have requested that class roles and the names of appointed leaders be clearly displayed. This initiative is intended to encourage students to take ownership of their responsibilities and to carry out their duties as class or subject leaders with diligence and integrity.

We tried out classroom seating arrangement and students didn't like moving away from the usual two by two.

A Thinking Corner is a dedicated, quiet, and well-lit space in the classroom designed to foster critical, adaptive, and inventive thinking (CAIT) in students. It includes age-appropriate materials like puzzles, building blocks, art supplies, and books, along with thought-provoking visuals such as posters with questions like “What if?” or “How can we solve this?”

Activities to Promote Thinking Skills:

1. Critical Thinking:

   • Question Jar: Students pick open-ended questions (e.g., “Why is the sky blue?”) to discuss or write about.

   • Sorting Games: Categorize objects or pictures by attributes like color or shape.

   • Story Problems: Solve simple scenarios (e.g., “What if you lost your pencil?”).

     
     

2. Adaptive Thinking:

   • Role-Playing: Act out roles (e.g., doctor, teacher) to solve problems.

   • What If Challenges: Brainstorm ideas for hypothetical situations (e.g., “What if it rained candy?”).

   • Flexible Materials: Use playdough or LEGO to encourage creative adaptation.

     
     

3. Inventive Thinking:

   • Creative Challenges: Prompt students to invent new toys or design imaginative structures.

   • Art Station: Provide materials for visual expression.

   • Building Zone: Use blocks or recycled materials for construction and innovation.

     
     

Encourage Collaboration:

• Pair or group students for problem-solving or projects.

• Allow time for students to share their ideas or creations with the class.

  
  

Reflect and Celebrate:

• Use reflection journals for students to document their learning.

• Showcase student work in the Thinking Corner to celebrate creativity and effort.

  
  

Teacher’s Role:

• Facilitate by guiding students with questions and encouragement.

• Model thinking strategies and problem-solving approaches.

• Adapt activities to suit students’ interests and abilities.

(2) Current Seating Arrangement: U-shaped learning pods.

• Place tables in a U-shape with the open end facing the front of the room.

• This arrangement promotes inclusivity, as students can see each other and the teacher easily.

• It’s ideal for whole-class discussions and activities.

This is the most ideal seating plan as the students are able to collaborate and discuss easily. The seating arrangement also enable the students to be able to see the board clearly from different angles. The only inconvenience is that the student sitting in the center has limited movement area.

Seating arrangements: pairing students with higher readiness with students of lower-middle readiness.

Classroom Mgt

Students are seated in groups of 6. Each of them is a number leader. Teacher will call number leader 1 / 2 / 3---6 in rotation so that everyone gets a chance to play a role in collecting books or distributing the books to their friends.

There are 5 groups in total. Each group will be on classroom duty. Group 1 for Monday, Group 2 for Tuesday...Group 5 for Friday. Each group will be in charge to sweep the floors, clean the whiteboards, open and close the windows, switch on/off the lights and write down the names of absentees.

Physical Environment

We have intentionally made the date / day lower to their height so that the student can update the date and day on their own.

The book boxes are also labeled by their groups. Students keep their FTGP / spelling / word bank by their groups. They can keep these books in the book boxes on their own.

Instead of creating a space in front for big book reading, the large space is at the back of the classroom where the story books are.

Seating Arrangement

The students are seated in pairs. They must be able to support one another in their learning or their work- high readiness paired with low-middle readiness. They can help give feedback and check each other's letter size, punctuation and spelling.

Students will be moved to different groups after every term to encourage them to make friends with other students.

Adapting to Learning Styles

Kinesthetic

For language learning, movements are incorporated in language learning in that big space - Crawling, tiptoeing etc.

Auditory

Students are also always eager to speak and to be heard. They have shoulder partners to discuss their ideas or experience. They will then share what their friends have shared with the class. This encourages them to be better listeners.

Visual

Key learning will be written on mahjong paper eg past tense / present tense / verb rules etc and put up in the class so that the students have a reference for them to recap and recall their previous lesson.

Use of whitboard is key for FA. Their learning and participation is monitored regularly.

EL Example of Learning Activity

In their writing task 'My Pet', students are allowed to choose different groupings to write on their favourite animal to keep as a pet. (Interest based choice) Instead of addressing the questions (as given in the STELLAR worksheet), students will create questions that will give readers as much information of their pets. This perspective taking helps them to see the value of their writing.

2) No changes made to the seating arrangement in P1Te.

We re-arranged our furniture a few times before settling on the current layout. We wanted to create some space in front of the classroom to conduct SBA and other activities, instead of using the back of the classroom, which is not conducive. The students are also more focused and engaged when they are seated at the front, as we can make use of the whiteboard and projector to explain the meaning of certain words. The front space is also used for students to role-play with the big book, which helps to make learning more interactive. In contrast, the back of the classroom is often hot and cramped, making it less suitable for learning activities.

(2) Changes to Seating Arrangement

We rotated the students’ seats after the first semester. They continue to sit in groups, which makes it easier for them to transition quickly into group work.

(3) Library Corners

We have turned the back of the classroom into Malay and English library corners, where students who finish their work early can read. On the English side, students’ work is displayed, creating a sense of ownership and pride. On the Malay side, we display characters from the textbook to bring the stories to life, along with vocabulary words for each unit that students need to know. This setup makes the space both functional and engaging.

(4) Show-and-Tell and Vocabulary Games

For English, students prepare their own scripts and decide how they want to act them out during show-and-tell. This encourages creativity and builds confidence in using the language. For Malay, vocabulary and conversation starter cards are placed at the back of the classroom, allowing students to create their own games. They can quiz their friends, play charades, or form as many sentences as possible using the vocabulary cards. These activities make language learning more fun and interactive.