Jan 25 Class 1 RC Gen Session WS: Padlet 2a on Facilitation by MOE CPDD GEB-EL

Group 6

2025-01-24 07:27:20 UTC

Facilitator was enthusiastic and encouraging. Tried to make it relatable for the pupils.
Set up RC by making her routines clear. E.g. Classroom level voice
Class was familiar with her established routines.

Group 2

2025-01-24 07:27:35 UTC

Modelling of examples and non-examples for students so that it is clear on what is necessary
Building on current routines
Put herself in the students' shoes, telling students that she read the book 5 times (teacher modelling)
Simple and short instructions --> easy for students to follow and remember

Group 5

2025-01-24 07:28:21 UTC

The teacher made a careful distinction between rules and expectations, correcting herself from the former to the latter, which is more in line with the principles behind RC. It encourages more active and fluid participation. Doing this also ensures that the students have a clear idea of what they are meant to do and how they are meant to conduct themselves.

The teacher also makes a lot of effort to demonstrate what she means when she expresses expectations like "using appropriate volume". She took the time to ensure that all the students understood what she had mentioned.

The teacher also makes very effective use of humour to engage the students. It endears the teacher to students who are not as familiar with her, creates a safe space, and is also an effective way to interact with students of this profile, especially after creating a safe environment through her expectations and her positive classroom culture.

All this being said, it takes a lot of skill and energy to rouse students like this, but it is worthwhile because it emphasises the idea that the space is meant to be fluid, engaging and interactive.

Group 3

2025-01-24 07:28:40 UTC

She has high energy - students were also vibrant, kept the students engaged.
Set the tone right - she had the rules/expectations stated clearly and got them to agree to them after understanding.

Group 1

2025-01-24 07:28:52 UTC

Teacher encouraged the students to reread the book/text many times
She was very positive and encouraging by giving/'demonstrating' examples
She used the picture of the scuba diver to illustrate 'deep reading'
She was very animated and builds good rapport with her students

Group 6

2025-01-24 07:29:26 UTC

The teacher was very clear in her expectations. The visuals complemented what she said too.
Her enthusiasm was very encouraging. It helps to set the tone for the class.
The expectation on voice level was particularly good too.
Her students seem to be very familiar with certain terms used. Perhaps, she has a routine in place.

Group 2

2025-01-24 07:29:58 UTC

Getting students to co-construct the classroom norms so that they feel a sense of ownership and accountability

Group 7

2025-01-24 07:31:04 UTC

Establishing classroom expectation
Giving examples to illustrate her points
Using the analogy of scuba diving to show what RC is about
Connecting facts to real world experiences (text-to-self, text-to-world)
Setting boundaries; emphasising the importance of having respect and engaging in active listening
Inter-disciplinary learning

Group 5

2025-01-24 07:31:32 UTC

The teacher's voice is most centred during this discussion, which is understandable for an opening session, but we did wonder whether there could be more interplay between the students and the teachers, perhaps to co-construct expectations.

Group 4

2025-01-24 07:31:38 UTC

The teacher was very engaging and relevant.
She set her expectations very clearly and even related it to the topic of "A Deep Dive".
She was highly enthusiastic while ensuring that the space was safe for students to respond.