• What does it look like in our daily interactions with students and colleagues?

• What does it feel like?

• What does it sound like?

• What more can we do to strengthen this culture?

1. Work together in your groups to discuss these questions.

2. Share your group’s insights.

3. Be sure to include your group’s level before posting.

1. Work together in your groups to discuss these questions.

2. Share your group’s insights.

3. Be sure to include your group’s level before posting.

1. Work together in your groups to discuss these questions.

2. Share your group’s insights.

3. Be sure to include your group’s level before posting.

Enabling students to have their voice, growing their PASSION.

During relief work, we try our best to cover our colleagues, offering to help others

Feel: warm chocolate drink

Sound: hahahha

Do: spend more time together

A safe environment where staff can voice out and suggest, supported by a good SWB team and school culture.

Teachers making small efforts to care for their students and also their colleagues.

• How we offer support to our colleagues to go through tough times

• Being aware of colleague's struggles, we need not always be going all out to help but simply by understanding them and being more patient is really appreciated :)

Caring for Children

• Greeting children with a warm smile when they enter school, and spending time to find out about their day

• Providing support and help when needed e.g. covering your duties during emergency or unforeseen circumstances

• Timely check-in

• Words of encouragement

• Greeting or acknowledging each other

• Safe environment to share e.g. with colleagues or RO

Students

• Check-in with students through HTH

• Discipline with rationale

• Safe environment to share

Greet and smile when we walk pass each other

Tokens/gifts by colleagues, sharing of food in pantry

Forming groups and events through an even mix of level teachers, KPs.

SAT officer stepping up to cover each other duty when any of the team mate is away for valid reason.

Feel: loved

Sound: Let’s do this together!

Do: Staff bonding

Feel: Showing appreciation for what your colleagues have done with/for you.

Sound: Lending a listening ear. Checking in when you look unwell/troubled. Asking for Grab orders together.

• Certain programmes involve each level and work with other colleagues

• Accepting other perspectives, we want others to listen to ours and likewise, we have to listen to others.

Students

• Inclusive of others who different in terms of behaviour and background

• Not leaving others behind

Bring back the DATE culture during Staff Connection

Before implementation of processes/programmes, have more open discussions and include staff voices, perspectives (painting colours)

• At MK we take pride in always going the extra mile to include children despite their differences / special needs :)

Inclusibity towards colleages

• Something we need to reflect and do better

• At times, we get frustrated when colleagues are not meeting expectations. But perhaps we can ask ourselves- if this were a child in our class, how will we support him/her?

For staff, give affirmation from time to time.

• Having child-directed activities e.g. WoW Project

• Being encouraging

• Providing wait time instead of offering instant solution

Enabling colleagues

• Providing a safe space for teachers to have the flexibility to adjust activities according to children's needs

Safe space to make mistake and learn from them.

• Allowing to attend programmes e.g. ePDL courses for teachers

• Make mistakes, accepting it and grow by learning from it

Students

• Small competition e.g. reversi, fastest fingers empower confidence

• POP allows flexibility for students to decide their passion that is not offered in CCA

Feel: Supported

Sound: We can try this!

Do: Give space for others to try

Opportunities to learn, enabling staff to become better, maximising staff potential

Reinforcement of key school's expectations/ messages.

Clear directions, timely delivery of instructions

Circle time to discuss feedback about the school

We high five when we see each batch of primary 6 graduate and when they come back to visit us.

We high five for each peaceful day we go through

We high five for good weather when outdoors

We high five when students behave themselves

1. Streamline processes. (Enabling, Caring)

2. Students can correct their own mistakes. (Enabling)

3. Can make an informed decision together as a team. (Inclusivity)

4. Both staff and students care for one another. (Caring)

We high-five when we are truly "present" in our work; giving our best!

We high-five when we are appreciated / affirmed for our collective efforts.

We high-five when we persevere on and make it to the last day of each term.

We high-five when we celebrate every little successes from our staff and students.

We high-five when the school term ends.

We high-five when everyone feels heard, welcomed, and valued for who they are.

We high-five when we talk it out and express ourselves.

We high-five when anyone has done a good job.

We high-five when we eat together!

We high-five when we have happy moments with our students.

• meet small milestones and celebrate small wins.

• Review and enhance processes (going paperless and moving to online processes)

We high five when we feed each other

We high five when we have the collegial support

We high five when we look out for each other

We high five when we are in tune

We high five when we have space for us to clarify and not be judged

We high five when we include everyone

We high five when we struggle together

We high five when we learn from each other

1) we get recognition for the work we have done (Caring: enable us to work better with encouragement)

2) when the students appreciate the effort that we put in for them (Enable us to work better with encouragement)

3) we worked as a team to pull off a project (Inclusivity)

4) we walked into a challenging class and get to complete our lesson objective for the day ( Enabling: motivate the teacher to try again)

For Primary 1 students, they are able to manage their emotions better as compared to the earlier part of the year.

When students whom we are no longer teaching still pops by to say hello or hi to us.

• Children enjoy and participates in our lessons

• We see small successes in the children

• We have nice and supportive colleagues

• We completed an event as a team and seeing that children enjoyed themselves

• When parents are willing to support their child at home

We high five when we end our meetings on time and complete the meeting agenda for the day.

• we win the trust and respect from students (Caring)

• good food arrives (Inclusive and Caring)

• joke around (Inclusive & Caring)

• go home early (Caring)

• AOR & RAMS gets approved (Enabling)

• complete the day's work (Enabling)

• prioritize mental health (Caring)

• no work brought home (Caring)

• information comes complete

• projects or tasks are streamlined and synergized (Inclusive)

• less amendment for vetted exam papers (Enabling)

  
  

• Flexible work scheme

• Culture of greeting for colleagues and students

• Nothing to be on after school on Friday "Family Time!"