System Archetypes II by Fong Mei Susyna Chan

chan_fong_mei_susyna — 2025-04-22 09:07:31 UTC

These are the guiding questions

( 7 Intervention Guidelines)

What is being shared? → What "common resource" are teachers using?
Why are people (teachers) using it so much? → What encourages individuals ( teachers) to rely on it?
When do users benefit? → How quickly do people ( teachers) gain from using the resource (The Discipline Team) ?
When does the system feel the impact? → How long does it take before overuse causes problems?
How can we show the long-term effects now? → What can help people ( teachers) see the consequences before it is too late?
Are there other options? → How can we reduce the pressure on the Discipline team?
How can we manage it better?

lee_xing_yu1_1 — 2025-04-22 14:00:16 UTC

7 Intervention Guidelines

Identify the growth engines.
→ What helped students improve their maths fluency at the beginning?
Determine doubling time of those processes.
→ How often are we doing these drills? Are students improving at the same rate now as before?
Identify potential limits and balancing loops.
→ What factors might be capping further progress?
Determine change required to deal effectively with the limits identified.
→What adjustments can reduce anxiety while still building skills?
→Can we shift focus from speed to understanding or confidence?
Assess time needed to change.
→How long will it take to shift mindsets or teaching routines?
→Are we expecting fast results from strategies that take time to show impact?
Balance the growth.
→ What’s a healthy frequency for drills that maintains progress but prevents burnout?
→ How can we blend speed-building with deeper learning?
Reevaluate the growth strategy.
→Are we measuring success by the right outcomes (speed and confidence)?
→ How can we adapt our approach to be more sustainable and learner-friendly?

lee_xing_yu1_1 — 2025-04-22 14:01:26 UTC

chan_fong_mei_susyna — 2025-04-25 01:01:23 UTC

jessmeishan — 2025-04-25 01:32:43 UTC

1) YH & DM (SDT Team)

2) Easily available, Effective, Efficient, Straightforward

3) Time & Effort Saving, No extensive follow up actions needed

4) One to Two Term (When YHs start to take ML & feeling depressed)

5) Discipline level dropped, Students have no regards for their teachers, Empowerment is not longer present

6) & 7) Teachers to take ownership, professional devt with case study, empowerment to given to trs (manage cases at tr level b4 escalating to YHs / DM), trs to manage cases with support from SDT Team

juliana_mohamed_ayob — 2025-04-25 01:34:27 UTC

Rafeah, RoseM, Juli A, Farhain, Angeline

What is being shared?

SDT team
Expertise in solving students' behavioural issues

Why are people using it so much?

Perception that they lack ability and experience.
Perception that SDT team is the one with more experience to handle.
Expecting quick fix by SDT.

When do users benefit?

Immediate benefits as they have shifted the burden to the team.

When does the system feel the impact?

When more serious cases require more of SDT attention.
When teachers realise that they no longer have the ability to manage these students with behaviour.
SDT will be burnout.
SDT has no time for our own teaching and learning.

How can we show the long-term effects?

PD on managing challenging behaviours - through authentic case studies.

Other options/how to manage better?

PD on managing challenging behaviours.
Engaging the particular teacher.
Buddy system.
The subject teachers for the challenging class / students to work collaboratively to help with student management.

saravanan_ramakrishanan1_1 — 2025-04-25 01:38:39 UTC

Excitement from the daily one-minute drill
Initially conducted once a day, the drill was later increased to 2–3 times daily, with greater difficulty.
Fatigue, anxiety, students’ learning capacity, and negative reinforcement
Consider the frequency and difficulty of the drill questions. Shift the focus to Differentiated Instruction (DI) to better accommodate students’ individual needs.
Time taken to make adjustments depends on students’ ability and readiness. Teachers should be able to make immediate changes (e.g., frequency and difficulty).
Healthy frequency depends on students’ readiness.
Measuring success should be based on understanding the learning outcomes, rather than speed. We understand learners' needs and design student-centric lessons.

2025-04-25 01:42:28 UTC

Team Boss - Boss, Sandra, Farah & Fran

Identify the growth engines

Initially, the novelty of the idea created the excitement in the group. But along the way, the less capable could not keep or could not see any benefit or got bored. Hence the decline. The students probably were looking newer challenges or newer methods to rekindle their excitement and engagement.

Doubling Time -

Depends on the level and the class needs
No

Determine change

Targetted support (games) for those who have bigger gaps to keep them engaged

Assess Time

Determine some KPIs or proxy indicators to let us know when we can initiate a change because it is very subjective.

Balance the Growth

We have to accept that there will always be a gap. Our job is to narrow the gap as much as possible using probable approaches and pedagogies like DI.

Reevaluate the growth strategy

Various modes of assessment will give us the indicator of the understanding of the subject content. We cannot have one-size fits all method to assess or evaluate them. Based on that data, we can modify the approaches and methods