- include more aspects of cyberwellness

- give them more scope on what they are doing 

- how they provide support in class 

- give them the space and time to speak to the class on cyberwellness issues (more exposure to the classes)

- co-teach / facilitate with the FTs on the cyberwellness lesson 

- peers might be more willing to show with them

- application of learning? improve in visibility around schools and in class 

- improve in the escape room game 

-improve the lesson packages with more relevant and up to date information on cyberwellness issues

-Train the cyberwellness ambassadors how to look out for signs of distress / bullying / wrong usage of speech or text and what to do next.

• doing cyberwellness survey to determine where our students are at so we can customise our program

- Give them more presentation time in class. Cyberwellness is becoming a very impt matter with the introduction of devices. It will be good if the ambassadors can remind the class every now and then about the responsible use of devices and social media.

-open classroom/peer observations of CCE lessons

• we can provide materials / information/ instructions more timely/

In a fully subject-based banding (FSBB) classroom, Form Teachers(FTs) need to be able to cater to students of different abilities and learning needs.

Teachers also need to be able to create a safe and supportive learning environment where all students feel comfortable participating. This is especially important in CCE lessons, which often involve discussing sensitive topics.

Teachers need to be aware of these challenges and take steps to mitigate them. For example, teachers can promote positive peer interaction by encouraging students to work together on projects and assignments. Teachers can also provide students with different learning resources and activities to accommodate different learning styles and preferences.

Question 2

Subject teachers in FSBB classrooms need to be able to differentiate instruction to meet the needs of all students. Subject teachers can use a variety of teaching methods and activities to cater to different learning styles and to keep students engaged. They should also be flexible and be willing to adapt their lesson plans and assessments based on the needs of their students.

Subject teachers in FSBB classrooms also need to be able to develop assessments that are fair and accurate for all students, regardless of their academic stream. This can be difficult, especially when assessing higher-order thinking skills. Use of alternative assessment for selected WAs could help to make assessment fairer.

Similar with FT(CCE), subject teachers need to be able to create a safe and supportive learning environment for all students, and manage the different learning styles and needs of their students.

Supportive and encouraging, students feel comfortable sharing their own opinions in the classroom. The common curriculum (PE, music, DNT, FCE) created opportunities for students to interact and build trust among one another.

• Challenge: Regarding ECG, observe that some students (NT/NA) may feel inferior due to more ECG choices and "fancy jobs" available to EXP students.

• Due to different learning needs, FTs need to be mindful of questions asked (open-ended/contemporary) may require more scaffolding.

  
  

Question 2:

Interesting that students expand their social circle by mingling with friends from different circles (Learning Group, CCA, Form Class). Seems like students know their peers (in same LG) relatively well despite coming from different form classes.

• Challenge: hmm ...

One difficulty was during Sex Ed, where opinions may have to be managed promptly by the teacher facilitating it.

2) As a subject teacher, students seem to get along well with one another in their learning groups - as they may have attended same classes for other subjects before.

2.       Students take a long time to settle down for lessons perhaps due to movement of classes or seeing their “long lost” friends. Students can tend to take more time to feel at ease and participate with the students from other classes. However, overall, it’s heartening to see students working with each other and expanding their social circle.

2) For the lower secondary classes, FCE is a common curriculum subject which covers 3 broad strands such as nutrition and health, financial literacy and smart consumerism. Most students are able to relate to the subject easily as the content is very relevant to daily life. The challenge is to provide questions that challenge the higher-ability students.

As teachers, we must be prepared to accept the diverse profile of our students. Students will bring in their own perspectives in class and teachers must be ready to accept a wide range of answers and facilitate the discussion. The challenge is how do we help other students understand why their peers have a different opinion from theirs? The stereotypes that may arise in a FSBB class may also be challenging if the environment of the classroom is not conducive to learning. Teaching students to accept and respect different points of view should be emphasised in class. Facilitating discussions well then becomes a very important skill.

2) The different ways of listening

It is a powerful facilitation skill that can elicit various emotions or feedback from the speaker.

• strategies that we use in our class to initiate discussions among our students

• scaffolds or frameworks that we could employ to deepened students' understanding of the issue being discussed.

2) The different levels of “ok” is interesting, concluded that perhaps some of my students think & behave in this way due to I am OK & They are not OK

2) Include student voices: Teachers inviting students to ask questions and speak up. Teachers need to take into consideration types of questions asked. Are our students able to answer? [Creating braver spaces]

3) CONSISTENCY: Creating a culture of open conversation in the classroom. We can start small through regular check-in activity in the classroom.

4) Go through the 4 levels of psychological safety