C: I keep forgetting to celebrate small wins because I'm rushing to cover the syllabus.

H: I write a fun question on the whiteboard so students answer as they enter, greeting, engagement, and connection all in one!

C: default mode is to find AFI instead of strengths.

H: Song singing to boost the mood at the beginning of the class.

W: Pupils get to dance as a Brain Break.

C: Not everybody likes to dance.

H: On days with more periods, Teacher gives them a selection of things to do and they get to choose which they want to do.

C: A few of the students in class do not take the group point system seriously.

H: Going for recess together with my students. They start sharing a lot of personal stories and the dynamics between the class. This builds TSR.

C: Students wants to share with classmates interesting facts, however, we might not have sufficient time for all to share.

H: Summarise learning points with shoulder partner at the end of the lesson as an exit card.

C: Time is limited to carry out PERMA all the time.

H: Following the form teachers’ reward system

1. W: Inject humour to build rapport -> Students are more engaged.

2. C: Rowdy behaviour. Praise and highlight good behaviour to the class as teachable moments and motivation.

3. H: Reward systems (class and individual), use of humour

B: In music lesson, if they finish their tasks earlier, they get to enjoy a task of the day where they get to watch their favourite video.

C: Shows them shorts videos to let them engage them and prompt them to ask questions and to know more about the science concept being shared.

C: It can be tough to keep our emotions in check when we are rushing the syllabus which might affect our relationship with them when we are too fierce with them.

H: Play multiplication tables song.

C: The classroom management can be compromised if students forget the routine to raise their hands to offer feedback/suggestions because they get too excited and everybody is talking at the same time.

H: Reward them with a 'Brain Break' using videos or mini games in between lessons if they behave.

C: The teachers tend to use the time more on admin and curriculum. Striking a balance is important. Changing Extrinsic motivation and intrinsic motivation is a challenge.

H: HMTL lessons from 2pm to 3pm is not conducive at times. So beginning lessons with music or riddles makes it more positive for the students. Reward system to be more creative. Eg Time extension on iPad usage for educational activities.

2. Affirming and sharing with the class good deeds demonstrated by students. (P)

C: 1. There is always a balance of trying to keep the classroom atmosphere positive yet at the same time, firm. (E)

2. Trying to complete the task required in the midst of having to tackle disciplinary issues in the class. (E)

   
   

H: 1. Fun routines work well with Faculty 1 students. (E)

2. Tasks that are appropriate levels of challenge work well for students. If it is too simple or too difficult, students tend to lose interest. (A)

• Telling jokes during lesson

• IBL group work

• Allow constructive discussion

C:

• Routines are not set up properly

• Routines set up, but students challenged the instructions of the lesson

• Time consuming to ensure routines are followed through

• Large class size

• Classroom environment is hot, may affect their focus

H:

• Sharing of personal stories and experiences

• Infuse the element of competition for some activities

C: You may need to have a variety to constantly capture their attention and also broaden the vocabulary.

H: Shared musical experiences build classroom community and cultural connection. Students bond over familiar songs whilst developing relationships with their Tamil heritage and identity, fostering peer connections through shared cultural experiences.