I learn ...

I'll apply ... to my class ... (class code) on ... (date)

Phase 2: Reflection (Done before the next week)

I applied ...

It worked/ didn't work because ...

I'll try ...

I learn ...

I'll apply ... to my class ... (class code) on ... (date) ...

Phase 2: Reflection (Done before the next week)

I applied ...

It worked/ didn't work because ...

I'll try ...

I learn ...

I'll apply ... to my class ... (class code) on ... (date) ...

Phase 2: Reflection (Done before the next week)

I applied ...

It worked/ didn't work because ...

I'll try ...

From the first session: Using praise to reinforce good behaviors, I learned that giving praise the right way plays a key role in building positive classroom behavior. I realized that praise works best when it is authentic, specific, and timely. Instead of saying generic phrases like “Good job!”, I’ll make an effort to praise students for concrete actions (e.g. “You worked so hard on that!” or “I like how you helped your friend!”). Moreover, I learned practical techniques for praising students through observation, eye contact, gentle gestures, and approaching them physically to show genuine acknowledgment.

In addition, the session on Emotion Management reminded me that staying calm as a TA is just as important as helping kids behave well. I learned the STOP technique (Stop – Take a step back – Observe – Proceed mindfully), which allows me to pause, assess, and respond thoughtfully instead of reacting emotionally. Techniques like Box breathing and the Japanese hand method are simple tools I can use anytime to reduce stress and stay grounded during challenging moments.

I will apply what I’ve learned to the following classes:

• SKE8p-C2503AO on July 22

• HK2sp-C2501AO and SKE1p-D2501AO on July 24

• SKE3p-Aa2501AO, SKE6p-Ab2501AO, and SKG1p-C2503AO on July 26

• SKE3p-Aa2501AO, SKE6p-Ab2502AO, and HK1sp-C2502AO on July 27

My goal is to strengthen positive classroom culture and support each child’s emotional and behavioral development.

Phase 2: Reflection

I applied strategies from both courses — Using Praise to Reinforce Good Behaviors and Emotion Management — in several of my classes throughout the week.

From the Using Praise course, I consciously used specific, behavior-based praise instead of general compliments. For example, in class SKE8p-C2503AO (22/7) and HK2sp-C2501AO (24/7), when a student followed instructions well or helped a friend, I said things like:

“Thank you for helping your friend with the book, that’s very kind of you!”

“I noticed you raised your hand before speaking – excellent self-control!”

It worked well because students responded positively — they smiled, looked proud, and started repeating the good behavior. Especially in SKE3p-Aa2501AO (26/7 & 27/7), one normally quiet student began to participate more confidently after being praised for trying.

From the Emotion Management course, I practiced breathing techniques (especially box breathing) and self-talk to stay calm when students got noisy or distracted. During SKE1p-D2501AO (24/7) and SKG1p-C2503AO (26/7), these techniques helped me avoid reacting with frustration and instead calmly redirected students’ attention. One moment that stood out was when a student had a minor meltdown, and I calmly guided them using a low voice and gentle tone — the situation de-escalated quickly.

I'll try to prepare a checklist of who to praise each lesson, so I can make praise more balanced and intentional. I’ll also keep practicing breathing techniques regularly—even when I don’t feel stressed—so it becomes a natural habit.

1. Using praise to reinforce good behaviors: I've learned 7 steps to praise children: Observation- Eye contact- Gesture- Approach- Plan- Description- Record. Beside, instead of saying "Good!/ Amazing!/You're the best!/ You get a star!...", I should praise my students by using specific, detailed which student actions, and focus on the effort and process the student has performed, such as "I love the way you raise your hands to answer a hard question!/ That's a good try!/ That's a very creative answer!...". However, when giving compliments, I need to express them sincerely and give compliments that are appropriate to each individual.

2. Emotion Management: I've learned more about emotions, according to Collin's dictionary, emotion is a strong feeling such as happiness, love, fear, anger, or hatred, which can be caused by the situation or the people you are with. Emotions can be positive emotions or negative emotions and emotions will directly affect behavior according to: Situation- Thought- Emotion- Behavior. "S.T.O.P" method is used to manage immediate emotions: S is Stop, T is Take a step back, O is Observe, and P is Proceed mindfully. Two examples like Box breathing and Japanese hand method which I an apply to reduce my stress and help me stay calm while helping students

3. I will apply what I've learned to my class:

   • HK5-Bb2501SG on Saturday, July 26th

   • HK4-Ab2501SG on Sunday, July 27th

   • SKE5-Aa2501SG on Sunday, July 27th

Phase 2: Reflection

1. In class SKE5-Aa2501SG on Sunday, July 27th:

   • I applied 7 steps to praise my students and then I focused on the process which my student has performed, I said: "That's a good try!/That's a very creative answer!"

   • It worked because my students feel happier when I notice every little detail they do, they feel recognized for the little things.

2. In class HK4-Ab2501SG on Sunday, July 27th:

   • I applied method box breathing to reduce my stress and it helps me stay calm when I faced to my special student, which is very energy and always run around the class. After calming down, I slowly praised him when he focused on doing his homework or went to the board to participate in activities with his friends perfectly.

   • It worked because he really needs me to notice the little things he does, like always finishing his work firstly and running around trying to get the teacher's attention. Instead, I came to him and reviewed the lesson with him and praised him directly.

   • I'll try to stay calm and work hard with that little guy day by day.

• Section: Using praise to reinforce good behaviors

  I learned that praise is a powerful tool in emotion and classroom management when used properly. Specifically, I learned that effective praise should be specific, effort-focused, and sincere. It should describe what the student did well, not just the result.

  For example, instead of saying "Good job!" or "You’re the best!", I will say, “I can tell you worked hard on that drawing” or “I noticed how kindly you helped your partner – that was thoughtful.”

• Section: Emotion management

  I learn that emotion management is essential for creating a positive and productive classroom environment. From the training, I learned the S.T.O.P. technique (Stop – Take a step back – Observe – Proceed mindfully), which helps me pause and handle stressful situations calmly instead of reacting immediately.
  I also learned how to give praise properly, both verbally (e.g., “I admire the way you helped your friend”) and non-verbally (e.g., smiling, thumbs up), to reinforce positive behavior and strengthen student relationships.

  I will apply to my class:

• HK8sp-Aa2501AG on 27/7/2025

• HK5sp-Ab2501AG on 27/7/2025

On 27/7/2025, I applied both specific praise and the S.T.O.P. technique in my classes HK8sp-Aa2501AG and HK5sp-Ab2501AG.

It worked because the students responded positively to specific and sincere praise. For example, when I praised a student for helping a classmate, others began doing the same. It also helped create a more supportive classroom atmosphere. The S.T.O.P. technique helped me stay calm when the class became noisy. Instead of reacting with frustration, I took a moment to breathe and then gave clear instructions.

I'll try to continue using praise more regularly and with more variety. I’ll also keep practicing the S.T.O.P. method, especially during unexpected situations, to maintain a calm and encouraging presence in class.

Section 2.1: Knowing when and how to support teachers

I learned that effective classroom activities should be organized into three phases: Pre-activity, While-activity, and Wrap-up. Each phase plays a specific role:

• Pre-activity: Focus on Involvement, Instructions, and Initiation — ensuring students are ready, understand the task, and begin actively.

• While-activity: Apply the 3 S’s – Set-up, Supervise, and Support – to guide, monitor, and assist students during the task.

• Wrap-up: Use the 3 R’s—restore, Recap, and Record and recognize—to close the activity calmly and reinforce learning.

Section 2.2 How to identify and support weak or unruly students

I learned how to identify and support two important groups of learners:

• Inappropriate students: Those showing behavioral issues.

• Weak students: Those struggling academically.

• For inappropriate students, it’s important to:

• Work closely with ASA to provide proper intervention, find their strengths and use them to build confidence, be flexible in our behavior and speech to connect with them, talk with them to understand their needs, and collaborate with the teacher for consistent support.

• For weak students, we should:

• Monitor their performance and behavior regularly, check test results and classroom participation, report progress in the class folder, give clear instructions and extra support, and work with the teacher to plan targeted help.

I will apply all of the knowledge to:

• HK8sp-C2501AG - 29/7/2025

• SKE6p-D2501AG - 29/7/2025

I learned:

From W2.1, I learned the importance of recognizing the three main phases of classroom activities: Pre-Activity, While-Activity, and Wrap-Up. For each phase, I now understand how to support the teacher by:

• Using the 3 I’s (Involvement, Instructions, Initiation) before the activity starts to ensure students are focused, understand the task, and that I am ready to assist.

• Applying the 3 S’s (Set-up, Supervise, Support) during the activity to manage classroom behavior, assist struggling students, and help maintain structure.

• Using the 3 R’s (Restore, Recap, Record & Recognize) after the activity to help the teacher wrap up smoothly, reinforce learning, and praise student efforts.

From W2.2, I learned how to observe and identify weak students (low scores, slow participation, difficulty remembering vocabulary) and those with unruly behaviors (distracted, overly active, withdrawn, or aggressive). I learned the importance of:

• Tracking participation and performance.

• Supporting weak students by simplifying instructions, sitting near them, checking understanding, and praising small progress.

• Managing behavioral issues by building trust, giving gentle reminders, and working with the teacher to respond calmly but firmly.

I'll apply these strategies in the following classes:

• 29/07 – SKG1p-C2505AO

• 31/07 – SKG1p-C2505AO

• 02/08 – SKE3p-Aa2501AO; SKE6p-Ab2501AO

• 03/08 – SKE4p-Aa2501AO; SKE6p-Ab2502AO; HK1sp-C2502AO

In each of these classes, I will focus on being more proactive in my role by clearly applying the 3 I’s, 3 S’s, and 3 R’s, while also paying close attention to students who need extra academic or behavioral support.

Phase 2: Reflection

I applied the 3-stage support method (Pre – While – Wrap-up) in all of my assigned classes during the week. I made sure to follow the 3I’s (Involvement, Instructions, Initiation) before each activity. For example, in the SKE6p-Ab2501AO class, I helped the teacher catch students’ attention before a speaking pair-work task and gave a quick demo with a fast-finisher to make sure the rest of the class understood what to do.

During the activities, I walked around to check how students were doing (Supervise), especially helping quieter or struggling ones (Support). In SKE4p-Aa2501AO, one student didn’t understand the matching task, so I gently re-explained it and pointed out a clue without giving the answer.

After the activity, I helped bring back the class’s focus (Restore) and gave positive feedback like “Good teamwork!” or “Nice try!” during Wrap-Up stages (Record & Recognize).

It worked because I was better prepared and more aware of my role in each stage. The 3I’s – 3S’s – 3R’s structure helped me stay focused, and I could see that some students who used to stay passive were more engaged after I offered help or encouragement.

I’ll try to be more confident and responsive next time, especially when I see behavioral problems early on. I will also plan with the teacher more carefully before class so I know when and how I should step in during group work. I’ll continue using the 3-phase approach and also pay more attention to weak or unruly students right from the beginning.

1. Knowing when and how to support teacher: I've learned about classroom activities are divided into 3 stages: pre-activity, while-activity and wrap-up.

   • Firstly, in the pre-activity stage, I should follow 3 steps (3 I's): involvement - ensure students pay attention, instructions - listen and help students understand instructions and initiation - actively ask for support and coordinate with the teacher. To carry out the above 3 steps, I can raise my hand or speak louder, count down (5-4-3-2-1), praise students with positive behavior, give filial signs (be quiet, sit nicely...), while the teacher instructs, I also observe to see if students understand, then I can ask the teacher to ask questions to check students' understanding and support the teacher to model the activity.

   • Secondly, in the while-activity stage, we also have 3 steps (3 S's): set-up, supervise and support. To realize the above 3 steps, we must quickly arrange for students according to the teacher's request, monitor activities and manage class discipline, then support teachers by distributing learning materials or reminding and encouraging students, especially students who need more help.

   • And the last but not least, the wrap-up stage, we have 3 steps, too (3 R's): restore, recap and record/recognize. We need to stop students from activities, stabilize and listen to the teacher, help students correct mistakes and praise students' efforts in the learning process.

2. How to identify and support weak or unruly: I learned how to recognize students who need more attention than others, which are students with poor academic performance and students with inappropriate behavior.

   • Firstly, the way to identify weak students is that they are not engaged in class or outside of class: not listening to the teacher, not participating in activities with friends, not doing homework, and in addition, their learning results are not satisfactory when quizzes or tests are lower than required, during the learning process they do not remember vocabulary, sentence patterns, do not know how to read and make sentences. Besides observing that student in class, I can look at the previous grade report and the results of doing exercises in the student's book, workbook, MCB or Portfolio. Therefore, I can apply the following ways to support weak students: remind students to come early and review the first 15 minutes of class, regularly observe students' expressions and then proactively support students to keep up with the lecture. For example, if this student can't understand the lesson, I may find an opportunity to inform the teacher or directly explain to him/her. If he/she doesn't remember vocabularies, I can review or highlight the word and read it with them. In addition, I have to constantly discuss with the teacher about the student's academic performance and coordinate with the teacher to regularly encourage students in the class to be more proactive in asking questions and doing exercises. Finally, I will take notes on the student's learning progress and improvement for ASA or recommend that the student attend a tutoring class.

   • Secondly, students with inappropriate behavior, the signs to recognize this group of students are that students will have actions that are difficult to control such as shouting, being too excited, easily agitated, easily distracted, often talking about things unrelated to the class content, running around, bullying friends, bad attitudes towards teachers and TAs, or the opposite case is being too shy, passive, silent, withdrawn, slow to respond, uncooperative or may have a history of diseases such as autism, slow speech... When students have behavior that is not suitable for the educational environment at VUS, the actions that a TA like me can do are: coordinate information with ASA and parents - timely information about the student's performance with ASA to promptly grasp and support the children, should not be prejudiced but should be more patient with the children. During the learning process, I can approach and find opportunities to talk to increase connection and build trust with this special student, observe to find strengths and praise good behavior of the student, and also discuss and agree with the teacher to support the student in the most natural and effective way.

3. I will apply what I've learned to my class:

   • YLC2-D2501SG on Wednesday, July 30th

   • HK2p-C2501SG on Thursday, July 31th

   • HK4-Ab2501SG, HK5-Bb2501SG on Saturday, August 2nd and Sunday, August 3rd

Phase 2: Reflection

1. I applied 3 stages method in my classes: pre-activity (3 I's), while-activity (3 S's) and wrap-up (3 R's). While the teacher instructs, I observe to see if students maybe can't understand, I remind teacher to ask questions to check students' understanding and support the teacher to model the activity.

2. In my HK5-Bb2501SG class, there is a student who have behavior that is not suitable for the educational environment such as ran around the classroom, screamed, didn't concentrate on studying, hid under the desk, colored on the floor, and wouldn't listen when I tried to talk to him privately. I used to timely information about the student's performance with ASA to promptly grasp and support him, I tried to be more patient with him. Beside, I approached and found opportunities to talk to increase connection and build trust with this special student. However, it still didn't work because he didn't want to listen to me, he kept running around the class and I also asked for help from the ASAs but when he returned to the class, his attitude was still the same. I can't give up because of that, I will try harder to find a way to negotiate with him later.

From the session Using Praise to Reinforce Good Behaviors, I gained insight into how effective praise can shape positive behavior in the classroom. I learned that praise is most impactful when it's sincere, specific, and delivered at the right moment. Rather than using general phrases like "Good job!", I plan to acknowledge specific actions such as "You worked really hard on that!" or "I really appreciate how you helped your classmate!"

I also picked up some practical ways to deliver praise—through observation, maintaining eye contact, using gentle gestures, and approaching students physically to show genuine appreciation.

Additionally, the session on Emotion Management emphasized the importance of staying calm as a TA, not just for my own well-being but also to support students’ behavioral growth. I learned the STOP strategy (Stop – Take a step back – Observe – Proceed mindfully), which helps in managing reactions by giving time to reflect before responding. Techniques like box breathing and the Japanese hand method are simple tools I can use any time to stay composed during stressful moments.

I intend to apply these strategies in the following classes:

• HK1p-Aa2501SG, HK4p-Ab2501SG, and HK5p-Bb2501SG on August 2

• HK2sp-C2501SG on July 31

My goal is to promote a more positive classroom atmosphere and support each student’s emotional and behavioral development.

Phase 2: Reflection

Throughout the week, I implemented techniques from both Using Praise to Reinforce Good Behaviors and Emotion Management in multiple classes. Drawing from the Praise session, I made a deliberate effort to give specific, behavior-focused compliments instead of general praise. In classes such as SKE2-C2501SR (28/7), HK2sp-C2501SG (29/7), and SKE2-C2501SR (30/7), I acknowledged behaviors like following instructions or helping others with comments such as:

• "Thank you for helping your friend with the book, that’s very kind of you!"

• "I noticed you raised your hand before speaking—great self-control!"

This approach was effective; students responded well, often smiling and appearing proud, and many began repeating those positive behaviors. In particular, during SKE2p-C2501SR (28/7 & 30/7), a typically reserved student began participating more actively after being praised for their effort.

From the Emotion Management session, I applied techniques like box breathing and positive self-talk when students became noisy or distracted. In HK1p-Aa2501SG and HK4p-Aa2501SG (26/7 & 27/7), these tools helped me stay composed and redirect the class calmly rather than reacting in frustration. A standout moment was when a student had a minor meltdown; I used a calm voice and gentle tone, and the situation de-escalated quickly.

Going forward, I plan to create a checklist to ensure I distribute praise more evenly and purposefully during lessons. I’ll also continue to practice breathing techniques regularly—even when I’m not under pressure—so they become second nature.

Knowing When and How to Support the Teacher:
I learned that classroom activities are typically divided into three stages: pre-activity, while-activity, and wrap-up.

• In the pre-activity stage, I should follow the “3 I’s”:

  1. Involvement – Help students stay attentive and ready to learn.

  2. Instructions – Pay close attention to the teacher’s directions and support students in understanding them.

  3. Initiation – Take initiative by offering help and coordinating closely with the teacher.

  To apply these steps effectively, I can raise my hand or speak clearly to gain attention, use countdowns (e.g., “5-4-3-2-1”), give praise for appropriate behavior, and use visual or verbal cues (e.g., “sit nicely”, “be quiet”). While the teacher is giving instructions, I’ll also observe whether students are engaged and understanding, and I can suggest the teacher ask questions to check comprehension or model the activity together.

• In the while-activity stage, the “3 S’s” guide my role:

  1. Set-up – Help organize students as the teacher instructs.

  2. Supervise – Monitor students and maintain discipline.

  3. Support – Assist by distributing materials, encouraging students, and providing additional help, especially to those who are struggling.

• During the wrap-up stage, I follow the “3 R’s”:

  1. Restore – Calm the class and refocus attention on the teacher.

  2. Recap – Assist students in reviewing what they’ve learned and correcting any mistakes.

  3. Record/Recognize – Acknowledge students’ efforts and achievements during the lesson.

How to Identify and Support Weak or Unruly Students:
I’ve also learned how to identify and support students who may need extra attention—either due to academic challenges or behavioral issues.

• For academically weak students, signs include lack of participation in class and outside activities, difficulty following lessons, poor test scores, and inability to remember vocabulary or sentence structures. I can spot these issues by observing behavior in class, reviewing their past report cards, and checking performance in workbooks, portfolios, or MCBs.

  To support these students, I will:

  • Encourage them to arrive early and use the first 15 minutes for review.

  • Watch for signs of confusion and offer help proactively.

  • Communicate with the teacher when a student needs extra explanation or vocabulary review.

  • Work closely with the teacher to motivate the student, encourage more engagement, and track their progress.

  • Recommend tutoring or additional support when needed, and report progress to ASA.

• For students with behavioral challenges, I’ll look for signs such as excessive shouting, hyperactivity, distraction, off-topic conversations, bullying, or negative attitudes. I’ll also be mindful of quieter students who appear withdrawn or unresponsive, as well as those with special conditions like autism or speech delays.

  To support these students:

  • I’ll share updates with ASA and parents promptly to ensure timely intervention.

  • Show extra patience and avoid making assumptions about the student’s behavior.

  • Build trust by engaging them in conversation and finding moments to connect.

  • Observe their strengths and praise positive behaviors.

  • Coordinate with the teacher to provide support in a natural, unobtrusive way.

Application Plan:
I plan to apply these strategies in the following upcoming classes:

• HK2p-C2501SG on Thursday, July 31

• HK1p-Aa2501SG, HK4-Ab2501SG and HK5-Bb2502SG on Saturday, August 2 and Sunday, August 3

My goal is to support both the teacher and students more effectively through proactive classroom management and thoughtful support tailored to each student's needs.

I applied the strategies I learned from the self-learning module in two classes: HK8sp-C2501AG and SKE6p-D2501AG.

In both classes, I followed the three-phase activity structure:

• Pre-activity: I helped the teacher get students involved by encouraging attention and organizing materials. I clarified instructions when students seemed confused and supported the initiation of group work smoothly.

• While-activity: I used the 3 S’s. I made sure everything was set up, walked around to supervise student work, and offered support to individuals and pairs who seemed lost or needed encouragement.

• Wrap-up: I assisted in calming the class down, contributed to summarizing the lesson, and helped the teacher recognize students who made progress.

Additionally, I made an effort to observe and assist two weak students and one student with behavioral issues by giving extra explanations, checking their understanding, and encouraging positive behavior through quiet praise.

It worked because the structure helped me know exactly when and how to step in. Students were more focused, and the teacher appreciated the way I supported instructions and supervision. The weak students were more engaged when I provided clear, simple steps and checked in with them during the task.

I’ll try to follow up consistently with students who have behavioral or academic difficulties—checking in over multiple days and discussing with the teacher early, not just reacting in the moment.

I’ll also try to ask more specific questions during the wrap-up to help students reflect on their own learning, instead of only summarizing for them.

I learned that as a TA, maintaining a strong service mindset involves clearly recognizing who our customers are—students, parents, and colleagues—and responding to each group with appropriate attitudes and behaviors. Through the ASK model (Attitude – Skills – Knowledge), I understood that 70% of service success depends on a positive attitude. I also learned to apply communication frameworks like F.A.S.T for giving feedback to ASA/parents and S.B.I to describe student behavior constructively.

Additionally, I gained valuable knowledge on Child Protection. It is crucial to recognize and prevent inappropriate behavior—physical, verbal, or emotional—that can harm students. I learned how to respond appropriately and report concerns using the 3 R’s: Recognize – Respond – Report, always ensuring the child’s safety, confidentiality, and well-being.

I’ll apply this knowledge and approach to the following classes by staying alert to student needs, communicating effectively with colleagues and parents, and always protecting children's physical and emotional safety:

• SKG1p-C2505AO on 05/08 and 07/08

• SKE7p-Ab2501AO on 09/08

• HK1sp-C2502AO on 10/08

In these classes, I plan to demonstrate a warm and supportive attitude toward both students and parents, follow up with timely, accurate reports when necessary, and be vigilant for any signs of unsafe behavior. I’ll ensure that I uphold both the service values and child protection standards expected of a TA at VUS.

Phase 2: Reflection

After applying the key points from Service Mindset and Child Protection in my classes (SKG1p-C2505AO on 05/08 and 07/08, SKE7p-Ab2501AO on 09/08, and HK1sp-C2502AO on 10/08), I focused on greeting students and parents warmly, maintaining a supportive and respectful attitude throughout lessons, and giving clear, specific feedback using the F.A.S.T and S.B.I models. I also ensured a safe classroom environment by following child protection guidelines—avoiding inappropriate contact, watching for signs of distress, and responding promptly when concerns arose. This approach worked well as students became more engaged, parents appreciated timely updates, and colleagues found handovers smooth and clear. However, I noticed that some shy students were still hesitant to share their feelings or concerns, which made me realize I need to invest more time in building trust through low-pressure interactions and positive reinforcement. Moving forward, I will continue refining my communication with parents and ASA while creating more opportunities for quieter students to feel safe and valued in class.

Section 3.1: Service mindset

I learn:

• The core principles of a service mindset: I will internalize the "8 Golden Words" for providing service: Heart - enthusiastic, Brain - smart, Eyes - observant, Ears - sharp, Legs - active, Hands - open/helpful, Mouth - smiling.

• How to give feedback using the S.B.I. and F.A.S.T. methods: I will understand the components of S.B.I. (Situation, Behavior, Impact) to give specific, behavior-focused feedback to students. The F.A.S.T. method will guide my feedback to PH and ASA.

• How to receive feedback from customers: I will learn the proper process for receiving feedback, which includes: actively listening, saying thank you, asking questions, summarizing the feedback, and implementing corrections.

• Specific attitudes for interacting with parents: My attitude should be cheerful, gentle, polite, and calm, even when a parent is upset. I will learn to be tactful when discussing a student's performance, focusing on positive and encouraging feedback.

• Specific attitudes for interacting with colleagues: I need to maintain a polite and gentle demeanor in communication. I will be proactive in supporting the teacher and cooperative in sharing information with relevant departments. I will also learn to be tactful when offering suggestions and be receptive to feedback from others.

Section 3.2: Child protection

I learn:

• Appropriate and inappropriate behaviors with students: I learn what is considered appropriate conduct, such as shaking hands, patting a student on the back to show praise, using verbal encouragement, giving high-fives, and helping students overcome difficult situations. I will also learn what to absolutely avoid, including: using children's images on social media, commenting on a student's appearance or physique, being loud and aggressive, neglecting students who need help, showing favoritism, sending private messages or gifts, and using personal information to threaten or tease children.

• information to threaten or tease children.

• The 3 R's of reporting child abuse: I will learn the protocol: Recognize, Respond, and Report.

• How to recognize child abuse: I will be able to identify three types of abuse presented:

1. Physical abuse: inappropriate physical contact and hitting.

2. Verbal abuse/emotional abuse: cursing, insulting, and using harsh words or gifts to threaten or coerce children.

3. Neglect/Discrimination: ignoring students who need help or showing favoritism.

• How to respond and report:

• If I witness an event and suspect a child is being abused: I must separate the child from the suspected abuser, ensure the abuser maintains a safe distance, move the child to a different area, and immediately inform the TQM (Teaching Quality Manager)

• If a child informs me about being abused: I must listen carefully, show support and trust, be patient and calm without scolding the child, comfort them, and immediately inform the TQM.

I will apply to my class:

• HK8sp-C2501AG on 05/08/2025·

• SKE6p-D2501AG on 05/08/2025

• SKE7p-Bb2501AG on 09/08/2025

1. Service mindset

   • Customer identification: external customers: students and parents; and internal customers: colleagues.

   • The deciding factor in customer retention is attitude, attitude is everything. "Product is the core value, service attitude is the factor that increases value and creates the difference."

   • ASK: Attitude (70%), Skills (26%) and Knowledge (4%)

   • Towards students, TAs need to maintain the following attitudes: affable, friendly and approachable, dedicated and strict with students when necessary. Towards parents: affable, gentle, polite and tactful. Towards colleagues: gentle, polite, proactive, cooperative, tactful and positive.

   • Guidelines for feedback to ASA and parents: F.A.S.T (Frequent - regularly record and exchange information about students, Accurate - accurate information, Specific - specific description, Timely - timely response)

   • Content for student feedback: S.B.I (Situation - specify time and place, Behavior - describe specific behaviors, Impact - state effects on you or others)

   • Receiving customer feedback (well-intended feedback): listen actively - thank - ask questions - summarize feedback - make edits.

2. Child protection

   • Things to note about Children's Rights: what to do (shake hands, pat on the shoulder/back to encourage, verbal praise, high fives...), what not to do (use children's images on social networking sites, comment on appearance or physicality, hugs and kisses, use personal information to tease children...)

   • Recognize acts of violating children's rights in the classroom: Firstly, physical abuse such as teachers sitting close to and touching students repeatedly, making them uncomfortable, or teachers using markers to wipe their hands every time they are naughty or give wrong answers, etc. Secondly, verbal abuse/ seduction and gifts such as scolding, threatening to lock children in the toilet when they run around, giving them candy and asking them to hug and kiss them, etc. Finally, indifference/discrimination towards children such as not responding when children ask questions or only paying attention to children with good academic performance in the class while ignoring weaker students, etc.

   • Support, handle and report: use The 3 R's of reporting child abuse: Recognize - Respond - Report.

   • Reminder: gather information - tell the child that you will get help in their case - make sure the child is in a safe location - contact TQM - discuss the incident in a private space - note the confidentiality of information related to the incident - pay attention to the child's behavior after reporting the incident.

3. I will apply what I've learned to my class:

   • HK2p-C2501SG on Thursday, August 7th

   • HK1-Aa2501SG, HK4-Ab2501SG, HK5-Bb2501SG on Saturday, August 9th and Sunday, August 10th

Phase 2: Reflection

1. I applied maintain the attitudes with my students such as affable, friendly, dedicated and strict with them when necessary in HK2p-C2501SG, HK1-Aa2501SG and HK4-Ab2501SG.

2. It worked because I'm strict when they lose focus, this is a sign for them to know that I'm still paying attention to their behaviors in class and they need to focus on studying. After that, they concentrated when studying and were comfortable during recess or fun activities in class.

Next week, I will try to practice being more confident and tactful during parent interactions by preparing specific positive points and solutions beforehand. I will also refresh my understanding of the child protection reporting process to feel more assured in identifying and reporting any concerns immediately.