👀 Looks like…

❤️ Feels like…

🗣️ Sounds like….

•Why might this be happening?

•How does this affect the class?

•What actions can PSLs take?

•What positive behaviours can we promote?

Scenario:
Your class is split between students who frequently participate and those who remain silent. Over the weeks, participation becomes concentrated among a few confident voices. Hui Min, one of the quieter students, tells you in private that she often understands the content but holds back because she feels others in class are judgmental and “fast-paced.” Meanwhile, Ryan, a vocal student, frequently comments that “there’s no point asking them anything—they never respond.” This dynamic becomes self-reinforcing: the quieter students become even more hesitant, and the louder ones dominate. The tutor tries cold-calling students, but this only increases anxiety and disengagement among those already quiet.

❓Discussion Prompts:

• How can PSLs balance encouraging quieter students to speak up without forcing them?

• What culture change is needed for students to feel psychologically safe to contribute?

• How do we address dismissive peer attitudes like Ryan’s?

Scenario:
The class Telegram group was originally meant for announcements and coordination but has evolved into a space filled with memes, dark humor, and occasional gossip. During lessons, notifications flood in—even from students in the same class—making it difficult to focus. Some messages include indirect shade at classmates (e.g., “guess who’s gonna cry again after getting back the test”). A classmate has quietly left the group, and another confides in you that they mute the group because it’s “toxic.” When you bring this up to a few others, they say, “It’s just jokes, don’t be so sensitive.” Attempts by tutors to discipline phone usage lead to accusations that the teachers “don’t get us.”

❓Discussion Prompts:

• How do PSLs manage online toxicity without turning into the “class police”?

• What role should PSLs play in shaping the tone of peer-to-peer communication?

• Should a new class chat be started? Who decides the norms?

Scenario:
Marcus is frequently late for first-period lessons and occasionally misses morning announcements entirely. His classmates start labelling him as lazy and unreliable. During a recent class discussion, no one wanted to pair with him for group work. When you approach Marcus, he says he’s trying to juggle CCA commitments, family obligations, and a weekend job to help with household expenses—but he doesn’t want this shared with others. The tutor is aware but frustrated, especially as Marcus’ tardiness affects class routines. The class is also growing resentful, saying, “Why should we keep making exceptions?”

❓Discussion Prompts:

• What’s the PSL’s role when someone’s issues are private but still affect the group?

• How do we avoid shaming or ostracising while maintaining class accountability?

• How can empathy be encouraged without making Marcus seem like a special case?

Scenario:
Over time, natural groupings have solidified into cliques. During breaks, bonding sessions, or school events, the same students always sit together and exclude others. Jia Wei, who’s quiet and prefers solo activities, is often left out—not necessarily bullied, but clearly sidelined. During a class bonding activity, he was assigned to a team that didn’t speak to him much and ended up doing the task without his input. Some classmates say, “He’s introverted, so we’re just giving him space.” However, Jia Wei recently submitted a journal reflection for Civics saying he feels like he “doesn’t exist in this class.”

❓Discussion Prompts:

• How can PSLs differentiate between someone wanting space vs. feeling excluded?

• Should PSLs intervene in social dynamics that aren’t overtly toxic?

• How do we shift the culture from “let them be” to “check in with one another”?

Scenario:
Wei Lun and a group of his friends often dominate the class with side conversations, jokes, and sarcastic remarks—even during serious moments like class discussions on mental health. The tutor has tried several strategies—from moving them apart to giving reminders—but nothing sticks. One day, after being called out for interrupting a classmate, Wei Lun packs his bag and walks out mid-lesson. Later, a friend tells you Wei Lun is dealing with a family crisis and has been using humour as a coping mechanism. Some classmates sympathise, others are frustrated: “He gets away with everything because he’s got issues.”

❓Discussion Prompts:

• What’s the balance between empathy and boundaries for repeated disruptions?

• How do PSLs support a peer who may need help, while also supporting the rest of the class?

• Should PSLs address such behaviour directly, indirectly, or leave it to tutors?