Review the effectiveness of daily and weekly routines

(SD time, CM time, Executive functions, attendance, announcements, information dissemination, Teacher-student conferencing, counselling, support in handling SwANs/SEN students etc.)

Reflect on the various level-wide and class-based programmes

(Start GREAT, GROW Week, Queens Week, VIA, SL Chat, Mental Wellness Month, Festive Celebrations, SD Time etc.)

Assess the class environment — inclusivity, peer relationships, sense of belonging, and student-teacher rapport.

Highlight what could be done differently next year to enhance the overall form teacher experience and student growth.

CCA are going on during the Carnival. Students wanted more time to join friends, however, many cannot attend as lessons ended at 3pm and CCA starts at 3.30pm. Can it be possible to have the carnival on a non CCA day?

Daily routine is stated on the whiteboard, so students know what to do every morning.

0800-0810: Reading

0810-0820: Checking of emails and calendar

Thought SL chats were useful - students offered frank perspectives and SLs gained a better understanding of the ground. Suggest that student feedback is not anonymous, as I believe people should take ownership of feedback they provide. It also makes following up on feedback easier.

Every Tuesday and Thursday morning, students would use the first 5 minutes to check their emails and the remaining time to read.

Possible to include structured time for TSC? It's currently conducted on an adhoc basis because of the multitude of things going on, so I really struggled to meet with all my students this year. F2F chats are v important esp with FSBB, as I'm able to check in with students I don't teach.

The task was manageable for the students (no need to self-source for beneficiary etc). Most students enjoyed it, and found it meaningful. It is a good way to start their VIA journey in Queensway!

XY

Getting class to organize and lead games is not as simple, as they are immature and may not have the confident yet to lead the primary students in games. The VIA games can be pushed to Sec 2s, where they have known each other for 1 year and are more cohesive.

I think 'Adopt a corner' for the toilet area 6th floor was not a feasible corner because my students tried putting things up to own the corner. However, students who come and use the toilet will touch and even remove some of the stuff my students painstakingly did which really demoralise them.

OG Leaders sessions.

Students tend to share more with the leaders. They feel more comfortable sharing with seniors and feel a sense of belonging as seniors are looking out for them.

Start a reading programme for the students in the morning. From what I have observed, especially during the time before morning assembly starts, students will be on their phones or PLDs playing games. Perhaps to get them to improve on their languages and getting them to develop a habit of reading, we can encourage students to bring English language books during odd weeks and MTL books in the even weeks. We can still keep the checking of Google Classroom tasks, emails, etc. when assembly is in the classroom. Offer the option of students doing their homework as well as some of them mentioned that they do not have the time to complete their work when they get back home due to CCA commitments, etc.

We can also get students to share during morning assembly on an interesting book they have read and what life lessons they have learnt from it. They can also share on current affairs or anything that they have read which could be related to the subjects that they take. The school could also propose an area of students for students to focus on, if students are unsure on what they can read about.

Regarding the sociogram, we are wondering how can we make better use of it. Or perhaps how we can conduct it at more regular intervals to check in?

At the moment, having done the first sociogram so early, the information about the class relationships was not very reliable when we used it to inform our decisions for class committee.

Perhaps can just get students to reflect without sharing in front of the class? We understand the purpose but perhaps the impact on the students is not great.

SIL:

If we want to encourage student sharing in class, perhaps sharing about their SIL may be more meaningful?

If not, the time can be cleared up for other administrative work / TSC.

XY and Eugenia

As CMs, we ensure that we are on the same page about different issues. We maintain a collective front and the students regard us as one unit, so our messaging is clear and coherent. We choose to conduct CCE lessons and other class activities together, rather than dividing up the tasks clearly. This has helped our synergy as CMs, and allows us to deal with classroom issues better.

Tuesdays & Thursdays Assembly

First 10 minutes for reading.

Checking of email starts at 0815 instead of 0800hrs.

I think the SL chat was helpful as it offered students an alternative channel to share their feedback and thoughts. It was also important because it helped students feel more connected with the SLs and assured them that their voices were being heard.

Reminders via WhatsApp on what to do during CM time/SD time are also useful, as they allow CMs to easily access the list of tasks to complete instead of having to search through emails.

It would be helpful to have more blank space allocated for scheduled CM time every Thursday. I often find myself needing to speak with the same students (those with higher needs or behavioural issues) almost every week, which leaves me with less time to engage with the other students in the class.

I think getting the Sec 1s to plan, organise, and execute two sessions of VIA may have been too overwhelming for the 13 YOs, as they lack the necessary experience. I would suggest introducing this only when students are older and have more exposure to self-led VIAs (perhaps in Sec 2 or 3).

Other suggestions I have for the Sec 1 VIA are:

• Providing a fixed VIA with almost-completed proposals, so students only need to focus on a few key aspects.

• Using a fixed location across the level (e.g., all sessions at New Town Primary School or in QSS) to minimise confusion for the OM.

I also like that the students are starting on their e-portfolio this early. However, it would be great if we have more diverse e-portfolio templates (instead of just one now) for the students to refer to. This will probably be useful in sparking some creative portfolios.

Most of the students will usually initiate to lock up their handphones when they see me walking in to class, though some of them will still need reminders.