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BOND TIME

BOND TIME. JURONGVILLE SECONDARY SCHOOL. Fabian Ng & Mohan. Bond Time. FLOW OF PRESENTATION. Introduction to Jurongville Secondary Objectives of Presentation Profile of Normal (Technical)/N(T) student Internal Scan Theoretical Underpinnings Findings. Bond Time. SCHOOL VISION / MISSION.

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BOND TIME

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  1. BOND TIME JURONGVILLE SECONDARY SCHOOL

  2. Fabian Ng&Mohan Bond Time

  3. FLOW OF PRESENTATION • Introduction to Jurongville Secondary • Objectives of Presentation • Profile of Normal (Technical)/N(T) student • Internal Scan • Theoretical Underpinnings • Findings Bond Time

  4. SCHOOL VISION / MISSION Vision • Everyone Empowered and Enlightened Mission • To nurture our students to be dynamic learners, gracious and concerned citizens, empowered to lead and serve. Bond Time

  5. SCHOOL PHILOSOPHY / VALUES Philosophy Everyone can Learn, Everyone can Achieve, Everyone can Contribute Motto Beyond Self, in every sense of the word.That is what we believe our school motto means to all of us. Bond Time

  6. SCHOOL VALUES Bond Time

  7. LEARNING OBJECTIVES OF PRESENTATION • Participants would have a better understanding with regard to perception of what students' sense of belonging is and how acceptance at the classroom level is important to the student. Bond Time

  8. LEARNING OBJECTIVES OF PRESENTATION • In this session, we will share with you how Jurongville Secondary uses a programme called “Bond Time” to create a sense of belonging for the students which resulted in academic improvement. Bond Time

  9. WHAT DO YOU THINK IS THE PROFILE OF AN N(T) STUDENT? Bond Time

  10. WHAT IS THE PROFILE OF AN N(T) STUDENT? • Hands on • Energetic • Regular absenteeism • Low self-esteem • Learned helplessness Bond Time

  11. INTERNAL SCAN OF JVS N(T) STUDENTS • Disengaged during lessons. • Students’ poor attendance in school. • Students got themselves into mischief, including the law. Bond Time

  12. INTERNAL SCAN OF JVS N(T) STUDENTS • A sense of tension between teachers and some students. • Hostile class environment. No trust. • Importance of creating a sense of belonging to the school. T Bond Time

  13. THEORETICAL UNDERPINNINGS A group of teachers carried out the following literature reviews: • A Need for affection between people: (Murray, 1938) • Need for positive regard from others: (Rogers, 1951) Bond Time

  14. THEORETICAL UNDERPINNINGS • Belongingness: (Baumeister & Leary, 1995; Goodenow, 1993b; Maslow, 1954) • Affiliation motivation: (McClelland, 1987) • The need for relatedness: (Deci & Ryan, 1991; Ryan, 1993; Vallerand, 1997) Bond Time

  15. THEORETICAL UNDERPINNINGS • Sense of belonging at school: (Goodenow, 1992) • Emotional breakdowns and a need to belong: Maslow (1968) Bond Time

  16. FINDINGS FROM THE REVIEW • Easier to start when the students come to school in Sec 1. • Easier to mould and effect change. • With maturity this “sense of belonging” would be strengthened. Bond Time

  17. BACKGROUND / CONTEXT • Class Mentors (CM) for the lower secondary were specially chosen. • Co-CMs who can complement the CM. • They worked on ideas for usage with “Bond Time”. Bond Time

  18. BACKGROUND / CONTEXT • The teachers were given general guidelines for the scope of activities to be carried out. • Teachers were given autonomy to choose the type of activities for the period. • It can even be a session of “captain ball”. Bond Time

  19. STRUCTURE FOR BOND TIME • Conducted Mon–Thu for Lower Secondary • Term 1 to Term 3 • Last period: due to Timetabling constraints • Good way to end the day Bond Time

  20. STRUCTURE FOR BOND TIME • The theme is chosen in line with our school values: P.R.I.D.E. • Perseverance • Respect • Integrity • Discipline • Excellence Bond Time

  21. STRUCTURE FOR BOND TIME • Term 1: Perseverance and Respect • Term 2: Integrity • Term 3: Discipline and Excellence • Term 4: Recap Bond Time

  22. STRUCTURE FOR BOND TIME • (Term 1) Videos: Use the videos and self reflection. • (Term 2) Games and circle time: Teachable moments. Sharing in a respectful manner. • (Term 3) Videos: Use the videos and self reflection. • Newspaper articles: Use the videos and self reflection. Bond Time

  23. SAMPLE OF VIDEO Bond Time

  24. SAMPLE OF REFLECTION Bond Time

  25. OUR FINDINGS • “Bond Time” allows TSR to be built and improved. • Shows a positive relationship with their attendance. • Qualitative survey: 100% of students agree that the “Bond Time” improved the TSR. Bond Time

  26. OUR FINDINGS • 50% wanted more time to be allocated for “Bond Time”. • 95% of the students enjoyed being with one another in class. • 81% of the students indicated that they are able to communicate with their teachers better. Bond Time

  27. Evidence of Impact on Student Learning • Attendance : % increased. • Late coming: % decreased. • Discipline cases: % decreased. • Holistic Report Card: Grades improved. Bond Time

  28. ATTENDANCE: S1NT Bond Time

  29. ATTENDANCE: S2NT Bond Time

  30. HOLISTIC REPORT CARD S1NT Bond Time

  31. HOLISTIC REPORT CARD S2NT Bond Time

  32. IMPROVEMENT • TSR and student attendance have a positive relationship with academic results. • Discipline issues have reduced. Bond Time

  33. CHALLENGES • Students who are most in need are not in school. • Rope in more help to make an impact on the students in need. • Too many variables involved, e.g. family issues and financial issues. Bond Time

  34. CONCLUSION When children felt they belonged, they were • more motivated, • had higher expectations of success, • more engaged, and • believed in the value of their academic work. Passion Bond Time

  35. CONCLUSION We feel that inculcating this sense of belonging through the “Bond Time” with the class mentor was instrumental in the overall improvement of the child. Passion Bond Time

  36. TAKE AWAYS • We need to further see how we can strengthen the bond between the student and the school. • Because we can only help them if they are in school. • That would be the next step. Passion Bond Time

  37. Q & A Passion Bond Time

  38. THANK YOU Passion Bond Time

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