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TEACHERS’ CONFERENCE 2014 Presented by: Mr Devindra Sapai Miss Charis Ang Miss Hayati Miss K wan See Ling

A HOLISTIC APPROACH TO NURTURING CHARACTER AND CITIZENSHIP USING THE 2CARE FRAMEWORK. TEACHERS’ CONFERENCE 2014 Presented by: Mr Devindra Sapai Miss Charis Ang Miss Hayati Miss K wan See Ling. KEY INGREDIENTS WHICH LEAD TO POSITIVE Values. THE OVERARCHING PHILOSOPHY. KNOSTER ’ S MODEL.

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TEACHERS’ CONFERENCE 2014 Presented by: Mr Devindra Sapai Miss Charis Ang Miss Hayati Miss K wan See Ling

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  1. A HOLISTIC APPROACH TO NURTURING CHARACTER AND CITIZENSHIP USING THE 2CARE FRAMEWORK TEACHERS’ CONFERENCE 2014Presented by:MrDevindraSapaiMiss CharisAngMiss HayatiMiss Kwan See Ling

  2. KEY INGREDIENTS WHICH LEAD TO POSITIVE Values

  3. THE OVERARCHING PHILOSOPHY

  4. KNOSTER’S MODEL

  5. Dr. Thomas Lickona Developmental psychologist and Professor of Education at the State University of New York at Cortland “Character education doesn't wait for something to go wrong before teaching what is right. It's proactive, intentional, and systematic. It teaches students core virtues, such as respect and responsibility.”

  6. C E R 2 Culture Curriculum In Seng Kang Primary, We Care! Assessment Relationship Enterprise

  7. COMMUNICATION IS KEY

  8. C E R 2 CARING CULTURE Culture Enterprise Assessment Relationship Curriculum

  9. MASLOW’S HIERARCHY OF NEEDS

  10. SKINNER’S BEHAVIOUR MODIFICATION APPROACH

  11. 2-DAY ORIENTATION PACKAGE@SKPS • Discipline Package • Communication of Class Expectations • Development of Class Rules • Administering of Class Social Contract • Communication of “I Will Statements” and setting of Character Target • Consortium Time cum Discipline Talk • Pupils Centric Activities

  12. EVERYTHING BEGINS WITH ME • Individual/Group rewards at the end of each term • Praise & Recognition at class level (Class Champion) • On-going class perks • When INTEGRITY is breached … • Verbal warning (x3) • Name will be recorded on tracking form • Detention during Recess • Parents will be informed • Failing to show RESPECT… • Verbal warning • Proceed to time out corner, reflect and propose corrective action(s) • Point 4 of Rule: Sweep the floor for the whole week. To showRESPECT Speak politely Raise our hands if you need to speak Give the speaker your full attention Keep the classroom clean Have INTEGRITY Hand in work on time Tell the truth always PRIMARY 6 COURAGE 2011 Achievement Through Effort Listen to the speaker (Respect); I will do the right thing (Integrity) I will ask when in doubt (Confidence); I will try till I succeed (Resilience)

  13. Seng Kang Primary School

  14. Case Management Team Meetings • Case Conferencing (Focus Group Discussion) • Fortnightly Updates • Briefing for Teachers (Special Needs cases) • National Recognition • MOE ExCEL Fest (2008) • Sharing at Cluster Level (2008) • Highlighted at MOE Principals’ Conference video (2009)

  15. Consortium Heads

  16. C E R 2 CURRICULUM Culture Enterprise Assessment Relationship Curriculum

  17. A VIBRANT COMMUNITY OF WORLD-READY LEARNERS Confident Communicator Concerned Citizen Creative Thinker Critical Problem Solver Storytelling Questioning & Reflection Values in Action Social Emotional Learning / 21st Century Skills A community of active citizens who are grounded in values to be World-ready Learning Outcomes Character / Values Curriculum 360-DegreeFeedback

  18. ALIGNMENT OF CURRICULUM

  19. VALUES CURRICULUM FRAMEWORK Cognitive - Head Behavioural - Hands Affective - Heart Reflection Modelling Practising Observing Consequences Piaget, Kohlberg , Lickona, Beland, Huitt,

  20. ALIGNMENT OF DIFFERENT PROGRAMME IN A TYPICAL WEEK

  21. T1Wk 3: Respect In the Classroom Last week I spoke to you about respect for school. Let’s recap the 3 main points. We learn not to break the school rules, and if we break them, we have to face the consequences. We must show Respect for the student leaders. We must respect school property by not damaging it.

  22. UPPER PRIMARY Scene 1 (Role Play) Teacher asks the pupils to submit their homework,and one pupil says “I forgot”. Teacher scolds the pupil and he makes a face. Teacher: Do you think it is okay to forget? Pupil: No, it is not okay. Teacher: Why do you think it is not okay? Pupil: If we continue to do this, we will develop it into a bad habit. Teacher: I also noticed that you made a face at me just now. How do you think that will make me feel? Pupil: Oh. I think you will not feel good because I was not showing you respect.

  23. LOWER PRIMARY Scene 1 (Role Play) Teacher asks the pupils to submit their homework,and one pupil says “I forgot”. Teacher: Do you think it is okay to forget? Pupil: No, it is not okay. Teacher: Why do you think it is not okay? Pupil: If we continue to do this, we will develop it into a bad habit.

  24. ALIGNMENT OF DIFFERENT PROGRAMME IN A TYPICAL WEEK

  25. LESSON PLAN • Pre-activity: • Ask pupils what they have learnt about respect through value moments • Get pupils to discuss school rules and roles of school prefects • Get pupils to predict the story based on the title • Core-activity: • Get pupils to read the story in their Lifeskill book • Get pupils to act the parts or divide pupils into groups to read the parts • Discussion • Elicit responses from pupils for all the questions (Write their responses on the whiteboard) • Post-activity: • Go through the reflection questions with the pupils • Check their understanding of the questions • Get pupils to reflect and share

  26. EXAMPLE OF LIFESKILLS’ LESSON Respect for School Lesson 2: Pedro Enjoys School

  27. OBJECTIVES At the end of the lesson, pupils will be able to understand the importance of school rules, know the consequences for breaking school rules, show respect to the community in the school by greeting and helping them, and respect school property.

  28. Pedro Enjoys School Pedro loved school very much. After one week of school, he had gotten used to the routines and freedom given to him. He loved running along the corridor. He was told off by the prefect a few times to stop running along the corridor. After that, he became smarter. Whenever he saw a prefect while running along the corridor, he would quickly stop.

  29. Once a teacher stopped him for not greeting her while he was walking along the corridor. He smiled and walked away. Another time, he was stopped by the Discipline Mistress (DM) for not greeting her. Pedro loved the space he had in the school. Unlike home, he was not allowed to do many things. He loved drawing, but his Mum would stop him from it. One day, a prefect caught him drawing a picture of an aeroplane on the wall. He was scolded for vandalising school property. Written by: Yi Kai & Kelvin Chew, Primary 5 Faith 2013

  30. REFLECTION Why do you think Pedro was stopped by the prefect? Why do you think Pedro should greet his teacher? Why do you think Pedro should not vandalise school property? How can you help Pedro as a friend?

  31. PARENTS’ FEEDBACK A great way to learn and cultivate pupils’ behaviour Mr Lee 5 Faith The Lifeskill book can help her to be more confident and respectful. Mr Adil 3 Kindness The stories are very interesting and they help my child to reflect on her behaviour. MdmFatimah 4 Patience The Lifeskill book helps pupils realise their mistakes. Mrs Tay 5 Courage Glad to read my son’s reflections. I know his thoughts better. Mr James Tan 4 Joy

  32. C E R 2 ASSESSMENT Culture Enterprise Assessment Relationship Curriculum

  33. HOLISTIC DEVELOPMENT PROFILING 360 DEGREE FEEDBACK

  34. Multisource Feedback Developmental Feedback Formative Assessment CCE Framework In Classroom Behaviour Outside Classroom Behaviour “I Will” Statement Coaches/CCATrs/ FT (Camps/LJ) CCE/FT Reflection & Questioning MT FT Peer Self Acquiring of Skills/ Values Effectiveness of School Programme (Quality Assessment)

  35. VALUES INCULCATION BASED ON SCHOOL VALUES

  36. Confidence’12 Confidence’13 Integrity ‘12 Integrity ‘13

  37. C E R 2 RELATIONSHIP AND ENTERPRISE Culture Enterprise Assessment Relationship Curriculum

  38. C E R 2 RELATIONSHIP Culture Enterprise Assessment Relationship Curriculum Singapore American School Nanyang Polytechnic Dyslexia Association of Singapore

  39. VALUES IN ACTION (VIA) SPIRAL STRUCTURE & APPROACH FRAMEWORK • Overseas VIA • Projects on PE/EL/Art in Cambodia Type 4 (Primary 5 and 6) • Self-initiated Projects • Prefects Breakfast Scheme • Scouts:Food From the Heart • Prefects: Tsunami Relief Type 3 (Primary 1 to 6) • School Level Contributions • Service to School (Leadership and CCA) • P4 Entrepreneurship: Raise and Sell • P5: Service – Food from the Heart • P6: Environment – Recycling & NTUC Back to School Type 2 Compulsory (Primary 4, 5 & 6) • Class Level Contributions • Use-Your-Hands Campaign • Mainly I Love Kids • The Singapore Children's’ Society Type 1 Compulsory (Primary 1, 2 & 3)(Primary 4, 5 & 6) Target of Minimum 6 hours of VIA

  40. CHALLENGES Align IP departments’ LOs to the new 8 CCE LOs Allocation of time for aligned programmes Raising teachers’ competency

  41. Q&A

  42. CONTACTS US @ MrDevindraSapai Dean, Pupil Development devindra_sapai_indrasapai@moe.edu.sg Miss CharisAng Subject Head, Character & Citizenship Education ang_li_san_charis@moe.edu.sg

  43. KEY REFERENCES Lickona, T. (1991). Educating for character: How our schools can teach respect and responsibility. New York: Bantam Books. Skinner Behaviour Modification Approach (Corey, G. Theory and Practice of Counseling and Psychotheraphy.Belmont, California, USA: Thomson Brooks/ Cole.pgs232-267) Kohlberg, L. (1978). Revisions in the theory and practice of moral development. In W. Damon (Ed.), New directions for child development: moral development. New York: Wiley. Santrock, J. W. (2011). Life Span Development. (13). (M. G. Companies, Ed.) New York, New York, USA: McGraw Hill. pgs 288 -291, 320-328

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