<?xml version="1.0" encoding="UTF-8"?><rss version="2.0"
	xmlns:content="http://purl.org/rss/1.0/modules/content/"
	xmlns:wfw="http://wellformedweb.org/CommentAPI/"
	xmlns:dc="http://purl.org/dc/elements/1.1/"
	xmlns:atom="http://www.w3.org/2005/Atom"
	xmlns:sy="http://purl.org/rss/1.0/modules/syndication/"
	xmlns:slash="http://purl.org/rss/1.0/modules/slash/"
	>

<channel>
	<title>In Their Own Words &#8211; SingTeach | Education Research for Teachers | Research within Reach</title>
	<atom:link href="https://singteach.nie.edu.sg/topic/in-their-own-words/feed/" rel="self" type="application/rss+xml" />
	<link>https://singteach.nie.edu.sg</link>
	<description></description>
	<lastBuildDate>Tue, 28 Jan 2025 04:38:31 +0000</lastBuildDate>
	<language>en-US</language>
	<sy:updatePeriod>
	hourly	</sy:updatePeriod>
	<sy:updateFrequency>
	1	</sy:updateFrequency>
	<generator>https://wordpress.org/?v=6.0</generator>
	<item>
		<title>Cultivating Cultural Intelligence for a Globalized Future</title>
		<link>https://singteach.nie.edu.sg/2025/01/21/cultivating-cultural-intelligence-for-a-globalized-future/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=cultivating-cultural-intelligence-for-a-globalized-future</link>
					<comments>https://singteach.nie.edu.sg/2025/01/21/cultivating-cultural-intelligence-for-a-globalized-future/#respond</comments>
		
		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Tue, 21 Jan 2025 07:33:38 +0000</pubDate>
				<category><![CDATA[issue 91 dec 2024]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[Global citizenship education]]></category>
		<category><![CDATA[In Their Own Words]]></category>
		<category><![CDATA[Diversity]]></category>
		<category><![CDATA[Lifelong learning]]></category>
		<category><![CDATA[Cultural intelligence]]></category>
		<category><![CDATA[Multicultural Education]]></category>
		<category><![CDATA[21st century competencies]]></category>
		<category><![CDATA[Values education]]></category>
		<category><![CDATA[Values in Action]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=24152</guid>

					<description><![CDATA[In an increasingly interconnected world, cultural intelligence – the ability to understand, appreciate and collaborate across diverse cultures [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong><em>In an increasingly interconnected world, cultural intelligence <span>– </span>the ability to understand, appreciate and collaborate across diverse cultures <span>– </span>has become a necessary skill. Recognizing that schools play a crucial role in cultivating culturally responsive and inclusive environments, <a href="https://www.alexandrapri.moe.edu.sg/" target="_blank" rel="noopener">Alexandra Primary School</a> has developed an initiative under its <a href="https://www.alexandrapri.moe.edu.sg/co-curriculum/learning-for-life-programme-llp/" target="_blank" rel="noopener">Learning for Life Programme</a> that aims to nurture civic literacy, global awareness and cross-cultural competencies in students. Two teachers from the school, Kavitha Annadhurai, Head of Department (Character and Citizenship Education), and Priscilla Chiang, Head of Department (English Language), share more about the initiative and how it prepares students for a globalized future.</em></strong></p>
<div class="message-box-wrapper yellow">
<div class="message-box-title"></div>
<div class="message-box-content">
<div id="attachment_24273" style="width: 360px" class="wp-caption alignright"><img aria-describedby="caption-attachment-24273" src="https://singteach.nie.edu.sg/wp-content/uploads/2025/01/ST91_ITOW_Kavitha-Annadhurai-300x300.jpg" alt="" class="wp-image-24273" width="350" height="350" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2025/01/ST91_ITOW_Kavitha-Annadhurai-300x300.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/ST91_ITOW_Kavitha-Annadhurai-1024x1024.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/ST91_ITOW_Kavitha-Annadhurai-150x150.jpg 150w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/ST91_ITOW_Kavitha-Annadhurai-768x768.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/ST91_ITOW_Kavitha-Annadhurai.jpg 1070w" sizes="(max-width: 350px) 100vw, 350px" /><p id="caption-attachment-24273" class="wp-caption-text"><strong>Miss Kavitha Annadhurai, Head of Department (Character and Citizenship Education)</strong></p></div>
<p><strong>Why is it important for students to learn about diverse cultures, and how does the school encourage this?</strong></p>
<p>In today’s global landscape, cross-cultural competency is essential for fostering understanding and global citizenship. As part of Alexandra Primary School’s Learning for Life Programme (LLP), we have developed an initiative called the “Cultural Intelligence (CQ) <span>– </span>The Code of Life”. It is designed to empower students with 21st Century Competencies that are vital for navigating culturally diverse environments, such as civic literacy, global awareness and cross-cultural skills.</p>
<p>Through the initiative, students engage in authentic experiences that empower them to communicate effectively, collaborate meaningfully and resolve conflicts in multicultural contexts. Activities include the Values-in-Action (VIA) programme, where students participate in cultural exchanges with local and international schools, and contribute to community efforts. These interactions make learning deeply relevant, enabling students to connect theoretical knowledge with real-world applications. By fostering these competencies, we prepare students to adapt and thrive within and beyond Singapore’s multicultural society. </p>
<p><strong>What is a key takeaway for students who participate in the LLP?</strong></p>
<p>The LLP’s initiative that focuses on CQ is centred on four key factors of Drive, Knowledge, Strategy and Action <span>– </span>which are meaningfully integrated into our school’s curriculum and co-curriculum. Each component is tailored to students’ developmental stages to ensure relevance and impact. The various dimensions of culture are explored through an Integrated Social Studies curriculum, hands-on VIA projects, and local and international exchange programmes. For example, participating in National Education (NE) commemorative events helps students develop a sense of civic pride and cultural awareness. These opportunities provide a stimulating environment where students practise empathy and adaptability.</p>
<p>By actively engaging in such experiences, students internalize these skills, becoming empathetic and culturally adept individuals. These attributes not only prepare them for future challenges but also foster a mindset that values diversity and inclusion in all aspects of life.</p>
</div>
</div>
<div class="message-box-wrapper yellow">
<div class="message-box-title"></div>
<div class="message-box-content">
<div id="attachment_24274" style="width: 360px" class="wp-caption alignright"><img aria-describedby="caption-attachment-24274" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2025/01/ST91_ITOW_Priscilla-Chiang.jpg" alt="" class="wp-image-24274" width="350" height="350" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2025/01/ST91_ITOW_Priscilla-Chiang.jpg 1224w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/ST91_ITOW_Priscilla-Chiang-300x300.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/ST91_ITOW_Priscilla-Chiang-1024x1024.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/ST91_ITOW_Priscilla-Chiang-150x150.jpg 150w, https://singteach.nie.edu.sg/wp-content/uploads/2025/01/ST91_ITOW_Priscilla-Chiang-768x768.jpg 768w" sizes="(max-width: 350px) 100vw, 350px" /><p id="caption-attachment-24274" class="wp-caption-text"><strong>Ms Priscilla Chiang, Head of Department (English Language)</strong></p></div>
<p><strong>How do you think developing an understanding of other cultures can prepare students for the future?</strong></p>
<p>Developing CQ equips students with the skills needed to navigate an interconnected world with confidence and competence. Our LLP emphasizes that culture encompasses more than nationality or ethnicity <span>– </span>it includes differences in age, gender and social roles, among others.</p>
<p>Using the C.A.R.E. model <span>– </span>Curiosity, Awe, Respect, and Engagement <span>– </span>students cultivate CQ Drive, which motivates them to interact meaningfully across cultures. These interactions are grounded in the school values of harmony, respect and empathy, reinforced through daily activities and developmental experiences.</p>
<p>Through CQ Knowledge, students deepen their understanding of cultural norms and values, enabling them to strategize thoughtfully for diverse contexts. For instance, they learn to consider the dietary preferences of others or adapt their communication styles during engagements. Finally, applying these strategies leads to CQ Action, where students navigate cultural differences with flexibility and skill.</p>
<p>This comprehensive approach fosters mutual respect and highlights shared values, enabling students to collaborate meaningfully across diverse groups.</p>
<p><strong>Can you share a story of how the LLP has helped students connect with others from diverse backgrounds?</strong></p>
<p>A memorable example is the Primary 5 VIA project, where students interacted with elderly participants. To prepare, they practised speaking in Chinese dialects, anticipating this would enhance communication. However, they quickly adapted to using English when they discovered it was more effective for engagement.</p>
<p>This shift demonstrated the students’ ability to think adaptively and respond to real-time situations. Moreover, they displayed patience and encouragement while guiding the elderly through craft activities, fostering a positive and inclusive atmosphere. Their sincere efforts were evident in their supportive tone and heartfelt praise for the elderly participants’ work.</p>
<p>The elderly participants frequently express their appreciation, often returning enthusiastically for future events. These meaningful interactions highlight the importance of empathy, adaptability and cultural awareness, underscoring the LLP’s impact. By fostering these qualities, we aim to nurture students as cultural brokers who can bridge divides and contribute to a more harmonious world.</p>
</div>
</div>
]]></content:encoded>
					
					<wfw:commentRss>https://singteach.nie.edu.sg/2025/01/21/cultivating-cultural-intelligence-for-a-globalized-future/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Nurturing Future-Ready Learners Through Community Engagement</title>
		<link>https://singteach.nie.edu.sg/2024/10/17/nurturing-future-ready-learners-through-community-engagement/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=nurturing-future-ready-learners-through-community-engagement</link>
					<comments>https://singteach.nie.edu.sg/2024/10/17/nurturing-future-ready-learners-through-community-engagement/#respond</comments>
		
		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Thu, 17 Oct 2024 07:18:49 +0000</pubDate>
				<category><![CDATA[issue 90 sep 2024]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[Values in Action]]></category>
		<category><![CDATA[In Their Own Words]]></category>
		<category><![CDATA[Future-Ready]]></category>
		<category><![CDATA[Collaborative partnerships]]></category>
		<category><![CDATA[Progressive Education]]></category>
		<category><![CDATA[21st century competencies]]></category>
		<category><![CDATA[Informal learning]]></category>
		<category><![CDATA[Community involvement]]></category>
		<category><![CDATA[Values education]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23778</guid>

					<description><![CDATA[Building strong school-community partnerships is essential for fostering civic literacy and social responsibility in students. This article highlights [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><strong>Building strong school-community partnerships is essential for fostering civic literacy and social responsibility in students. This article highlights the importance of community engagement in education, highlighting how </strong></em><em><strong>meaningful collaborations can enhance learning experiences and shape socially conscious individuals. Through insights from a school leader and key personnel from <a href="https://www.zhenghuapri.moe.edu.sg/" target="_blank" rel="noopener">Zhenghua Primary School</a>, we explore strategies for encouraging teachers&#8217; commitment to community programmes, the challenges in designing impactful initiatives and how these partnerships can promote active citizenship. By centring learning on real-world experiences, these efforts contribute to the concept of progressive education, where students are empowered to engage critically and compassionately with society.</strong></em></p>
<div class="message-box-wrapper yellow">
<div class="message-box-title"></div>
<div class="message-box-content">
<div id="attachment_23813" style="width: 295px" class="wp-caption alignright"><img aria-describedby="caption-attachment-23813" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_ITOW_ConstanceLoke-210x300.jpg" alt="" class="wp-image-23813" width="285" height="407" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_ITOW_ConstanceLoke-210x300.jpg 210w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_ITOW_ConstanceLoke-717x1024.jpg 717w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_ITOW_ConstanceLoke-768x1097.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_ITOW_ConstanceLoke.jpg 1050w" sizes="(max-width: 285px) 100vw, 285px" /><p id="caption-attachment-23813" class="wp-caption-text"><strong>Mrs Constance Loke, Principal</strong></p></div>
<p><strong><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW69610669 BCX0"><span class="NormalTextRun SCXW69610669 BCX0">Why is community engagement an important </span><span class="NormalTextRun SCXW69610669 BCX0">facet</span><span class="NormalTextRun SCXW69610669 BCX0"> of the school?</span></span></strong><span class="EOP SCXW69610669 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335559740&quot;:360}"> </span></p>
<p>At Zhenghua Primary, we believe in preparing students for life through holistic experiences that develop their 21st century competencies (21CC). Community engagement is key to this, as it enriches learning and provides authentic contexts for students to practice these competencies. For instance, through our Values- in-Action programme, students interact with the elderly and migrant workers, applying their communication and collaboration skills. In our Applied Learning Programme, they address climate-related community needs, going door-to-door to encourage energy conservation.</p>
<p>These experiences make learning relevant and meaningful. By engaging with the community, students begin to see themselves as active citizens who can contribute positively to the community. This fosters civic literacy and a sense of belonging, helping them understand that they have a voice, and they are never too young to make a difference.</p>
<p>Our school operates within a larger ecosystem. While our internal resources may be limited, community partnerships open doors to resources, expertise and networks that would otherwise be out of reach. These meaningful collaborations not only support students&#8217; holistic development but also enhance the vibrancy of our school and the broader community, strengthening the fabric of our society.</p>
<p><strong><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW229434574 BCX0"><span class="NormalTextRun SCXW229434574 BCX0">How can school leaders encourage teachers to have greater commitment to community engagement</span></span><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW229434574 BCX0"><span class="NormalTextRun SCXW229434574 BCX0">?</span></span><span class="EOP SCXW229434574 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335559740&quot;:360}"> </span></strong></p>
<p>At our school, we encourage teachers to commit to community engagement by helping them see its value and purpose, especially in supporting student-centric pedagogies and developing 21CC. Teachers understand the significant impact community partnerships have on students&#8217; holistic development through authentic learning opportunities. For example, when students perform as artists, dancers or musicians at events like the Bukit Panjang Passion Arts Festival, they build confidence and a stronger connection to their community. Similarly, interacting with elderly residents and migrant workers helps them develop empathy and communication skills.</p>
<p>We also empower teachers by giving them autonomy in selecting community partners and planning engagement  activities,  ensuring  alignment  with the school’s goals. This balance of autonomy and support fosters ownership, allowing teachers to apply their creativity and expertise in crafting meaningful experiences for students.</p>
<p>To further encourage commitment, we actively affirm and celebrate the efforts of teachers who work with community partners. This recognition creates a supportive environment where teachers feel valued and motivated to continue contributing to the community.</p>
<p><strong><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW6232134 BCX0"><span class="NormalTextRun SCXW6232134 BCX0">What are some things to look out for when </span><span class="NormalTextRun SCXW6232134 BCX0">establishing</span><span class="NormalTextRun SCXW6232134 BCX0"> a community partner for the first time?</span></span><span class="EOP SCXW6232134 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335559740&quot;:360}"> </span></strong></p>
<p>When establishing a community partnership for the first time, there are key aspects to consider to ensure a meaningful and sustainable collaboration.</p>
<p><b>Shared</b><b> </b><b>goals</b><b> </b><b>and</b><b> </b><b>values:</b><b> </b>Both the school and community partner should prioritize the well-being and development of students and the community. This alignment helps create a shared purpose and ensures that both parties work towards mutually beneficial outcomes. For example, in the Bukit Panjang Passion Arts Festival, our shared goal is to bring arts to the community, fostering a sense of belonging and community spirit.</p>
<p><b>Mutual benefits: </b>A successful partnership should offer value to both the school and the community. While students gain valuable skills like 21CC and develop confidence, the community also benefits. For instance, the community becomes more vibrant through arts activities, the elderly remain socially engaged and awareness of important issues like water and electricity conservation is raised.</p>
<p><b>Sustainability: </b>Long-term success requires clear roles, communication and ongoing evaluation. It&#8217;s important to consider the resources, time and effort needed to maintain the partnership, ensuring it can evolve and continue benefiting both the school and the community as needs change. This approach promotes growth and long-lasting collaboration</p>
</div>
</div>
<div class="message-box-wrapper yellow">
<div class="message-box-title"></div>
<div class="message-box-content">
<div id="attachment_23814" style="width: 356px" class="wp-caption alignright"><img aria-describedby="caption-attachment-23814" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_ITOW_LinXiaojun_3-233x300.jpeg" alt="" class="wp-image-23814" width="346" height="445" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_ITOW_LinXiaojun_3-233x300.jpeg 233w, https://singteach.nie.edu.sg/wp-content/uploads/2024/10/ST90_ITOW_LinXiaojun_3.jpeg 400w" sizes="(max-width: 346px) 100vw, 346px" /><p id="caption-attachment-23814" class="wp-caption-text"><strong>Mdm Lin Xiaojun, Head of Department (Character and Citizenship Education)</strong></p></div>
<p><strong><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW84706908 BCX0"><span class="NormalTextRun SCXW84706908 BCX0">How does engaging with the community help in the development of socially conscious individuals?</span></span><span class="EOP SCXW84706908 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335559740&quot;:360}"> </span></strong></p>
<p>Engaging with the community plays a crucial role in developing socially conscious individuals. It provides students with opportunities to interact with diverse social, cultural and religious backgrounds. Through activities like Values-In-Action projects, students learn to serve others, gaining awareness of their needs and the challenges they face, which fosters empathy and compassion. For instance, when our student leaders engage with migrant workers in the Bukit Panjang community, they discover their hopes and aspirations, as well as the obstacles they encounter.</p>
<p>Active community participation helps students understand their role in promoting societal well-being, enhancing their civic literacy and instilling a sense of civic duty. They realize that they can make a difference, regardless of their age. This encourages them to take active, constructive roles in improving their school, community and nation, reinforcing their responsibility to contribute to the greater good.</p>
<p>Additionally, community engagement empowers students by allowing them to plan programmes and activities. This process develops their leadership, collaboration and problem-solving skills. For example, Primary 5 students collaborate to design and implement meaningful activities for the elderly.</p>
<p>Ultimately, these connections foster a sense of belonging, deepening students&#8217; commitment to social causes and supporting their ongoing efforts for positive change.</p>
<p><strong><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB" class="TextRun SCXW223886374 BCX0"><span class="NormalTextRun SCXW223886374 BCX0">What are some of the challenges faced by the team when designing community programmes for students?</span></span><span class="EOP SCXW223886374 BCX0" data-ccp-props="{&quot;201341983&quot;:0,&quot;335559740&quot;:360}"> </span></strong></p>
<p>Designing community programmes that are genuinely helpful can be challenging. Our team carefully aligns community initiatives with the Character and Citizenship Education (CCE) learning outcomes and the developmental milestones for emerging 21CC. We also gather community feedback to ensure that programmes benefit both students and the community.</p>
<p>It is essential to allocate time for students to research and engage with community stakeholders, identifying meaningful issues while addressing real community needs. Teachers also need time to facilitate student planning. Given their busy schedules, finding this time without adding stress can be difficult. Therefore, our community programmes must be flexible enough to fit within school timetables. We utilize existing platforms such as Assembly Talks, Form Teacher Guidance Periods and Self-Directed Learning Days to allow students to connect with the community and discuss their initiatives. Additionally, students leverage technology for research and collaboration.</p>
<p>Assessing the success of these community programmes poses another challenge, especially in measuring long-term impacts on both students and the community. Tracking progress and evaluating effectiveness can be difficult, particularly for intangible outcomes like social skills and 21CC. To address this, we’ve developed differentiated 21CC rubrics for self-assessment and peer assessment, communicated to students from the start to clarify expectations and goals.</p>
</div>
</div>
]]></content:encoded>
					
					<wfw:commentRss>https://singteach.nie.edu.sg/2024/10/17/nurturing-future-ready-learners-through-community-engagement/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Embracing Future-Ready Teaching</title>
		<link>https://singteach.nie.edu.sg/2024/07/21/embracing-future-ready-teaching/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=embracing-future-ready-teaching</link>
					<comments>https://singteach.nie.edu.sg/2024/07/21/embracing-future-ready-teaching/#respond</comments>
		
		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Sun, 21 Jul 2024 02:04:14 +0000</pubDate>
				<category><![CDATA[issue 89 jun 2024]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[Teacher practices]]></category>
		<category><![CDATA[Teacher voices]]></category>
		<category><![CDATA[Redesigning Pedagogy International Conference]]></category>
		<category><![CDATA[Future-Ready]]></category>
		<category><![CDATA[Tecaher learning]]></category>
		<category><![CDATA[Professional development]]></category>
		<category><![CDATA[In Their Own Words]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23328</guid>

					<description><![CDATA[The role of a teacher extends well beyond the transmission of knowledge, encompassing the development of students&#8217; critical [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><strong>The role of a teacher extends well beyond the transmission of knowledge, encompassing the development of students&#8217; critical thinking and emotional growth. Today, teachers also need to possess future-ready skills, and actively embrace technology, innovative teaching strategies and continuous professional development. Three teacher–participants from the <a href="https://www.ntu.edu.sg/nie/research/redesigning-pedagogy-international-conference-2024" target="_blank" rel="noopener">Redesigning Pedagogy International Conference 2024</a> share their insights on being a future-ready teacher as well as key takeaways from the conference.</strong></em></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_ITOW_online-content-3-300x131.png" alt="" class="aligncenter wp-image-23525" width="600" height="262" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_ITOW_online-content-3-300x131.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_ITOW_online-content-3-768x336.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_ITOW_online-content-3.png 1014w" sizes="(max-width: 600px) 100vw, 600px" /></p>
<div class="message-box-wrapper yellow">
<div class="message-box-title">Mr Seck Hon Meng, School Staff Developer, Saint Anthony’s Canossian Secondary School</div>
<div class="message-box-content">
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_ITOW_SeckHonMeng-222x300.png" alt="" class="alignright wp-image-23536 size-medium" width="222" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_ITOW_SeckHonMeng-222x300.png 222w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_ITOW_SeckHonMeng.png 595w" sizes="(max-width: 222px) 100vw, 222px" /></p>
<p>A) I believe that a future-ready teacher is one who shapes the holistic character and moral development of students, designs and facilitates learning experiences by co-constructing students’ knowledge in content, pedagogy and technology, and continues to reflect and grow in the teaching profession as a lifelong and adaptive learner. Future-ready teachers should also focus on fostering emerging 21st century competencies (e-21CCs) in our students as they are essential for success in our rapidly changing world.</p>
<p>B) The RPIC allows me to be updated with the emerging research, trends and best practices in education. It was a valuable opportunity for professional development and leadership growth to broaden my perspective and drive positive change in school. I appreciated the insightful sharing on the key components of metacognition (metacognitive knowledge, experiences and skills) from one of the symposium sessions. In terms of classroom implementation, metacognition may not be explicitly addressed in terms of our current practices. As metacognition is a key competency of future learners, I will read up more and share with fellow colleagues about the various metacognitive instructional approaches and strategies that enable our students to think, learn and self-regulate.</p>
</div>
</div>
<div class="message-box-wrapper yellow">
<div class="message-box-title">Mr Ng Joon Yong, HOD Craft and Technology, Peirce Secondary School</div>
<div class="message-box-content">
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_ITOW_NgJoonYong-225x300.jpg" alt="" class="alignright wp-image-23542 size-medium" width="225" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_ITOW_NgJoonYong-225x300.jpg 225w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_ITOW_NgJoonYong-768x1024.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_ITOW_NgJoonYong-1152x1536.jpg 1152w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_ITOW_NgJoonYong-1536x2048.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_ITOW_NgJoonYong-scaled.jpg 1920w" sizes="(max-width: 225px) 100vw, 225px" /></p>
<p>A) A future-ready teacher is one who can envision the future beyond his worldview. The different parts of the world at different developing stages allow some countries to take reference and envision what the future will be. More advanced countries will continue to take the lead in creating a “new” future. Singapore education has been looked upon by others based on measurable outcomes such as PISA and TIMSS. A future-ready teacher envisions and creates a future in his classroom. Be it transforming his classroom into a knowledge-creation community or an inclusive community, he plays an important role in creating the future of Singapore.</p>
<p>B) One key takeaway from the conference is how human competency can evolve with machine learning. The keynote speaker Professor Mutlu Cukurova reminded me of the responsible use of Artificial Intelligence (AI) so that I will not be over-reliant on AI, resulting in lowering my competencies while AI gains capabilities. The concept of confirmation bias in AI, where we tend to seek out, favour and interpret AI-generated outcomes that confirm what we think is right, is also intriguing. With actionable knowledge such as the PAIR framework to integrate AI into teaching and learning, this conference extends my worldview about the future I can create for my students in the classroom.</p>
</div>
</div>
<div class="message-box-wrapper yellow">
<div class="message-box-title">Ms Chan Jia Yu, Teacher, New Town Primary School</div>
<div class="message-box-content">
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_ITOW_ChanJiaYu_2.png" alt="" class="alignright wp-image-23548 size-full" width="225" height="300" /></p>
<p>A) To me, being a “future-ready teacher” means staying abreast of technological advancements like AI that influence teaching and learning. It also means to role-model open-mindedness and embrace diverse perspectives during interactions with students. A future-ready teacher nurtures self-directedness through inquiry-based learning, encouraging students to explore and discover independently. This approach not only prepares students for future challenges but also develops their critical thinking and a lifelong love for learning.</p>
<p>B) One key takeaway for me is to continue experimenting with strategies to engage my students in the formative assessment and learning process. From the conference, I learnt how it is important to involve students metacognitively as that will eventually develop them into more independent learners. To do that, I need to adopt a process-oriented mindset that provides students the time and space to reflect and reattempt. It is through this empowering process that students can grow to be future-ready learners.</p>
<p>&nbsp;</p>
</div>
</div>
]]></content:encoded>
					
					<wfw:commentRss>https://singteach.nie.edu.sg/2024/07/21/embracing-future-ready-teaching/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Educators&#8217; Insights into the Classrooms of Tomorrow</title>
		<link>https://singteach.nie.edu.sg/2024/04/29/educators-insights-into-the-classrooms-of-tomorrow/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=educators-insights-into-the-classrooms-of-tomorrow</link>
					<comments>https://singteach.nie.edu.sg/2024/04/29/educators-insights-into-the-classrooms-of-tomorrow/#respond</comments>
		
		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Mon, 29 Apr 2024 02:28:33 +0000</pubDate>
				<category><![CDATA[issue 88 mar 2024]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[Teacher voices]]></category>
		<category><![CDATA[Human-machine synergy]]></category>
		<category><![CDATA[ChatGPT]]></category>
		<category><![CDATA[Generative AI]]></category>
		<category><![CDATA[AI in education]]></category>
		<category><![CDATA[Personalized learning]]></category>
		<category><![CDATA[Ethical AI]]></category>
		<category><![CDATA[In Their Own Words]]></category>
		<category><![CDATA[Artificial Intelligence]]></category>
		<category><![CDATA[Pedagogy]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23198</guid>

					<description><![CDATA[The integration of artificial intelligence (AI) into the classroom holds immense potential to revolutionize the way teachers teach [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><strong>The integration of artificial intelligence (AI) into the classroom holds immense potential to revolutionize the way teachers teach and students learn. AI-driven tools and platforms, for example, can help personalize instruction, automate administrative tasks and analyse data to provide insightful feedback to students and teachers. In this article, two teachers from <a href="https://www.acjc.moe.edu.sg/" target="_blank" rel="noopener">Anglo-Chinese Junior College</a> and <a href="https://www.ri.edu.sg/" target="_blank" rel="noopener">Raffles Institution (Junior College)</a> share their insights on the role of AI in education as well as its integration in the classroom.</strong></em></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/04/ST88_ITOW_3-300x225.jpg" alt="" class="alignnone wp-image-23214" width="650" height="488" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/04/ST88_ITOW_3-300x225.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/04/ST88_ITOW_3-768x576.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/04/ST88_ITOW_3.jpg 1024w" sizes="(max-width: 650px) 100vw, 650px" /></p>
<h4><span is="qowt-word-run" qowt-eid="E298" id="E298">What sparked your interest in the potential of </span><span is="qowt-word-run" qowt-eid="E299" id="E299">utilizing </span><span is="qowt-word-run" qowt-eid="E300" id="E300">AI to enhance</span><span is="qowt-word-run" qowt-eid="E301" id="E301"> </span><span is="qowt-word-run" qowt-eid="E302" id="E302">education</span><span is="qowt-word-run" qowt-eid="E303" id="E303">?</span></h4>
<p><span style="color: #993300;">Chee Keen:</span> My interest was sparked by the rapid advancements in AI and machine learning, including the launch of <em>ChatGPT 3.0</em> and its widespread adoption. As I teach at the junior college level, I’m particularly interested in how AI can support student-centred and self-directed learning. Initially, we used Large Language Models (LLMs) to streamline administrative tasks like drafting emails, planning events and generating testimonials. Emboldened by this success, we then began to explore LLMs for innovative lesson design and differentiated assessments.</p>
<p><span style="color: #800080;">Kuang Wen</span>: As a chemistry teacher, my interest in AI began with a desire to create an auto-grader for students’ short answers. This would increase my grading speed and allow me to gain insights into the responses that my students are giving, especially regarding their alternative conceptions.</p>
<h4><span is="qowt-word-run" qowt-eid="E340" id="E340">A</span><span is="qowt-word-run" qowt-eid="E342" id="E342">s AI continues to be integrated into educational settings, how do you envision the future of classrooms evolving?</span></h4>
<p><span style="color: #993300;">Chee Keen:</span> Teachers’ traditional roles as the sole knowledge providers may diminish, but their importance in providing values education and emotional support will likely grow. Young learners who are still developing core literacy and numeracy skills will need significant guidance from teachers to make sense of AI-generated information as compared to mature learners.</p>
<p>AI can also revolutionize curriculum design by personalizing content depth, breadth, pacing and delivery, creating a more personalized learning environment. This will require teachers to continually explore the boundaries of what AI can offer to leverage its full potential. However, both teachers and students may face challenges in understanding the data presented in learning dashboards. Algorithmic, adaptive learning might challenge conventional forms of education. Consequently, educational institutions could face unforeseen disruptions as learning becomes anytime, anywhere.</p>
<p>While AI holds promise, educators must prepare for AI-assisted student work. Understandably, many educators worry about academic integrity. With limited detection methods, teachers need to adapt and work within this new AI-supported learning reality.</p>
<p><span style="color: #800080;">Kuang Wen:</span> I believe the affordances of AI are plentiful. With AI, tasks such as grading students’ work can potentially be automated. Additionally, students may also benefit from personalized tutoring due to the faster feedback loop of AI tools, enabling students to enhance their learning at a rapid pace. This would then free up educators’ time to deliberately create lesson resources and engage in creative lesson planning. Thus, what I envision is teachers coming together to meaningfully infuse our pedagogical knowledge into AI tools to ensure that they provide substantial value in education.</p>
<p>Crucially, since we are preparing students for the future, schools should also help to foster AI literacy in students. This may involve educating students on cyber wellness in AI usage, and how to use AI effectively and responsibly in both their daily lives and academic pursuits. This can be done through the practical incorporation of AI into continuous assessments and daily curricula.</p>
<p>Beyond that, AI empowers us to analyse and uncover new insights or patterns from the large amounts of data that we collect. For instance, in professional development, I can utilize AI transcription tools to transcribe audio recordings of my lessons. I can also leverage additional AI tools to gain valuable insights into my teaching methods so that I can improve my teaching.</p>
<h4>What advice would you give to other educators who are interested in exploring AI in their teaching but are unsure of where to start or how to proceed ethically?</h4>
<p><span style="color: #993300;">Chee Keen:</span> I encourage keeping an open mind amidst the transformative changes ahead. Experts predict even more reliable and accurate AI coming our way, with some futurists anticipating General AI within a decade. Foremost, I believe prompt engineering and critical evaluation skills are crucial. When we craft prompts effectively, AI becomes our powerful teaching and learning assistant. We also need to fact-check and be aware of AI’s potential for generating “hallucinations” when the system’s training data is limited, which can lead to controversial and inappropriate outputs. To navigate this evolving landscape, we exemplify what lifelong learning is all about. Let us support each other in adapting our teaching models and empowering students for an AI-driven future by prioritizing skills development, adaptability and ethical values.</p>
<p><span style="color: #800080;">Kuang Wen:</span> My advice would be for educators to form collaborative teams and identify a specific problem that they wish to solve before deciding on an appropriate AI tool to explore together. For instance, Raffles Institution has launched a new initiative – Gryphon Node – where like-minded teachers from various schools can collaborate in a well-supported environment to explore AI’s meaningful applications in education.</p>
]]></content:encoded>
					
					<wfw:commentRss>https://singteach.nie.edu.sg/2024/04/29/educators-insights-into-the-classrooms-of-tomorrow/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>A Whole-School Approach to Sustainability Education</title>
		<link>https://singteach.nie.edu.sg/2024/01/09/education-for-sustainable-development/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=education-for-sustainable-development</link>
					<comments>https://singteach.nie.edu.sg/2024/01/09/education-for-sustainable-development/#respond</comments>
		
		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Tue, 09 Jan 2024 02:37:27 +0000</pubDate>
				<category><![CDATA[issue 87 dec 2023]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[Outdoor education]]></category>
		<category><![CDATA[Learning environment]]></category>
		<category><![CDATA[In Their Own Words]]></category>
		<category><![CDATA[Lifelong learning]]></category>
		<category><![CDATA[Sustainability education]]></category>
		<category><![CDATA[Geography]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=22739</guid>

					<description><![CDATA[The Eco Stewardship Programme, developed by the Ministry of Education, aims to strengthen current environmental efforts in all [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><strong>The Eco Stewardship Programme, developed by the Ministry of Education, aims to strengthen current environmental efforts in all schools through the 4Cs of Curriculum, Campus, Culture and Community. Two teachers from <a href="https://www.meetoh.moe.edu.sg/" target="_blank" rel="noopener">Mee Toh School</a> and <a href="https://www.tampinessec.moe.edu.sg/" target="_blank" rel="noopener">Tampines Secondary School</a> – both of which are pilot schools in the programme – speak of their experiences in adopting a whole-school </strong></em><em><strong>approach to environmental education and sustainability efforts.</strong></em></p>
<div class="message-box-wrapper yellow">
<div class="message-box-title">Eleanor Quek, Subject Head (Total Curriculum)/Environment Education Advisor (EEA), Mee Toh School</div>
<div class="message-box-content">
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Eleanor-Quek_crop-300x200.jpg" alt="" class="alignnone wp-image-22813" width="450" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Eleanor-Quek_crop-300x200.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Eleanor-Quek_crop-768x512.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Eleanor-Quek_crop.jpg 889w" sizes="(max-width: 450px) 100vw, 450px" /></p>
<p><strong>What has been the biggest challenge in teaching students about environmental sustainability?</strong></p>
<p>One of the biggest challenges in teaching students about environmental sustainability is making the topic engaging and relatable to their daily lives. Environmental sustainability is a complex and sometimes abstract concept, which can be difficult for young students to fully grasp. They may not fully comprehend the urgency of environmental issues, the implications of environmentally unsustainable practices and the longer-term consequences of their actions. Overcoming these challenges requires helping them understand and relate to environmental causes in ways that resonate with them. In Mee Toh School, our school culture for environmental sustainability is built through our school-based environment curriculum, leveraging and engaging the wider community in environment efforts, and focusing our attention in curating an immersive environment within our school campus.</p>
<p>Our school’s Applied Learning Programme is called “Appreciation, Awareness and Action for Eco-Citizens@Mee Toh School”. We also have a programme called “Interdisciplinary Project Work and Values-in-Action (IPW-VIA)” which brings together related environmental topics from various subjects so that our young students can make meaningful connections and extensions to what they learn about the environment. We educate and challenge our students to empathize with real-life environmental issues and design sustainable solutions for the environment. For example, after learning about the challenges posed by urban living to the wildlife population, our students designed fauna hotels. After learning about our existential challenges in ensuring water sufficiency, our students designed ways to recycle water using the scientific principles they have learnt.</p>
<p><strong>How does the infrastructure at your school create an immersive learning environment and help to instil lifelong eco-conscious habits in students?</strong></p>
<p>Eco-stewardship starts from students’ advocacy for the environment. Our school, for example, adopts a whole-of-school and whole-of-community approach to recycling. On Wednesdays, also known as “recycling day”, Environment Ambassadors from each class, together with their form teachers, guide their fellow classmates to sort out their recyclables. Volunteers from the Parent Support Group also help to guide students in these weekly recycling efforts. Through such sustained practices, our students develop eco-conscious habits that they can practise both inside and outside of school, and are empowered to influence others, like their family members, to make simple adjustments for greater eco-friendliness. Environment Ambassadors who are keen to do more for the environment have the opportunity to become Environment Champions who advocate for environmental sustainability at their level and in the school in other ways. Students who are keen to learn more about the environment can also take part in co-curricular activities such as the Nature Lovers Club or the Environmental Science Club.</p>
<p>We are conscious in making environment-friendly decisions, such as the progressive installation of LED lights and the use of more energy-efficient models of electrical appliances, such as inverter air-conditioners and sensors for lights in the toilets. Sensors are installed at taps and water coolers to reduce the wastage of water. In 2021, solar panels were installed on the school’s rooftop <span>– </span>an effort supported by MOE. Green spaces and gardens dot the school landscape while eco-trails have been designed for students to appreciate nature and biodiversity. Our students, too, grow and harvest vegetables and mushrooms within the campus. In our most recent partnership with the Punggol Shore Urban Farm, our students were able to learn more about sustainable farming from the urban community farmers.</p>
</div>
</div>
<div class="message-box-wrapper yellow">
<div class="message-box-title">Preeti Sheri, Head of Department, Character and Citizenship Education, Tampines Secondary School</div>
<div class="message-box-content">
<p><img loading="lazy" width="225" height="300" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Preeti-Bhart-Sheri-225x300.jpg" alt="" class="size-medium wp-image-23193 alignright" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Preeti-Bhart-Sheri-225x300.jpg 225w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Preeti-Bhart-Sheri-768x1024.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Preeti-Bhart-Sheri-1152x1536.jpg 1152w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Preeti-Bhart-Sheri-1536x2048.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ITOW_Preeti-Bhart-Sheri-scaled.jpg 1920w" sizes="(max-width: 225px) 100vw, 225px" /></p>
<p><strong>How are environmental concepts integrated in the CCE curriculum?</strong></p>
<p>Our goal is for Tampinesians to be “<strong>T</strong>he <strong>P</strong>assionate <strong>S</strong>ustainability <strong>S</strong>tewards (<strong>T.P.S.S.</strong>)” who are role models for a zero-waste nation. Our CCE environment literacy programme uses the school’s “<strong>A</strong>uthentic, <strong>E</strong>xperiential and <strong>C</strong>ollaborative (<strong>ACE</strong>)” approach, and features a year-long project thematically aligned to Earth Day. For example, the theme for 2023 was, “Invest in Our Planet, Live Sustainably”.</p>
<p>Each cohort has a focused theme that is coherent with what they study in the academic year.</p>
<ul>
<li style="list-style-type: none;">
<ul style="list-style-type: circle;">
<li>Secondary 1: Positive Energy &amp; Biodiversity</li>
<li>Secondary 2: Food Waste</li>
<li>Secondary 3: E-Waste</li>
<li>Secondary 4 and 5: Global Efforts in Sustainability</li>
</ul>
</li>
</ul>
<p>&nbsp;</p>
<p>Our pedagogies allow for student voice and agency through activities such as gamification, learning through the arts, talks by industry experts, partnerships with sustainable organizations and experiential activities. In addition, collaboration with the Music, Art, Literature and Geography units allow creative expressions in addressing environmental challenges.</p>
<p><strong>How does the school nurture a culture of sustainable habits so that those habits extend beyond the classroom into students’ daily lives, and may even influence the community? Perhaps you can highlight some successful projects/programmes that showcase these aspects.</strong></p>
<p>There are plentiful opportunities to promote “green” conversations and practices in our school. We focus on two pillars of the Singapore Green plan: “Sustainable Living” and “City In Nature” as well as the 4Cs of MOE’s Eco-Stewardship Programme as planning parameters.</p>
<p>1. Our Applied Learning Programme (ALP) exemplifies innovative, sustainable practices such as upcycling plastic waste into 3D printer filaments.</p>
<p>2. We organize an annual Green Week with activities such as:</p>
<ul>
<li style="list-style-type: none;">
<ul style="list-style-type: circle;">
<li>Eco-Warriors Amazing Race</li>
<li>A tote bag design competition that showcases “Tammy the Whale” and emphasizes messages such as “Buy Just Enough”</li>
<li>A “Sus-Fashion Booth” in which pre-loved items can be donated or collected</li>
</ul>
</li>
</ul>
<p>&nbsp;</p>
<p>3. Physical spaces become gathering places for experimentation. The Butterfly Lodge allows for nurturing biodiversity and smaller eco-gardens to grow food crops that are donated to seniors in the community. Students are taught how to rear caterpillars and release them as butterflies. They also learn about the challenges of growing vegetables such as <em>chye sim</em>.</p>
<p>4. Green Ambassadors armed with knowledge and advocacy skills contribute both within and beyond school.</p>
<p>5. A “Plant-a-Table” initiative by Mathematics teachers in which teachers role model upcycling possibilities.</p>
<p>6. Believing that teachers are key to culture building, all departments share their annual green initiatives. Every department has their own green initiative that they share during staff contact time. This includes the learning trail to Botanic Gardens by English teachers, as well as reflections on the closed loop ecosystem after an eco-farm tour to a black soldier fly facility organized by the Humanities Department.</p>
<p>7. Partnership with Temasek Polytechnic’s School of Design encourages students to critically address household waste. The theme for the Secondary 1 Values in Action (VIA) programme is “Sustainability”. Students learn about sus-fashion and recycling from Temasek Polytechnic lecturers and create their own products.</p>
</div>
</div>
]]></content:encoded>
					
					<wfw:commentRss>https://singteach.nie.edu.sg/2024/01/09/education-for-sustainable-development/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Life Coaching: Helping JC Students Navigate Life</title>
		<link>https://singteach.nie.edu.sg/2023/10/02/life-coaching-helping-jc-students-navigate-life/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=life-coaching-helping-jc-students-navigate-life</link>
					<comments>https://singteach.nie.edu.sg/2023/10/02/life-coaching-helping-jc-students-navigate-life/#respond</comments>
		
		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Mon, 02 Oct 2023 03:22:52 +0000</pubDate>
				<category><![CDATA[issue 86 sep 2023]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[Junior College]]></category>
		<category><![CDATA[Character and Citizenship Education]]></category>
		<category><![CDATA[Counselling]]></category>
		<category><![CDATA[Co-curricular activities]]></category>
		<category><![CDATA[Mentoring]]></category>
		<category><![CDATA[In Their Own Words]]></category>
		<category><![CDATA[Teacher voices]]></category>
		<category><![CDATA[Singapore Centre for Character and Citizenship Education]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=22286</guid>

					<description><![CDATA[Eunoia Junior College’s unique Life Coach programme gives each student the opportunity to be matched with a “Life [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><strong><a href="https://www.eunoiajc.moe.edu.sg/" target="_blank" rel="noopener">Eunoia Junior College</a>’s unique Life Coach programme gives each student the opportunity to be matched with a “Life Coach” – a role held by dedicated members of the teaching staff. The Life Coach provides each student with individualized in-person support and regular guidance as he/she navigates junior college life. Two teachers from Eunoia Junior College share their insights and discuss their experiences, challenges and perspectives as Life Coaches.</strong></em></p>
<div class="message-box-wrapper yellow">
<div class="message-box-title">Tan Fangxi, Character &amp;Citizenship Education HOD, Eunoia Junior College</div>
<div class="message-box-content">
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/10/ST86_ITOW_EJC_Tan-Fangxi-300x200.jpg" alt="" class="alignnone  wp-image-22451" width="335" height="223" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/10/ST86_ITOW_EJC_Tan-Fangxi-300x200.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/10/ST86_ITOW_EJC_Tan-Fangxi-1024x683.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/10/ST86_ITOW_EJC_Tan-Fangxi-768x512.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/10/ST86_ITOW_EJC_Tan-Fangxi-1536x1024.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/10/ST86_ITOW_EJC_Tan-Fangxi.jpg 1600w" sizes="(max-width: 335px) 100vw, 335px" /></p>
<p><strong>What are the key benefits that the Life Coach programme brings to students at Eunoia Junior College (EJC)? How does it contribute to holistic student development?</strong></p>
<p>The JC experience can be quite intense for students over the span of two years. Students face numerous demands during this time, including heightened academic rigor, active involvement in CCAs and leadership roles, as well as participation in various programmes within and outside of the college. It is easy for them to burrow deep into the different aspects of school life and lose sight of the broader perspective.</p>
<p>Yet, at 17 and 18 years old, they are at the cusp of young adulthood. Many of them will start to question why they are doing what they are doing, and they will soon find themselves needing to contemplate their answer to this question in order to make significant decisions about the next steps of their lives. With the Life Coaching programme in EJC, we seek to engineer opportunities for our students to pause, take a step back and reflect on who they are, what they stand for, who they want to be, and how they can work towards that. This endeavour may not come naturally to all students.</p>
<p>To support them, every student has the opportunity to be paired with a trusted adult from the junior college community who will walk this journey with them as their Coach. Establishing a human connection in this process of understanding and self-discovery makes the journey less intimidating and lonely. It also motivates students to embark on this journey with greater enthusiasm and take more responsibility for it. Students connect with their Coaches through conversations, during which, the Coaches will provide a listening ear, offer different perspectives, ask difficult questions, challenge assumptions, and work together with the students to co-create strategies to move forward.</p>
<p>Through this process, students are encouraged to explore various facets of themselves as individuals, beyond the context of being students solely focused on excelling the ‘A’ Levels examinations. While the coaching experience occurs during the students’ time at EJC, they can also acquire skills of self-awareness and self-directedness, which are essential for personal growth beyond their school years. </p>
<p><strong>How do you tailor your guidance as a Life Coach to meet the unique needs and goals of each student?</strong></p>
<p>Engaging in coaching conversations isn’t always straightforward. They demand readiness, understanding and a willingness to connect from student and the Coach. It may not come naturally, even if we are working with a student whom we have regular contact, as the nature of these conversations can be (and to some extent, should be) quite distinct from the day-to-day school experiences.</p>
<p>As a Coach, one of my top priorities, especially during the first conversation, is to evaluate the readiness of the student I am working with. I achieve this by actively listening to what the student says, and how he/she expresses himself/herself during our conversation. Similar to our approach as teachers in the classroom, we need to listen to understand rather than listening solely to respond.</p>
<p>This is followed by asking probing questions to delve deeper into the responses and uncover the underlying values and beliefs. The depth of this probing depends on the readiness and openness of the student. At the same time, coaching is not just about one single conversation, but is about a longer-term process.</p>
<p>Typically, to assist them in progressing after the coaching conversation, I assign some simple tasks. These tasks may involve deeper reflection on discussed issue, researching an unfamiliar topic that surfaced during the conversation, or to work on chipping away at an unproductive habit we identified. At times, students approach me with topics that I am not familiar with. At times like this, I will need to remind myself and the student that the role of the Coach is different from that of a teacher.</p>
<p>A teacher is traditionally seen as the knowledge base, and the one possessing all the answers, which is the antithesis of a Coach. A Coach works in a more level partnership with the student to co-create change.</p>
<p>Consequently, I shift the locus of control to the students, enabling them to steer the process towards gaining deeper understanding of the topic, clarifying its personal significance, and focus on asking the “why” questions to probe and deepen the exploration.</p>
</div>
</div>
<div class="message-box-wrapper yellow">
<div class="message-box-title">Azhar Amin, History Senior Teacher, Eunoia Junior College</div>
<div class="message-box-content">
<p><img loading="lazy" width="240" height="300" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/10/ST86_ITOW_EJC_Azhar-Amin-240x300.png" alt="" class="alignnone size-medium wp-image-22452" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/10/ST86_ITOW_EJC_Azhar-Amin-240x300.png 240w, https://singteach.nie.edu.sg/wp-content/uploads/2023/10/ST86_ITOW_EJC_Azhar-Amin.png 576w" sizes="(max-width: 240px) 100vw, 240px" /></p>
<div style="font-weight: 400;">
<p paraid="1749795571" paraeid="{a82ac3a7-2006-452e-8398-83d90644e024}{10}"><b><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Highlight the key differences between a Life Coach and a traditional teacher. How does this distinction contribute to holistic student development at Eunoia JC</span><span>?  </span></span></b><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:0,&quot;335559740&quot;:360}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="558298335" paraeid="{a82ac3a7-2006-452e-8398-83d90644e024}{16}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Arguably, a</span><span> traditional form </span><span>teacher </span><span>often fulfills several roles that align with those of</span><span> </span><span>a Life Coach.</span><span> </span><span>However</span><span>, formali</span><span>z</span><span>ing the match of a Life Coach to a student does have additional </span><span>advantages</span><span> </span><span>for the students.</span><span>  </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:0,&quot;335559740&quot;:360}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="162759979" paraeid="{a82ac3a7-2006-452e-8398-83d90644e024}{46}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span></span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:0,&quot;335559740&quot;:360}"> </span><span data-contrast="auto" xml:lang="EN-US" lang="EN-US">First, it allows for the students to access a diversity of perspectives from different adults/educators. We know that form teachers typically spend CCE lessons with students, most likely on top of their academic lessons. So by default most students already have significant facetime with their form teachers. Therefore, the Life Coaching program at EJC allows students to express their preference for another educator who may not be their form teacher and/or do spend timetabled/academic lesson time with them (e.g., their CCA teacher). In enabling students to make such choices known, and with the mutual consent of Life Coaches to accept the match, students can engage a range of adults should they wish to broaden their perspectives. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:0,&quot;335559740&quot;:360}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="621950366" paraeid="{a82ac3a7-2006-452e-8398-83d90644e024}{84}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span></span></span><span data-contrast="auto" xml:lang="EN-US" lang="EN-US">Secondly, formalizing the pairing of a Life Coach for each student also enables teachers to provide specific recommendations at suitable moments, encouraging students to consult their respective Life Coaches on relevant issues.  </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:0,&quot;335559740&quot;:360}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="1460788571" paraeid="{a82ac3a7-2006-452e-8398-83d90644e024}{110}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span></span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:0,&quot;335559740&quot;:360}"> </span><span data-contrast="auto" xml:lang="EN-US" lang="EN-US">Thirdly, when students opt to make known their preference for a Life Coach, the Life Coach upon notification and consent, can also choose to plan and/or monitor the students’ growth at timely junctures across the college journey. Having an archive of evidence that the students have consolidated for themselves to reflect upon just a few months later can be quite a powerful tool that grows self-awareness and perhaps appreciation/regret for their growth or lack thereof. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:0,&quot;335559740&quot;:360}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="1384706721" paraeid="{a82ac3a7-2006-452e-8398-83d90644e024}{124}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Of course, </span><span>it’s</span><span> worth </span><span>emphasi</span><span>z</span><span>ing </span><span>that such an approach may not suit all student or teacher profiles! Adopting the above approach may not work well particularly when some students are clearly not willing or ready. For these students, an ad-hoc arrangement may also work too! </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:0,&quot;335559740&quot;:360}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="1792077578" paraeid="{a82ac3a7-2006-452e-8398-83d90644e024}{138}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>On </span><span>one</span><span> hand, the </span><span>flexible </span><span>structure of EJC&#8217;s Life Coaching </span><span>programme</span><span> </span><span>still offers an </span><span>additional</span><span> alternative touchpoint for students to seek support from educators. On the other hand, having </span><span>evolved our approach across the years since implementation, we also accept that Differentiated Instruction (approaches) might be </span><span>required</span><span>, and regular/extended sessions might be more meaningful for some students, but not all. </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:0,&quot;335559740&quot;:360}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="394460719" paraeid="{a82ac3a7-2006-452e-8398-83d90644e024}{160}"><b><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>What unique benefits does in-person Life Coaching offer students that </span><span>digital</span><span> or peer support might not fulfill</span><span>?  </span></span></b><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:0,&quot;335559740&quot;:360}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="272048253" paraeid="{a82ac3a7-2006-452e-8398-83d90644e024}{166}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>While peers may offer some </span><span>understanding</span><span>, </span><span>it is important to note that they can also have </span><span>their</span><span> blind spots or biases. </span><span>It is also</span><span> worth considering that </span><span>peers </span><span>may </span><span>also be </span><span>dealing with </span><span>similar stresses and challenges</span><span>, which can make it difficult for them to offer solutions.</span><span> </span><span>Occasionally</span><span>, </span><span>when </span><span>students </span><span>are grappling with finding </span><span>solutions to perceived problems, </span><span>their</span><span> susceptibility to stress and </span><span>anxiety, </span><span>and</span><span> </span><span>may lead to them to</span><span> overthink or react impulsively.</span><span> </span><span>In such cases, they may </span><span>benefit</span><span> from an adult perspective that encourages them to stay grounded.</span><span> </span><span>Considering the demanding two-year</span><span> </span><span>college curriculum, </span><span>certain </span><span>challenges are akin to rites of passage that may require a certain degree of maturity and experience to approach problem-solving with greater composure. </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:0,&quot;335559740&quot;:360}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="1850836627" paraeid="{a82ac3a7-2006-452e-8398-83d90644e024}{244}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Furthermore, it is </span><span>recognized</span><span> </span><span>that students today spend </span><span>a significant amount of</span><span> </span><span>time in school, </span><span>and there&#8217;s</span><span> </span><span>uncertainty </span><span>about</span><span> </span><span>whether they </span><span>have </span><span>an intimate and </span><span>secure </span><span>relationship with their famil</span><span>ies</span><span>. </span><span>S</span><span>ome students may </span><span>possess</span><span> (dis)interests/curiosities that may be different from their family members, and/or students may not feel as comfortable sharing these matters with their family. In a way, </span><span>the structure of </span><span>Life Coaching ensures that students</span><span> have a</span><span> formal</span><span> </span><span>option</span><span> to consult</span><span> with an adult about</span><span> matters close to their heart. While not completely foolproof, based on the enhanced possibilities for students to engage different adult educators for perspective and support, the safety net is cast wider in our social compact. </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:0,&quot;335559740&quot;:360}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="1849120448" paraeid="{a97aea6c-d926-48a7-9e62-a749f693e8d2}{55}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>As for the emergence and accessibility</span><span> </span><span>of digital tools such </span><span>as</span><span> </span><span>websites</span><span> with </span><span>abundant</span><span> </span><span>of self-help guides and tips, or </span></span><i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>ChatGPT</span></span></i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>, </span><span>they undeniably </span><span>make information more available. </span><span>However</span><span>, the</span><span> sheer </span><span>volume of information available online </span><span>can sometimes make it challenging for </span><span>students </span><span>to </span><span>find </span><span>content that precisely caters to </span><span>their specific needs. There can be instances where the students themselves may not </span><span>possess</span><span> the right questions to start with and ask, given how many may simply be overwhelmed by various triggers or sources of stress</span><span>.</span><span> </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:0,&quot;335559740&quot;:360}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="1544026083" paraeid="{a97aea6c-d926-48a7-9e62-a749f693e8d2}{113}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Moreover</span><span>, </span><span>the </span><span>questions that students </span><span>pose </span><span>to</span><span> </span><span>their</span><span> peers and search</span><span> engines like </span></span><i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Google</span></span></i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span> often carry underlying </span><span>assumptions. Online search algorithms </span><span>rely on or reinforce</span><span> these assumptions</span><span>,</span><span> </span><span>sometimes resulting in </span><span>confirmation bias. </span><span>In contrast</span><span>, Life Coaching </span><span>provide</span><span>s</span><span> opportunities </span><span>for </span><span>a </span><span>dialogue</span><span> </span><span>as well as </span><span>asking </span><span>question</span><span>s</span><span> and </span><span>explor</span><span>ing </span><span>the</span><span> contexts that </span><span>have </span><span>shape</span><span>d</span><span> </span><span>or influenced these assumptions.</span><span> Sometimes answers are to be found from within the students through guided introspection, as opposed to seeking more information about the world around them. </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559739&quot;:0,&quot;335559740&quot;:360}"> </span></p>
</div>
<div style="font-weight: 400;">
<p><strong>What strategies have you found most effective in establishing strong coach-coachee relationships with students as a life coach?</strong></p>
<p>Cultivating the coach-coachee relationship demands time and effort to develop trust. It often depends on the students to determine when and how much they are ready to share or respond to coaching prompts. The usual routine is for coaches to get students to introduce themselves based on their secondary school or family backgrounds, and perhaps indicate what they might like to achieve or aspire towards in the short, medium, and long term, so coaches can triangulate what might be possible areas of strengths, weaknesses, and curiosities to explore during the coaching journey.</p>
<p>Nevertheless, I&#8217;ve come across some students who may be hesitant to share certain details. This is a common occurrence since students might feel self-conscious and may still be in the process of getting to know me. In an effort to create a safe and welcoming environment during the initial sessions, I often utilize slides to share my own educational and professional backgrounds, including past and current CCAs and leisure pursuits. My personal approach is to build that safe space for sharing as early as possible to the extent that I may also share some of my educational, professional, or personal challenges. The hope is to illustrate to students that teachers are not perfect, we all experience some form of challenge and difficulty at some point in the past, present, and likely future. What matters most is the mindset we adopt each step of the way in pursuit of growth and fulfilment. In essence, this provides a loose reference point for role-modelling. What students decide to mimic or avoid is completely up to them to decide as they chart their own journey of self-discovery.</p>
<p>Strategically checking-in with these students at timely junctures with meaningful prompters really matters a lot. It determines the readiness of students to share when they are likely to be most in need of support. Being human and expressing shared vulnerabilities might help build that safe space particularly for students with low self-esteem who may be hesitant with confessing their struggles. It assures the students that they are not being judged, but rather heard and supported.</p>
<p>Lastly, given the limited availability of the students and Coaches especially during peak seasons, coaching conversations may not be conducted as often and for as long a time as they would like them to be. Mutually arranging for open and ad-hoc communication (e.g., email, Google Chat), be it synchronously or asynchronously, may also be helpful to keep coaching conversations ongoing for sharing of growth experiences or resources.</p>
</div>
</div>
</div>
]]></content:encoded>
					
					<wfw:commentRss>https://singteach.nie.edu.sg/2023/10/02/life-coaching-helping-jc-students-navigate-life/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>The Professional Learning Journey</title>
		<link>https://singteach.nie.edu.sg/2023/07/04/the-professional-learning-journey/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=the-professional-learning-journey</link>
					<comments>https://singteach.nie.edu.sg/2023/07/04/the-professional-learning-journey/#respond</comments>
		
		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Tue, 04 Jul 2023 03:36:05 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 85 jun 2023]]></category>
		<category><![CDATA[Teacher professionalism]]></category>
		<category><![CDATA[In Their Own Words]]></category>
		<category><![CDATA[Teacher voices]]></category>
		<category><![CDATA[Lifelong learning]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21732</guid>

					<description><![CDATA[The biennial Teachers’ Conference and ExCEL Fest (TCEF) organized by the Academy of Singapore Teachers provides an opportunity [&#8230;]]]></description>
										<content:encoded><![CDATA[<p class="p1"><strong><i>The biennial Teachers’ </i></strong><strong><i>Conference and ExCEL Fest </i></strong><strong><i>(TCEF) organized by the </i></strong><strong><i>Academy of Singapore Teachers </i></strong><strong><i>provides an opportunity for local </i></strong><strong><i>teachers to come together and </i></strong><strong><i>celebrate the spirit of professional </i></strong><strong><i>learning, as well as for them to learn, </i></strong><strong><i>connect and engage with esteemed </i></strong><strong><i>thought leaders and practitioners to </i></strong><strong><i>explore possibilities for the future of </i></strong><strong><i>learning. One of the main objectives </i></strong><strong><i>of TCEF is to reinforce the fraternity’s </i></strong><strong><i>emphasis on lifelong learning, and </i></strong><strong><i>we took the opportunity to ask two </i></strong><strong><i>TCEF teacher participants to share </i></strong><strong><i>their thoughts on the importance </i></strong><strong><i>for both teachers and students to </i></strong><strong><i>adopt a future-ready mindset.</i></strong></p>
<div class="message-box-wrapper yellow">
<div class="message-box-title"></div>
<div class="message-box-content">
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_ITOW_Fazlee_AbouttheInterviewer.jpg" alt="" class="alignnone wp-image-21939 size-full" width="2000" height="500" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_ITOW_Fazlee_AbouttheInterviewer.jpg 2000w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_ITOW_Fazlee_AbouttheInterviewer-300x75.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_ITOW_Fazlee_AbouttheInterviewer-1024x256.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_ITOW_Fazlee_AbouttheInterviewer-768x192.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_ITOW_Fazlee_AbouttheInterviewer-1536x384.jpg 1536w" sizes="(max-width: 2000px) 100vw, 2000px" /> </p>
<h4 class="p1"><span style="color: #ff6600;">How do you motivate and encourage yourself to adopt a lifelong learning attitude to develop professionally?</span></h4>
<p class="p2">Having a positive and growth mindset is certainly key to adopting a lifelong learning attitude. Lifelong learning not only brings personal fulfilment and satisfaction but also empowers me to develop myself professionally, focusing on my growth rather than catering to others’ expectations. It is essential to make time and space for learning because it won’t happen unless I prioritize it.</p>
<p class="p2">Staying updated with changes in the educational landscape and engaging in discussions with colleagues are other important aspects. The Academy of Singapore Teachers (AST) regularly sends informative emails about the latest Teacher-Led Workshops, which provide valuable learning opportunities through sessions conducted by fellow educators. Lifelong learning doesn’t always require enrolling in formal courses; I can deepen my knowledge by listening to podcasts, reading educational research, or exploring classroom inquiry. The English Language Institute of Singapore (ELIS) offers abundant resources specifically designed to support the professional development of English Language teachers. These resources are easily accessible, allowing me to learn at my own pace and fit learning into my busy schedule.</p>
<p class="p1">By motivating myself and adopting a growth mindset, I can enhance my knowledge and skills, such as learning how to create a Google site or use Nearpod (an interactive student engagement platform). This increased proficiency can boost my self-confidence both personally and professionally. Personally, the satisfaction derived from dedicating time and effort to learning and improvement instils a sense of accomplishment. Professionally, self-confidence arises from the trust that I have in my knowledge and my ability to apply what I have learned.</p>
<p class="p1"><em><strong>Open Classroom and Peer Observation</strong></em></p>
<p class="p1">At Kranji Primary School, open classroom sessions and peer observation play significant roles in my professional development. Attending open classroom sessions provides me with an opportunity to develop a genuine curiosity and thirst for knowledge by observing my colleagues’ lessons. Peer observation, on the other hand, fosters collaboration and collegiality which enables me to transfer skills with my colleagues and acquire new strategies in real-time. Engaging in this reflective practise strengthens my classroom practises by tapping into the expertise of my peers in a non-judgmental and safe environment. I can engage in discussions with my colleagues and mutually decide on the focus area, such as differentiated instruction, e-pedagogy or assessment for learning.</p>
<h4 class="p1"><span style="color: #ff6600;">How do you motivate and encourage other fellow educators to do the same? </span></h4>
<p class="p1"><strong><em>Build a Support Network</em></strong></p>
<p class="p2">Surrounding oneself with like-minded individuals who value lifelong learning is crucial. Learning can occur in various settings, including both formal and informal ones. Informal opportunities, such as engaging in discussions with colleagues in the staff room, can initiate conversations that contribute to teacher professional development. These conversations can involve independent research, investigation, and peer learning initiatives.</p>
<p class="p1"><em><strong>Set Clear Goals</strong></em></p>
<p class="p2">Defining specific goals and objectives is essential to ignite one’s professional development journey. The ability to learn is what fosters personal growth and development. Engaging in professional learning time can provide an avenue to discuss with colleagues on their interest in learning new skills to enhance their competencies. By establishing clear goals, teachers gain a sense of direction and purpose, which in turn facilitates motivation. It is important to encourage asking questions, seeking out new perspectives, and exploring diverse sources of information to stimulate intellectual curiosity. These actions empower educators to improve their skills, leading to enhanced student outcomes and curriculum innovation.</p>
<p class="p1"><em><strong>Dare to Venture Beyond their Comfort Zones</strong></em></p>
<p class="p2">Teachers possess extensive expertise and diverse perspectives, and it is crucial for them to take the first step in venturing beyond their comfort zones. Encouraging them to have open communication with school leaders and reporting officers regarding their professional development aspirations, such as participating in Teacher Work Attachment (TWA) for a few weeks, can be beneficial. I think recognizing and acknowledging teachers’ viewpoints is important, as it demonstrates that their voices are heard and valued, contributing to a collaborative and trusting work environment.</p>
<p class="p1"><em><strong>Commitment</strong></em></p>
<p class="p2">It is vital to remember that adopting a lifelong learning attitude professionally is an ongoing journey. Making a commitment to engage in new learning initiatives is the final and most important step, which must be followed through. By staying committed, being open to new opportunities, and embracing the joy of learning, individuals can continue their professional growth throughout their careers.</p>
<div style="font-weight: 400;">
<p paraid="1007099401" paraeid="{9c2d721f-8be1-4129-a63c-17e6a7018d25}{7}"></div>
</div>
</div>
<p>&nbsp;</p>
<div class="message-box-wrapper yellow">
<div class="message-box-title"></div>
<div class="message-box-content">
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_ITOW_SingYee_AbouttheInterviewer.jpg" alt="" class="alignnone wp-image-21950 size-full" width="2000" height="500" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_ITOW_SingYee_AbouttheInterviewer.jpg 2000w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_ITOW_SingYee_AbouttheInterviewer-300x75.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_ITOW_SingYee_AbouttheInterviewer-1024x256.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_ITOW_SingYee_AbouttheInterviewer-768x192.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/07/ST85_ITOW_SingYee_AbouttheInterviewer-1536x384.jpg 1536w" sizes="(max-width: 2000px) 100vw, 2000px" /></p>
<div style="font-weight: 400;">
<p paraid="972071457" paraeid="{9c2d721f-8be1-4129-a63c-17e6a7018d25}{27}"><b><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG"><span></span></span></b></p>
<h4 paraid="972071457" paraeid="{9c2d721f-8be1-4129-a63c-17e6a7018d25}{27}"><span style="color: #ff6600;"><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG">How do you motivate and encourage yourself and other fellow educators to adopt a lifelong learning attitude to develop professionally</span><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG">?</span></span></h4>
</div>
<div style="font-weight: 400;">
<p paraid="1512526652" paraeid="{9c2d721f-8be1-4129-a63c-17e6a7018d25}{35}"><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG"><span>Our own capabilities define the quality of the lessons we design. In a geographical investigation lesson conducted for a Secondary 3 class at the start of this year, I was reviewing the answers of students presented on </span></span><i><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG"><span>Padlet</span></span></i><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG"><span> </span></span><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG"><span>(software to </span><span>make and </span><span>share content)</span><span> and came across an </span><span>almost perfectly</span><span> crafted one. As I was praising that group for their outstanding work, they smiled sheepishly. </span><span>After </span><span>I probed deeper on a particular point, they shrugged their shoulders and responded with “I don’t know</span><span>”.</span><span> That was when another student in class blurted out, “Must be <em>ChatGPT</em> la!” The rate of adoption of new and emerging technology had caught me off guard. This lesson had resulted in dissonance within me and strengthened my conviction to level myself up in this </span><span>new technology</span><span> and seek ways to harness it as a teacher in the modern-day classroom. </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="1897497311" paraeid="{9c2d721f-8be1-4129-a63c-17e6a7018d25}{57}"><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG"><span>At TCEF2023 which I attended </span><span>recently,</span><span> I was once again confronted with the importance of adopting a lifelong learning attitude. Minister Chan encouraged educators to overcome our finite resources by achieving more impact with more focus. This idea resonated so much with me for it is not about doing more with less, which some of us had thought is the way forward; but rather about being more intentional to lend greater focus to certain areas to do it well and achieve the intended impact. </span><span>H</span><span>ow can one do it effectively or even know how to go about doing it, without keeping ourselves abreast with the latest development and sharpening our saw?</span><span> </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="2059311896" paraeid="{9c2d721f-8be1-4129-a63c-17e6a7018d25}{73}"><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG"><span>We have heard much about the world reaching an inflection point and with the rise of the affordances of technology, including Artificial Intelligence. The skillsets that we have </span><span>acquired</span><span> yesterday will not enable us to sufficiently prepare our students for the ever-changing world of work. As educators, we all want to help our students to be the best that they can be. I reckon that one of the best ways for us, educators, to achieve our personal best to be able to add</span><span> </span><span>value to the lives of our students is to keep on learning and honing our craft throughout our career!</span><span> </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="1125087541" paraeid="{9c2d721f-8be1-4129-a63c-17e6a7018d25}{85}"><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG"><span>This starts today, not tomorrow. Ask ourselves: </span><span>W</span><span>hat is one thing we can do better each day?</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
</div>
<div style="font-weight: 400;">
<h4 paraid="1862031300" paraeid="{9c2d721f-8be1-4129-a63c-17e6a7018d25}{95}"><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG"><span style="color: #ff6600;">What are some</span><span style="color: #ff6600;"> beliefs that you think are important for students to adopt in the classroom and beyond? Why?</span></span> </h4>
</div>
<div style="font-weight: 400;">
<p paraid="1249365101" paraeid="{9c2d721f-8be1-4129-a63c-17e6a7018d25}{105}"><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG"><span>In recent years, as I see the world and the job</span><span> </span><span>market becoming increasingly unpredictable – tasks are being digitized and automated, new knowledge replacing the old at exponential rate, new and unheard jobs are being created </span><span>everyday</span><span>, I started to feel a little worried for my </span><span>students who will enter the workforce in 3 to 5 </span><span>years’ time</span><span>! I questioned myself what it is that my students need </span><span>in order to</span><span> thrive in this VUCA</span><span> (vol</span><span>atility, uncertainty, </span><span>complexity</span><span> and ambiguity)</span><span> world and I </span><span>came to the conclusion</span><span> that it </span><span>has to</span><span> be a growth mindset! </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="1713604468" paraeid="{9c2d721f-8be1-4129-a63c-17e6a7018d25}{135}"><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG"><span>My school recently celebrated the Annual Awards day in May. Like many schools, we gave out the All-Round Excellence awards, of which this segment would always make all of us brim with pride. I know that it is not so much due to the students’ </span><span>good performance</span><span>, but that behind each of these faces, we know that not all of them were posted in with the highest PSLE T-score, some of them had a more complex background, while others were faced with different challenges. But each of them outdid themselves by overcoming these obstacles. They did not allow their past circumstances to define them. They </span><span>possessed</span><span> a growth mindset, one which made them believe that their intelligence, </span><span>talent</span><span> and outcomes can be improved with practice and effort.</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="1565300354" paraeid="{9c2d721f-8be1-4129-a63c-17e6a7018d25}{145}"><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG"><span>Even more recently, I am heartened to hear about the progress Singaporean students have made in the latest PISA </span><span>(Programme for International Student Assessment) </span><span>results </span><span>in the area of</span><span> growth mindset from Mr Andreas </span><span>Schleicher’s</span><span> keynote address</span><span> at the conference</span><span>. With the success that we have achieved as a fraternity, I am now even more convinced that this is the way to ensure our students&#8217; ability to thrive in this VUCA environment. </span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="461696655" paraeid="{9c2d721f-8be1-4129-a63c-17e6a7018d25}{167}"><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG"><span>We need to encourage students to take risks, learn from mistakes and strive for success no matter how hard a task may seem. If our students know the power of “yet</span><span>”,</span><span> even when they </span><span>don’t</span><span> know how to do something, they will remind themselves that they simply </span><span>don’t</span><span> know how to do it yet. But with persistence, reflectiveness and </span><span>hard work</span><span>, they can and will overcome their obstacles, and scale to their peaks of excellence!</span></span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
</div>
</div>
</div>
]]></content:encoded>
					
					<wfw:commentRss>https://singteach.nie.edu.sg/2023/07/04/the-professional-learning-journey/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Dusty Shelves to Dynamic Spaces: Insight from Education Research</title>
		<link>https://singteach.nie.edu.sg/2023/04/18/dusty-shelves-to-dynamic-spaces-insight-from-education-research/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=dusty-shelves-to-dynamic-spaces-insight-from-education-research</link>
					<comments>https://singteach.nie.edu.sg/2023/04/18/dusty-shelves-to-dynamic-spaces-insight-from-education-research/#respond</comments>
		
		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Tue, 18 Apr 2023 06:13:14 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 84 mar 2023]]></category>
		<category><![CDATA[Literacy]]></category>
		<category><![CDATA[In Their Own Words]]></category>
		<category><![CDATA[Education research in Singapore]]></category>
		<category><![CDATA[Reading]]></category>
		<category><![CDATA[English language]]></category>
		<category><![CDATA[Literature]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21533</guid>

					<description><![CDATA[A former secondary school teacher, Associate Professor Loh Chin Ee from NIE’s English Language and Literature Academic Group [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><strong>A former secondary school teacher, <a href="https://dr.ntu.edu.sg/cris/rp/rp01540" target="_blank" rel="noopener">Associate Professor Loh Chin Ee</a> from NIE’s <a href="https://nie.edu.sg/our-people/academic-groups/ell" target="_blank" rel="noopener">English Language and Literature Academic Group</a> now advocates for students’ access to reading resources and practices. Her research interests are in literacy and equity, with a current focus on reading in print and digitally and school libraries. She is the co-editor of </strong></em><strong>Little Things</strong><em><strong> and </strong></em><strong>Poetry </strong><strong>Moves</strong><em><strong>, two literature anthologies that are used in schools, and have been used to explore how literature supports place-based pedagogies. In this section, she shares some insights on how education research can impact schools and what makes a good library.</strong></em></p>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_ITOW_LohChinEe_crop-300x200.jpg" alt="" class="alignright wp-image-21548" width="450" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_ITOW_LohChinEe_crop-300x200.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_ITOW_LohChinEe_crop-768x512.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_ITOW_LohChinEe_crop.jpg 1001w" sizes="(max-width: 450px) 100vw, 450px" /></p>
<h1>How does education research contribute to the development of the education system?</h1>
<p>Education research can inform decision-making at school and national policy level, influence teachers’ thinking and help with envisioning educational futures.</p>
<p>Firstly, education research inform decision-making at school and national policy level. Educators can draw on existing research for decision-making, gather data about outcomes to determine effectiveness of interventions, and collect local evidence for dynamic school-relevant decision-making.</p>
<p>Secondly, education research influence teacher thinking and as a result, shape practice. Vygotsky’s Zone of Proximal Development which identifies the space where students can learn new skills with expert guidance is an example of a well-used conceptual tool to aid teacher thinking and practice about everyday curricular and classroom practices.</p>
<p>Finally, education research help us envision what the future of education, and society, should look like. For instance, sociologists study the social factors that influence schooling to question what makes for a just educational system in terms of distribution of and access to educational resources. These findings can inform macro-policies about allocation of funding and distribution of resources to support learners from different social backgrounds and with varied needs.</p>
<h1>After years of research in school libraries, can you share a few important features you would want incorporated into them and how they benefit users?</h1>
<p>Well-designed, stocked and supported school libraries are crucial to maximize students’ independent reading and learning in schools.</p>
<p>An important feature of good libraries is that they stock high-quality and high-interest books. Loan rates increase when the collection quality improves as students are more motivated to read. Ways to keep the print collection fresh include asking students for suggestions and utilizing the National Library Board e-reads as a complementary strategy. Giving students time to read and curating exciting programmes around reading can also draw students into the library. We have also learnt that school libraries are inclusive spaces that support student well-being.</p>
<p>Schools looking to redo their library space should begin by identifying the core functions of the library and considering their students’ needs before organizing the space to support these functions. The project’s <a href="https://repository.nie.edu.sg/bitstream/10497/23449/1/OER-5-16-LCE-2.pdf" target="_blank" rel="noopener">21st century school libraries framework</a>, which has been integrated into MOE guidelines, provide a useful starting point for thinking about what is important to your school library to support your students’ reading and learning needs.</p>
<div id="attachment_21549" style="width: 560px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-21549" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_ITOW_LohChinEe_featured-image-300x200.jpg" alt="" class="wp-image-21549" width="550" height="366" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_ITOW_LohChinEe_featured-image-300x200.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_ITOW_LohChinEe_featured-image-1024x682.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_ITOW_LohChinEe_featured-image-768x512.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_ITOW_LohChinEe_featured-image-1536x1023.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/04/ST84_ITOW_LohChinEe_featured-image.jpg 1600w" sizes="(max-width: 550px) 100vw, 550px" /><p id="caption-attachment-21549" class="wp-caption-text">Associate Professor Loh Chin Ee at the launch of the Cedar School Library with Mr Ong Chin Meng (HOD English), Mrs Chan-Tey Kah Hwee (School Principal), Skyler Ng, Lim Qianwei and Lisa Lim (former Cedarians involved in the library redesign project), Dr Elizabeth Pang (MOE), and Ms Gemma Pereira (Library Coordinator).</p></div>
<h1>What could be your next area of research, and why?</h1>
<p>There are so many things that need attention and there is so little time! I am currently working on an edited collection, tentatively titled <em>International Perspectives on the Reading Lives of Teens in Contemporary Times</em>, with chapter contributions from around the world. By collating diverse perspectives of adolescents’ independent print and digital reading, the edited collection will become a resource for scholars, policymakers, and educators to learn from each other.</p>
<p>As a researcher who works primarily from ethnographic perspectives, I immerse myself in school and out-of-school communities to observe the everyday literacy practices of individuals. Given the many changes in the educational system from the issuance of the personal learning device, full subject-based banding, and rapid technological changes, I would like to conduct a longitudinal study of adolescents’ reading in print and digitally over time to better understand how their ways of reading for leisure and to learn shift in response to these changes. An ecological, historical and lifespan approach that considers learning over time may provide perspectives to improve educational policy and practice for greater equity and effectiveness.</p>
<p><em><span lang="EN-GB">To read more about Chin Ee’s work on school libraries, you may refer to the </span><span lang="EN-GB"><a href="https://www.readingbydesignsg.org/cedarlibrary">project website</a>.</span></em></p>
]]></content:encoded>
					
					<wfw:commentRss>https://singteach.nie.edu.sg/2023/04/18/dusty-shelves-to-dynamic-spaces-insight-from-education-research/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Learning Early for Better Learning</title>
		<link>https://singteach.nie.edu.sg/2023/01/12/learning-early-for-better-learning/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=learning-early-for-better-learning</link>
					<comments>https://singteach.nie.edu.sg/2023/01/12/learning-early-for-better-learning/#respond</comments>
		
		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Thu, 12 Jan 2023 07:50:44 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 83 dec 2022]]></category>
		<category><![CDATA[Parental involvement]]></category>
		<category><![CDATA[In Their Own Words]]></category>
		<category><![CDATA[Early childhood]]></category>
		<category><![CDATA[Teachers]]></category>
		<category><![CDATA[Teacher well-being]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=21086</guid>

					<description><![CDATA[Growing up, we are constantly confronted with many challenges and that is not an exception even for a [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong><i>Growing up, we are constantly confronted with many challenges and that is not an exception even for a child. As such, preparing young children and equipping them with the right skillsets to help them navigate challenges and future terrains are crucial and can begin as early as 3 months old. In this section, the SingTeach team speaks to a preschool leader and teacher from The Little Skool-House International (At-Kent-Vale) on the importance of early education and how it benefits young children in the longer-term.</i></strong></p>
<div class="message-box-wrapper yellow">
<div class="message-box-title">Dawn Hu (Principal)</div>
<div class="message-box-content">
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_ITOW_DawnHu_2-300x225.png" alt="" class="alignnone wp-image-21104" width="400" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_ITOW_DawnHu_2-300x225.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_ITOW_DawnHu_2-1024x768.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_ITOW_DawnHu_2-768x576.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_ITOW_DawnHu_2-1536x1152.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_ITOW_DawnHu_2.png 1609w" sizes="(max-width: 400px) 100vw, 400px" /></p>
<p><b>What are the key benefits of early childhood education (ECE) for children’s longer-term development?</b></p>
<p>Parents have shared several benefits of placing their child(ren) in ECE programmes. The ECE curriculum, which consists of several aspects including academic and social, helps children develop confidence to learn independently and acquire self-help skills. It also provides children with the opportunities to interact with their peers thus allowing them to learn, value and respect each other’s uniqueness and diversities. These benefits contribute positively to the children’s adaptation in different academic and social settings in their later development.</p>
<p><b>Having been in the ECE sector for many years now, what are your thoughts about ECE in Singapore and which area(s) in ECE research do you think merit more attention?</b></p>
<p>The ECE sector has improved in leaps and bounds in the last 10 years. We have observed changes in different areas ranging from outdoor learning to supporting children with needs in which more emphasis is now given. There is also greater support and focus in providing educators with more resources and training to continue their professional development. As the current trends and issues are placing more awareness on mindfulness and resilience at the workplace settings, perhaps the focused area in ECE research can be on building children and families’ emotional resilience. We do see the need to provide strategies and approaches that can help parents build their skills to better support their children at home.</p>
<p><b>What is one of the biggest challenges of being an ECE educator and what advice or tips would you have for new teachers?</b></p>
<p>One of the biggest challenges is having to balance work and personal life. As we serve young children, educators are constantly reflecting on their teaching and learning practices, and how to better support the children to reach their goals. For educators to hone skills requires years of experience and constant understanding of current trends and issues, and at times, educators do feel the exhaustion. Sometimes, there is also the need to search for the right balance after work to wind down. For new teachers, it is always challenging for them, and it is pivotal to connect and collaborate with other educators to progressively transit to the next stage. This is also to ensure that there is a space to gather information and build a community of learners and determined teachers.</p>
</div>
</div>
<div class="message-box-wrapper yellow">
<div class="message-box-title">Shirley Marie Laquindanum Camacho (Senior English Teacher)</div>
<div class="message-box-content">
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_ITOW_Shirley_2-300x225.jpg" alt="" class="alignnone wp-image-21105" width="400" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_ITOW_Shirley_2-300x225.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_ITOW_Shirley_2-1024x768.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_ITOW_Shirley_2-768x576.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2023/01/ST83_ITOW_Shirley_2.jpg 1161w" sizes="(max-width: 400px) 100vw, 400px" /></p>
<p><b>How does ECE facilitate children’s transition to primary school?</b></p>
<p>In the centre I work in, we equip the children with the necessary skills (i.e., comprehend the concept of timetabling, taking care of one’s own belongings, buying their own food from the canteen, knowing the concept of change [money], and preparing the family and child for the new environment) they need to be ready for primary school.</p>
<p>The curriculum is designed specifically to prepare every child to meet the curriculum expectations in primary level, starting from Playgroup all the way to Kindergarten level. We also place high emphasis on the ability to communicate, as we are aware that it plays an essential part of children’s learning and development. When approaching a new setting or environment, they attain a greater sense of confidence which can help them develop their skills more and be able to communicate to others well. Teachers will plan for primary school visits, where they can experience classroom learning and buying food during lunch or tea break. Through exposure to field trips or excursions, the children are being exposed to a big school environment.</p>
<p><b>How important is parental and community involvement in ECE and what are some ways we can encourage more of such involvement?</b></p>
<p>Parental and community involvement in ECE is important as it supports the entire learning process and development of the children. The children will also feel assured and trusting knowing that their parents, educators and community are here for them. Some ways that we can encourage more of such involvement are inviting community helpers into the centre to share about their job scope, encouraging the older age group of children to ask questions to find out more and fill their curiosity, planning and preparing take-home kits for children to bring home and work on with their parents.</p>
<p><b>Is the focus of ECE largely on soft or hard skills, or both? Elaborate further.</b></p>
<p>ECE focuses on both soft and hard skills. In ECE, we embark on a holistic approach. We focus on all phases of the child’s development – their academic preparedness, social and emotional development, and overall well-being of the child. As educators, we always remind parents that aside from hard skills, soft skills play a huge part in the children’s continuity of care and healthy relationships in the future and parents do see the need to want to sharpen these skills for their children.</p>
</div>
</div>
]]></content:encoded>
					
					<wfw:commentRss>https://singteach.nie.edu.sg/2023/01/12/learning-early-for-better-learning/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
		<item>
		<title>Nurturing Future-Ready Digital Learners through Media-Making</title>
		<link>https://singteach.nie.edu.sg/2022/10/19/nurturing-future-ready-digital-learners-through-media-making/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=nurturing-future-ready-digital-learners-through-media-making</link>
					<comments>https://singteach.nie.edu.sg/2022/10/19/nurturing-future-ready-digital-learners-through-media-making/#respond</comments>
		
		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Wed, 19 Oct 2022 09:00:16 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 82 sep 2022]]></category>
		<category><![CDATA[Multimodality]]></category>
		<category><![CDATA[Technology]]></category>
		<category><![CDATA[Digital literacy]]></category>
		<category><![CDATA[Media literacy]]></category>
		<category><![CDATA[Critical thinking]]></category>
		<category><![CDATA[Co-curricular activities]]></category>
		<category><![CDATA[In Their Own Words]]></category>
		<category><![CDATA[Digital media use]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=20682</guid>

					<description><![CDATA[Teck Whye Primary School’s “Media Whiz Kids” programme consists of a series of media-making activities included in the [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong><em> <span is="qowt-word-run" qowt-eid="E276" id="E276" class="qowt-font9-Arial">Teck </span><span is="qowt-word-run" qowt-eid="E278" id="E278" class="qowt-font9-Arial">Whye</span><span is="qowt-word-run" qowt-eid="E280" id="E280" class="qowt-font9-Arial"> Primary School’s </span>“<a href="https://teckwhyepri.moe.edu.sg/our-niche-programmes/media-whiz-kids/#:~:text=The%20'Media%20Whiz%20Kids'%20(,to%20authentic%20and%20meaningful%20contexts." target="_blank" rel="noopener">Media Whiz Kids</a>” programme consists of a series of media-making activities included in the school curriculum and it is also offered as part of the school’s co-curricular activities. The programme aims to equip students with media literacy and critical thinking skills that can help them navigate through a variety of digital environments. Two teachers from the school share with us more about the programme and why they think those skills are important.</em></strong></p>
<div class="message-box-wrapper yellow">
<div class="message-box-title"><span>Miss Gan Yeh Li</span>, <span>Subject Head (Information and Communications Technology), </span><span>Teck Whye Primary School</span></div>
<div class="message-box-content">
<p><strong><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_ITOW_GanYehLi_2-300x300.png" alt="" class="alignnone wp-image-20709" width="350" height="350" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_ITOW_GanYehLi_2-300x300.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_ITOW_GanYehLi_2-1024x1024.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_ITOW_GanYehLi_2-150x150.png 150w, https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_ITOW_GanYehLi_2-768x768.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_ITOW_GanYehLi_2.png 1218w" sizes="(max-width: 350px) 100vw, 350px" /></strong></p>
<p><strong>What are some of the activities that students from the “Media Whiz Kids” programme engage in and how are they assessed?</strong></p>
<p>As part of the “<a href="https://teckwhyepri.moe.edu.sg/our-niche-programmes/media-whiz-kids/#:~:text=The%20'Media%20Whiz%20Kids'%20(,to%20authentic%20and%20meaningful%20contexts." target="_blank" rel="noopener">Media Whiz Kids</a>” (MWK) programme, students from <a href="https://teckwhyepri.moe.edu.sg/" target="_blank" rel="noopener">Teck Whye Primary School (TWPS)</a> have to participate in activities that require them to develop media contents and products which can be in the form of videos, computer games and 3D prototypes. These activities provide students with the opportunity to apply media literacy skills in authentic and meaningful situations.</p>
<p>When our students participate in the programme, they will alternate between the roles of being a creative media producer and a critical media consumer. Our teachers will facilitate discussions to help the students determine the purpose of their media message, their target audience and the techniques they choose to use for their content or product. Teachers will encourage students to consider the ethics behind their decisions and messaging. In a way, the MWK programme provides teachers with the opportunity to instill ethical values in students as they create content for their audience.</p>
<p>Media literacy skills are soft skills that can be assessed through discussions and conversations. So, students in the MWK programme will engage in self-reflection exercises and receive feedback from peers and teachers about their products. These exercises will help them to think critically and identify areas for improvement.</p>
<p>The Infocomm Media Club, offered as a co-curricular activity (CCA) in our school, is placed under the umbrella of the MWK programme. Our club members are given opportunities to apply their media literacy skills at external platforms such as MOE’s “<a href="https://www.moe.gov.sg/our-schools-our-stories" target="_blank" rel="noopener">Our Schools, Our Stories</a>” photo and video contest, the <a href="https://www.syf.gov.sg/" target="_blank" rel="noopener">Singapore Youth Festival</a>, the annual <a href="https://www.science.edu.sg/for-schools/competitions/sony-creative-science-award" target="_blank" rel="noopener">Sony Creative Science Award competition</a> as well as the National Thinkers Challenge. These external programmes help to hone students’ media literacy skills further.</p>
<p><strong>In your opinion, why is media literacy important?</strong></p>
<p>I feel that media literacy plays a very important role in the media-saturated world we currently live in. Today, content powered by sophisticated technologies may make it difficult for media consumers to discern facts from opinions or truth from lies. Horror stories of people falling for online scams and children following dangerous <em>TikTok</em> trends have made it evident that media literacy is an essential skill for both adults and children.</p>
<p>As educators, we play a significant role in nurturing critical thinking skills and instilling the right values in our students. We hope that these efforts will help students become wiser users and responsible content producers of media. This is one of the ways TWPS prepares our students to be future-ready digital citizens.</p>
<p>A majority of youths today have an active presence on social media and some even aspire to be the next top influencer. However, they may be unaware of the dangers and pitfalls the digital space poses. I am convinced that media literacy is an important skill that could help students better navigate through the complexities of this digital world.</p>
</div>
</div>
<div class="message-box-wrapper yellow">
<div class="message-box-title"><span>Mdm Nurul Huda Misman</span>, <span>Senior Teacher (English), </span><span>Teck Whye Primary School</span></div>
<div class="message-box-content">
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_ITOW_NurulHudaMisman_4-300x300.jpg" alt="" class="alignnone wp-image-20706" width="350" height="350" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_ITOW_NurulHudaMisman_4-300x300.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_ITOW_NurulHudaMisman_4-150x150.jpg 150w, https://singteach.nie.edu.sg/wp-content/uploads/2022/10/ST82_ITOW_NurulHudaMisman_4.jpg 768w" sizes="(max-width: 350px) 100vw, 350px" /></p>
<p><strong>What are some of the skills you hope to nurture in students when they attend the “Media Whiz Kids” programme?</strong></p>
<p>One of the outcomes we hope to achieve is to nurture confident communicators who will engage others with respect. We also aspire to help every Teck Whyean speak and write confidently, and to encourage mutual respect in any and every interaction they have.</p>
<p>This would entail:</p>
<ul>
<li>Being confident in putting across ideas in speech and in text through digital and non-digital platforms.</li>
<li>Being able to harness various tools and media channels to communicate effectively and make a positive contribution to society.</li>
<li>Being respectful in all communication engagements even when opinions or views differ</li>
</ul>
<p>&nbsp;</p>
<p>In the hope to enhance Teck Whyeans’ media literacy skills, the school has introduced a variety of Applied Learning Programme (ALP) media-related lessons for English, Mother Tongue and the Aesthetics subjects. There are several media-making activities curated for CCAs, such as the Infocomm Media Club and English Culture &amp; Language Club, with the aim to sharpen students’ media-literacy skills. We want to ensure that our students are not only critical media consumers but also creative media producers who can meaningfully participate on digital and non-digital platforms.</p>
<p><strong>In your opinion, why is media literacy important?</strong></p>
<p>We are living in a world where interactions with the media are more prevalent than ever. These days, children are exposed to various forms of media at a very young age. In schools, educators and students use media extensively to enhance teaching and learning. It is safe to say that we leave behind our digital footprints much more than our carbon footprints.</p>
<p>Hence, media literacy is definitely a vital skill every individual needs to possess. The ability to be discerning readers and critical thinkers as well as the capacity to recognize different points-of-view and respect others’ opinions are necessary in today’s highly inter-connected world. As an educator, I see the need to equip our students with these skills to understand the messages they are receiving and the ethical ways for producing their own media.</p>
</div>
</div>
]]></content:encoded>
					
					<wfw:commentRss>https://singteach.nie.edu.sg/2022/10/19/nurturing-future-ready-digital-learners-through-media-making/feed/</wfw:commentRss>
			<slash:comments>0</slash:comments>
		
		
			</item>
	</channel>
</rss>

<!--
Performance optimized by W3 Total Cache. Learn more: https://www.boldgrid.com/w3-total-cache/


Served from: singteach.nie.edu.sg @ 2025-02-20 01:55:00 by W3 Total Cache
-->