by
Ms Shynn Lim, Juying Secondary School
Ms Maybellina Lim, Juying Secondary School
During the recent Teacher’s Conference 2021, Professor Mary
Helen Immordino-Yang, stressed on shifting students’ emotions from results to
ideas. This reinforced the need to be even more intentional in lesson or
curriculum design to include the social and emotional learning of students.
At Juying Secondary School, creating a positive school culture is
a shared responsibility . This involves enhancing peer relations as well as
teacher-student relationship. The Social-Emotional Competencies (SEC) Inventory
Tool was selected and adopted by the school for Teacher-Student-Interaction
(TSI) sessions this year to drive strong peer support culture. The TSI sessions
drive affective, behavioural and cognitive engagement as form teachers and
students converse. Complementing the TSI sessions are customised SEC lessons
whereby all students are explicitly taught social skills, leadership skills and
values.
Teachers leverage on the SEC tool to conduct meaningful talk with
students. Students then work on personal dispositions that are non-academic yet
critical for enhancing relationship and learning. Teachers perform dialogic
feedback to students on how they can work on their social skills. During the
process, students reflected that they felt good - discovering more about
themselves, getting to hear their form teachers’ perspectives and even hearing
from close friends at times. The positive affect encourages them to be more
mindful of their behaviours and to be more intentional to work on the feedback
given by the form teachers. In this process, feedback is both conversational
and introspective. Students are involved and empowered to take greater
ownership in self-improvement.
The link below shows shows an extract of a sharing conducted
during the West Zone Centre of Excellence CCE Sharing on Building a Shared
Positive School Culture. In this sharing, Miss Maybellina Lim reflects on her
experience in the use of the SEC Inventory results to identify the individual
needs of students. She also shares on how she conducted a dialogic feedback
session with a secondary one student she was working with.
Link to video: Sharing
by Juying Secondary