1. Process: Engaged mnemonics and showed real-life props to facilitate concept acquisition for Science remedial students.

Impact: Students appreciated how concepts were brought to life and learnt how to tackle pertinent MCQs more effectively.

2. Process: Encouraged 5RY students to complete the Anti-Drug Ambassador lesson on SLS.

Impact: 38 out of 39 students accomplished the task, broadening their knowledge. Peer support was leveraged, with stronger students assisting their weaker peers.

3. Process: Supported efforts to enhance scientific literacy by introducing kindergarten students to our in-house hydroponics farm and guiding Primary 5 students in completing the required tasks to attain the Young Scientist Water Ambassador badge.

Impact: Kindergarten pupils were excited to learn through water droplet cut-outs, while Primary 5 students gained a holistic  understanding of water issues from myriad perspectives.

3. Process: Guided prefects in executing events (Teachers’ Day concert and MOE Kindergarten visit) successfully.

Impact: Students cherished the chance to contribute and gained confidence in their leadership abilities.

4. Process: Supported initiatives such as leading community singing during National Day celebrations and chaperoning international students on a trip to Gardens by the Bay.

Impact: Encouraged students to participate enthusiastically and engage in meaningful learning experiences.

5. Process: Provided input to the DXD team developing an AI marking assistant for educators through one physical session and two online sessions.

Impact: The team refined their tool based on my user feedback.

6. Process: Spent an additional 1–2 periods with the class whenever their subject teacher was absent.

Impact: Gained deeper insights into students’ personalities and quirks.

7. Process: Designed SLS lessons to identify and address English students’ misconceptions, which were then clarified in class. Used artefacts and props to help Science students retain concepts and terms. Encouraged students to ask questions and provided one-to-one clarification to address individual doubts.

Impact: Students gained confidence as clarifying their doubts deepened their understanding. Some became more engaged and were eager to be quizzed as part of their learning process.

8. Process: Got English students to lead various activities that catered to their strengths (e.g. oral expressiveness, spelling competency). For Science students, divided them into groups of three and guided them to work with each other on experiments.

Impact: Students valued the chance to engage with their classmates as learning resources.

9. Process: Updated parents on their children’s mini successes and “caught-being-good” moments occasionally.

Impact: Some students were pleased to have their efforts acknowledged, which might have led to their greater motivation to excel.