Teaching English

Quality Learning of Students

For classroom instruction, I imparted useful strategies such as word attack strategies and Look-Say-Cover-Write-Check to scaffold students for the rigours of daily work. During lessons, I steadfastly guided students in annotating texts and questions, while applying strategies such as KEY and KISS. I also instructed students to create concept maps and vocabulary cheat sheets, and emphasised finer details of writing, such as punctuation and SNT phrases, to reinforce sound writing conventions. Conducting daily work meticulously enabled students to apply metacognitive processes accurately when tackling question requirements. Students’ assignments also allowed me to identify their learning gaps so that I could conduct remediation beyond the classroom through both face-to-face and online platforms. Students appreciated the targeted support as they could clarify their doubts in a relaxed environment. My understanding of students’ spelling difficulties also informed my decision-making when designing the Primary 6 Term 2 spelling list, thereby contributing to the PLC. Lastly, I regularly updated parents on their children’s learning progress and provided notes through WhatsApp messages and PG announcements so that they could better support their children.

Student Development and Well-being

I have always been consistent in getting to know 6 Responsibility students as unique individuals, encouraging them in their co-curricular pursuits as well as learning about their interests and hobbies. To provide higher-needs students with emotionally, I checked in with them regularly in regard to their academic progress and associated stress levels. Several students have turned to me as a trusted adult to help them navigate the challenges of this important year. For these students, I occasionally introduced a Chinese idiom or a Science fact or even shared with them my self-penned Compositions so that they would feel motivated to adopt a Growth Mindset and face their weakest subject courageously.

I also intervened promptly with my Form Teacher whenever students had not exhibited acceptable classroom behaviour for their subject teachers, counselling them and imparting them with self-regulation strategies. Students wrote reflection letters and received the opportunity to apologise for their behaviour, thereby enabling them to move forward with renewed focus. Lastly, I maintained close contact with their parents and served as a go-between so that together, we could help our students stay focused on healthy pursuits and not succumb to peer pressure and partake in distracting activities.

Organisational Outcomes

As the SustainAble representative, I played an instrumental role in streamlining the learning experiences for all six levels. To achieve more synergistic learning outcomes, I worked closely with the HOD of Science, designed holistic experiences such as a curated SLS YSBS entomologist package, and communicated actively with colleagues across departments so that they could understand how big ideas are built from one level to another. Case in point: P1 and P2 students would not only learn the defining characteristics of insects, but also understand how they are important in pollination. This enhanced their readiness for learning Science in their middle primary years.

Likewise, although my role for P3 and P6 students wasn't as frontal, I worked tirelessly behind the scenes to coordinate the efforts of vendors and colleagues by managing the logistical and administrative tasks, including submitting quotations, forwarding invoices and timing implementation plans. My involvement not only ensured that students benefitted from authentic and fruitful urban farming experiences, but also allowed Yishun Primary to contribute to our community when we donated our vegetables to community partners. Not forgetting the collaboration with MOE Kindergarten colleagues, I personally gave 4 classes of K2 students a tour of our food composting project. Moving ahead, I am also in the process of conceptualising an organic composting project.

Quality Learning of Students

I was heartened to attend two rigorous training programmes, one each from English and Science. Facilitating Inquiry-based Learning gave me thought-provoking insights on how to leverage socratic questioning and talk moves to enhance my students' conceptual and procedural understanding. Such insights served as my bedrock of knowledge and were my Northern Star when I set the Primary 6 Foundation Preliminary Paper as they got me to think deeper about how I could come up with challenging, yet fair questions that tested students' understanding and application. Attending the Reading Remediation Programme training also sensitised me to the need to apply the Gradual Release of Responsibility as well as imparted me useful pointers on how this could be carried out in a classroom full of students of varied learning profiles. In addition, I attended the Staff Well-Being Circle, which not only heightened my awareness of the Culture of Care prevalent in Yishun Primary, but also motivated me to contribute to growing this circle. All these opportunities enhanced my personal and professional effectiveness as an educator, thus enabling me to up the level of instruction I gave to my students.

Others

As a teacher-in-charge of the Basketball Club and a member of the Student Development Team, I chaperoned students on their basketball matches as well as assisted in the implementation of Caregiving Day, thus alleviating the workload of my colleagues and contributing to students' holistic development.

Process: Featured high-progress students' essays on my Padlet and used it as a springboard to help them prepare a customised Vocab Cheat Sheet for PSLE revision.

Impact: Students felt validated, especially when they learnt that their parents were informed of their accomplishment.

UBE

Process: Designed the spelling lists for both Term 2 and 3. Not only did I categorise the words according to affixes and other spelling patterns by scrutinising past PSLE papers, but I also enlightened colleagues weekly on how they could impart spelling tips effectively.

Impact: Team members understood how they could teach the extensive range of vocabulary in a systematic manner that would optimise retention.

Designed an “I’m a Young Entomologist” SLS package to consolidate P1–P2 students’ STELLAR learning and enhance their understanding of insects.

Stakeholders

Process: Designed four posters to enhance 4 Gratitude students’ exam-readiness for English WA1 and WA2 and plug their learning gaps. Communicated assertively with parents to provide targeted suggestions on how they could support their child’s learning.

Impact: Parents better understood how they could help their child improve in English.

Process: Worked with lab technician and conducted two food composting  tours to 60 children from MOE Kindergarten 

Impact: Children and MOE Kindergarten colleagues understood how sustainable practices underpin our school’s ALP.

Process: Liaised with external vendors to provide seedlings and maintenance services that enhanced the vitality of the SustainAble Programme. 

Impact: P3 and P6 Students gained first-hand experience observing how myriad plants grew and coexisted in harmony with tilapia. They were empowered to make connections to textbook concepts.

Process: Implemented interdisciplinary learning by developing comprehension cloze passages on urban farming for graduating students.

Impact: Students applied language skills in contexts grounded in their personal experiences, making English learning more indelible and relevant

Process: Used evidence-based strategies such as Look–Say–Cover–Write–Check to improve the literacy skills of the RRP class.

Impact: Students developed a deeper understanding of how to learn English effectively.

Process: Prepared observation reports for several high-needs students.
Impact: Enabled students to receive the additional support they required, such as customised access arrangements.