Done By: Calista, Derek, Joel, Yao Lun

1. Proudly presented by:
Calista
Derek
Joel
Yao Lun

2. John was a good student with potential
when he was in Primary 1 and 2. however,
after the divorce of his parents, his studies
have since declined. His relationship with
his peers are also in a bad shape. The
teacher knows that he has potential but
thinks that the school is helpless when it
comes to children from broken families.

3. John’s broken family is affecting his learning.

4. Main Root:
Broken
Family
Poor in studies Ostracized by peers
Violent conduct

5. Main Concerns Questions Possible Answers
Broken Family •How has the divorce affected
John?
•Do the parents realise that
the divorce has affected John
and caused him to be the
person he is now?
His studies, relationship
with peers and attitude to
life
Poor in studies •Is John really poor in studies?
•why is he not working hard?
•Is he affected by his past
failures?
•What else is causing him to
suppress his potential?
No. Used to top his class
Lack of Motivation
Poor Self Concept,
Low Self Esteem

6. Main Concerns Questions Possible Answers
Ostracized by peers Why are his
•Friends not willing to be in
his team?
•Friends scolding him
“stupid”?
Why does he have
•Poor rapport with his friends
•Poor attitude towards his
friends
•Lack of pro-social skills
They do not see value in
John
Lack of pro-social skills
Does not know how to
relate to others because
no one is able to relate to
him
Violent conduct •Why does he drown away his
sorrows in violent games?
•Why is he reacting to his
problems with violence?
No one to turn to
Poor anger and emotional
management
Influence by immediete
environment

7. Issues Solutions
•Biological Father not involved
after divorce.
•Negligence of parents
•Uncle Tony is not genuine is his
discipline.
•Wife is angry at John
• Parents not showing concern in
an appropriate way
•scolding and caning
•John’s biological father needs to
stay involved
•Parents need to show concern
•Continue to show love
•Authoritative instead of
Authoritarian
• Adopt appropriate ways of
communicating with John.
•Asking questions
•solve problems to together
•Show that they are genuinely
concerned about him
Limitations:
Teachers have no
rights to step in
and deal with
family problems.

8. Parenting Styles and Patterns of Personal Development
Interaction Styles Parental Characteristics Child Characteristics
Authoritative Are firm but caring. Explain
reasons for rules, and are
consistent. Have high
expectations.
High self-esteem. Confident
and secure. Willing to take
risks, and are successful in
school.
Authoritarian Stress comformity. Are
detached, don't explain
rules, and do not encourage
verbal give-and-take.
Withdrawn. Worry more
about pleasing parent than
solving problems. Defiant,
and lack social skills.
Permissive Give children total
freedom. Have limited
expectations, and make
few demands on children.
Immature, and lack self-
control. Impulsive.
Unmotivated
Uninvolved Have little interest in their
child's life. Hold few
expectations.
Lack self-control and long
term goals. Easily
frustrated and
disobedient.

9.  Be an authoritative teacher
 Set a good role model
 Understand his family situation, be objective
and be a parent figure to John
 Care and show Concerned
 Always available for John when he needs any
helps
 Communicate and interact with Parents

10.  Start the conversation about the positive side of
the child
 Establish common ground (Academic – PSLE)
 Always remain calm and listen objectively to
what the parents have to say
 Only provide suggestion or advice when
parents ask for one

12. Microsystem
Mesosystem
There is a need to
increase positive social
interaction between
parents, teachers and
peers
There is a need to
increase positive social
interaction in his
immediate social circle:
-parents, teachers and
peers

13. Issues Solution
Lack of Motivation
(Maslow Hierarchy of Needs)
• Teachers can provide John with a sense of love
and belonging in the class/ school environment
• Encourage peers to work and study with him
• Set aside time after school to conduct remedial
with the purpose of encouraging him, not as
punishment.
Affected by Past Failues
(Learned-Helplessness Theory)
• Extrinsic Motivation
• Engage John with manageable tasks which gives
him control over his own learning experience and
chance to know he can succeed.
Poor Self Concept
(Self Worth Theory)
• Create opportunities for John to showcase his
strengths in front of the class.

14. Issues Solutions
• Friends not willing to be in
his team
• Friends scold him “stupid”
when he cannot provide the
correct answers (during Maths
class)
• Poor rapport with his friends
• Poor attitude towards his
friends
• Lack of pro-social skills
• Teachers to be role model,
showing good examples to
him.
• Teach him pro-social skills
• Teach him how to deal with
problems when he encountered
one
• Use teachable moments
• Covered in depth in After
school programme as
a solution model.

15.  Violence is
 rough or injurious physical force, action, or
treatment.
 Theory of Aggression (Albert Bandura)
 how violent behaviors are developed
 what provokes people to behave violently
 what determines whether they are going to continue
in such a pattern

16. • Belief that everyone is against him
• Poor anger and emotional management
• Unable to share his problems with someone
• Influence by the environment
• Violent games
• Reciprocal determinism

17. • Teachers should set good examples for John
• Teachers should not overreact to angry outbursts and
proving structure, kindness and rules, to help children
get through it
• Use teachable moments
• appropriate ways of dealing with problems
• Educate him in Pro-social skills
• Violent is not the only way out
• provides him with suggestions to solve problems
• Behavioral charts
• Environmental planning
• Self-contracts

18.  Definition- being a program designed to provide care for
and educational enhancement to children in the hours
immediately following school classes. [1]
 Gained prominence in USA in recent years.
 They can engage students in productive, pro-social activities
as an alternative to unstructured, unsupervised time that
many children with working parents may put to ill use, be it
in passive television watching or delinquent activities. [2]

19.  To cater to John, special after school program is
preferred.
Scaffolding Approach (by Lev Vygotsky):
 After school programs can include: Challenging and
meaningful learning opportunities such as building of
a solar-powered car or simple robotics.
 Or activities like making new shapes of local delicacies;
Ketupat, Rice dumpling, Aboling. (Scaffolding
approach.)

20.  Backed by Jean Piaget and Lev Vygotsky
 Piaget :
[1]

21.  Lev Vygotsky:
[2]

22.  Attempt to tackle parenting style, but has
limitations.
 Teacher being a good role model, acts as a
catalyst to improving John’s behaviour
 After school programme to be monitored and
catered for John

23.  Cross reference with MOE’s After School directives [1]
 Schools are increasingly tapping on their Parent Support Groups,
alumni members and other stakeholders to help run programmes
and provide mentorship to motivate their students. Schools work
collaboratively with Family Service Centres (FSCs) and other
Voluntary Welfare Organisations (VWOs) to conduct courses and
engage the students and their families.
 MOE has also worked with MCYS to increase the number of
school-based Student Care Centres (SCCs) in primary schools to
provide a conducive and safe learning environment for children
who need supervision and support before and after school.
 Present systems explained by MOE lacks specific lesson modules,
“counseling approach”. For show from MOE?

26. Poor in
studies
Ostracized
by peers
Violent
Conduct
Main Root:
Broken
Family
Improve on the
situation he is in at
home
After School
Program

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