|Name of Head of Department|
|Names of Members of the Department|
|Ms Vaishnavi Srinivasan||Ms Charlotte Cai Yiwei|
|Mr Muhammad Andi||Mr Ng Kian Hong|
|Ms Srirangini Vesuvasam||Mr Mohammed Elmi Anwar|
|Mr Poon Chong Hoi|
Our vision is “Every Teacher is a Discipline Teacher”.
Our mission is to support teaching and learning, and value education as stated in our school’s vision. We believe in the motto, “No Discipline, No Learning”. Specifically, our department aims for the pupils to excel in their performance within and beyond the classroom, that each one may be an exemplary individual of Zhenghua Secondary School.
As part of the school’s effort to build the character of pupils, the Pupil Management Department strives to support the Character Development Framework.
In the bid to achieve the above-mentioned, we have undertaken “Effective Remediation, Effective Prevention and Effective Training” as our main approach. For Remediation, we have the Pupil Mentorship Programme, Parental Involvement and Counseling. Under this Pupil Mentorship Programme—which we have named ‘iCare@ZSS’, the teachers in the department are assigned to at-risk pupils so that they can be closely mentored. Working closely hand-in-hand is Counseling which is another approach that is extensively used to help pupils who might be in need of attention on their social and emotional aspects.
For Prevention, we have a system of Close Monitoring of Class Attendance, and Discipline Talks for the pupils. These talks include sharings by the Head of Pupil Management during the morning assembly, the Secondary One Induction Talk and special group talks with our at-risk pupils. Through such platforms, the Head of Pupil Management is able to explain the rationale for certain school rules and the school’s disciplinary actions.
For Training, we have intense training sessions and sharing programme for teachers of various levels. This includes the New Zhenghua Teachers Discipline Attachment Programme, departmental discussions and even school level sharing by the Head of Pupil Management. It is our department’s hope that through such means, the school will be able to reap the benefits of a Whole School Approach to Discipline.
Our school adopts a whole school approach in Restorative Practices (RP) to build a culture of care in our school. Teachers are trained and guided in the philosophy and implementation of RP. Teachers use RP to improve Teacher-Student Relationship (TSR), build positive class dynamics, strengthen class morale and raise motivation in the students. RP is used to resolve conflicts, an effective mediation tool in conflict management.
Our Pupil Management Committee activities are based on the approach of:
“Effective Remediation, Effective Prevention and Effective Training”
For remediation, we have the Pupil Mentorship Programme called 'iCare@ZSS where selected students are mentored through one to one counselling. In our 'Time Out Programme' (TOP) and the iCARE overseas trip, students are also guided and motivated to improve themselves.
For prevention, we have a system of close monitoring of the class attendance and discipline talks for students. These talks include sharing by discipline teachers during school assemblies, the Secondary One Induction Talk and special group talks with selected students. Through such platforms, our committee is able to explain the rationale of certain school rules and disciplinary actions.
For training, we conduct training session and sharing programmes for teachers of various levels such as the New Zhenghua Teachers' Discipline Attachment Programme. We regularly share effective strategies and discipline pedagogies that we have successfully implemented in our school with other schools too. Zhenghua Secondary is well-known in our neighbourhood to have very well-mannered students.
iCare@ZSS Trip to Perak, Malaysia (2015)
We embarked on a 4-day 3-night iCare trip to Perak, Malaysia with 20 students and 4 teachers during the June holidays. The main focus of our trip was on character building; resilience in action, one of our core school values. Our students worked hard to overcome physical challenges such as pinnacle adventures, high elements, waterfall abseiling, water caving and water rafting. Team building activities were conducted daily. Friendships were fostered and strengthened as the teachers facilitated our regular debriefs and circle time to bond and build the team. This experiential learning trip proved to be insightful and beneficial for both the teachers and students; we learnt a lot through the different activities and took home wonderful memories from the trip.
Study Club for Secondary 4 and 5 students
The committee selected about 50 secondary 4 Express and 5 Normal Academic students for the study club to provide them guidance and support in their academic work. The students stayed in the school library every Friday afternoon to plan and consolidate their learning.