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issues that class monitors might face in class. He After a short break, Mr. Tan reentered the communication culture in their own respective agenda. Common issues such as frivolous fights
conversed with a few students who were willing second half of the talk, in which he elaborated classes. and lack of transparency in classes were also
to share their opinions around these issues and on the effective ways of conflict resolution. highlighted during the activity.

about their current situation and experiences. He used Satir’s “Leveler” communication style The first day of the team camp concluded
Mr. Tan gave some explanations and solutions as a framework for how a conflict-free class with some words from Mr. Pang Chung Seong, Mr. Tan Yong Chin shared insightful tips
to their problems regarding class leadership and environment could be cultivated under the Assistant Head of the Discipline Department to combat miscommunication such as by taking
communication issues. leadership of class monitors. He emphasized that who emphasized once again the importance of responsibility for your words and respecting

a healthy class environment can only be cultivated interpersonal communication in people who have everyone’s boundaries. If class monitors encounter
The highlight of the talk was arguably the if class management is balanced out with good leadership roles. bullying or spreading of false reports or rumors,
parental role-play section, where 10 students were relationships between students. Mr. Tan believed they should bear responsibility
asked to act as 5 different types of couples, while To kick off the second day of the camp, a by speaking up. Group photos were taken with Mr

the other students were asked to show how they Mr. Tan went on to share other effective group sharing session was held to garner students’ Tan giving his best wishes for the Class Monitor
would react as children to their parent’s behavior. methods of communication, one being listening to outlook on the camp in hopes of ensuring the Club team.
It was very interesting to see each “couple’s” acting others. He shared how the RASA acronym could effectiveness of the previous week’s talk. Students Before the end of the camp, each student
and learn how parents’ relationship and behavior be used to understand the needs of other people. were asked if their participation in the camp wrote a letter to their future selves. The letters

could in turn reflect on their children’s conflict He also emphasized the importance of eye contact had brought about changes in their lives. Many will be returned to them six months later as a
resolution styles. For example, in families with and body language when talking to other people, students agreed that through active participation, way for them to reflect on their past and strive for
parents that constantly quarreled, the “children” with 55% of meaning communicated through they were able to broaden their perspective on improvement.
often chose to remain silent, or were forced to take body language, 38% through tone of voice, and effective leadership and communication skills, Mr. Pang Chung Seong wrapped things

a side in arguments; in families with loving parents, only 7% through spoken word. which would be of paramount importance for up by urging students to take part in various
the “children” tended to feel more comfortable them to lead their classes towards excellence. curricular activities and club committees to
bringing up their issues to their parents and often Mr. Tan then showed four steps to effectively hone their leadership skills. To quote Mr. Pang,
had better communication with them. talk to other people in the case of conflict: stating Moving forward, each class representative “Students ought to excel in curricular activities as

the facts, expressing your feeling towards said was required to pitch ideas for a “Communication well as your academics, as cognitive skills come
Class monitors were also given a few facts, expressing your needs towards the person, Culture Proposal”. The Google Form result hand in hand with your exam grades.”
situations in which they had to choose a resolution and stating the common goal. showed that the “Clear Communication Method”
style that was most similar to their own. They were was preferred by the majority. Some students

given time to enter breakout rooms and discuss At the end of the talk, the class monitors hoped to bring in waves of change to the toxic
their conflict resolution styles and how others were given tasks to complete, which required environment of their classes and amalgamate
responded to them. them to implement two aspects of Satir’s healthy classmates from all backgrounds through this

Types of Conflict Resolution Styles End of Team Camp - Day 1 Group Sharing Session Mr. Tan Yong Chin

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