He reinvents the game of teaching and instilling values
30 Aug 2024
Mr Kevin Joseph Francis transitioned from teaching in a mainstream secondary school to a specialised secondary school and finally, to a primary school, because he believes that he can make a greater impact in his students’ lives with a better understanding of the educational landscape. This purpose has led to initiatives that include his latest development of an innovative values-based card game that is CATCH!ing on.
Mr Kevin Francis is a Year Head (Middle Primary) & HOD CCE(Covering) at Chongzheng Primary School and a recipient of the 2024 President’s Award for Teachers.
Mr Kevin Joseph Francis’ philosophy in life and education is that success hinges on choices guided by good values. “Who you are will decide what you do,” says the educator of 14 years.
Mr Kevin Francis’ life experiences taught him to see education as a vital tool in gaining access to information and opportunities. “Education is a way to empower others, to help them navigate their paths,” he says. He believes a sound set of values helps one make ethical decisions. Through infusing values in his students’ education, Mr Kevin Francis strives to equip students with the tools they need to succeed and give back to their communities.
Inspiration: Understanding what makes younger children tick
Mr Kevin Francis started his teaching career in secondary schools and has now gone “upstream” to a primary school. “The only way I can better serve my profession is if I am able to understand the educational landscape across the various levels. That was the whole reason why I chose to move to different schools across various levels.”
His journey wasn’t without challenges. In his first week in a primary school, he learned that his usual ways of getting the attention of teens had no effect on the younger children. Gone were the times where he could just stand silently still with his arms crossed, waiting for the students to fall silent. Mr Kevin Francis fondly recalls the encouragement he received from his Vice-Principal, who also provided valuable tips on how to better engage younger learners.
Something he could apply from his experience was the power of experiential learning, which he adapted to suit primary school learners. For example, to teach the topic on shapes in Mathematics, he would ask his students to draw their favourite characters and identify shapes such as squares and rectangles in them. Mr Kevin Francis can often be found with his students on the basketball court or hockey pitch. He uses these settings to introduce mathematical concepts such as area and perimeter to his students.
Transformation: Sparking change through gameplay
Mr Kevin Francis’ ability to make abstract concepts more tangible has come in handy in his role as Year Head and as a covering Head of Department for Character and Citizenship Education.
To instil the school’s renewed values, Mr Kevin Francis considered the conventional approach of holding talks during morning assemblies. However, he wanted to create a more engaging and impactful experience for the students. “Learning through play would make the message resonate more deeply, allowing students to be more conscientious of the values.”
That’s when Mr Kevin Francis had an epiphany: he decided to develop a card game that involves matching school values, such as Respect and Responsibility, with cards depicting actions that embody these values. As players call out the actions, they internalise the meanings and behaviours associated with each value, making the learning experience both interactive and memorable.
He named the game CATCH!, “because values are taught and caught”, explaining with a grin. He developed levels of gameplay to suit different age groups, allowing students from Primary 1 to 6 to participate. It was common to see students playing with the deck of cards during recess and Form Teacher Guidance Periods, making it a popular and effective tool for reinforcing the school’s values.
The game can also be used as a teaching and counselling tool, explains Mr Kevin Francis. “It’s much easier now when I can sit down with a child and say, ‘I know you’re feeling stressed, I know it’s difficult, but what is that one value you want to uphold right now?’ Instead of struggling to find the words, students are now able to articulate solutions and actions such as ‘I cannot give up, I must adopt a growth mindset’.” The game helps students express their feelings and identify the values they want to embody, making it a practical resource for guidance and support.
A Cluster Mentor and Lead Facilitator of the Network Learning Community of Year Heads and Assistant Year Heads for a cluster of schools in the east, Mr Kevin Francis shared the success of CATCH! with other primary schools in the cluster, assisting them in the creation of their own customised version of CATCH!
Apart from fostering a collaborative environment for professional development in his cluster, Mr Kevin Francis also takes on the role of Cross-Level Mentor, providing guidance to key personnel transitioning to primary schools from secondary and tertiary levels.
Reflection: What is limiting your choices?
Mr Kevin Francis believes in guiding students towards making good choices for themselves. He works closely with students with special education needs (SEN), exploring ways to help them express themselves.
He recalls his first encounter with a SEN student, who tossed a container of pasta across the room in an emotional moment. Stunned, Mr Kevin Francis sought the help of the school’s SEN Officer to manage the situation. He soon learned that working with students with SEN required more than textbook solutions. The key is to get to know each one of them as individuals, and to spend time building what he calls “emotional deposits” with them.
For instance, he saw promising results with a student with autism who has a passion for tanks. Mr Kevin Francis leveraged on the student’s passion and used it to not only build his rapport with the student but to also impart in him self-regulation strategies. This investment has proven effective, as the student would calm down during meltdowns when Mr Kevin Francis is with him.
His joy is seeing students strive to make informed choices guided by sound values, which can be as simple as completing their homework proactively. Mr Kevin Francis believes that the choices his students make should set them free and not tie them down. “I don’t need to tell my students what to do. They should do the right thing, not because they are told to but because it is what they believe is right. And that is my ultimate goal.”
“Instead of struggling to find the words, students are now able to articulate solutions and actions.”
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