PORTFOLIO
Leadership Experience
Handling a Difficult Situation Calmly
Situation
During prefect duty, I noticed a student standing around instead of being seated for silent reading. When I approached her, she did not respond clearly and seemed unwilling to explain.
Action
I understood that reacting quickly might worsen the situation, so I stayed calm and
continued asking her questions patiently to understand what was happening.
Eventually, I found out that she had forgotten to bring her storybook and was waiting for another student to pass it to her.
After understanding her situation, I suggested that she return to her classroom to wait instead of standing around, and to come back once she had her book.
Outcome
The student followed the instruction, and the situation was resolved smoothly without disruption to others.
Reflection
I learnt that understanding someone’s situation is more effective than reacting immediately.
Leadership Experience
Managing a Situation During Duty
Situation
During my back-of-hall duty, it started raining heavily while students were still arriving at school. Many students were coming in through the unsheltered back entrance and were getting wet from the rain. Water from their uniforms and bags made the floor near the back of the hall wet and slippery, which could have caused students to slip and fall. I felt concerned for the students’ safety and comfort.
Action
As students were still entering through the same route, I checked with another prefect on duty and found out that the teacher guiding the students was new and did not know there was a sheltered walkway leading to the hall. I informed the prefect to let the teacher know that students could be redirected through the sheltered walkway instead, so they would not continue getting wet in the rain.
At the same time, I also asked for newspapers to be placed on the wet floor to help absorb the water and reduce the risk of students slipping.
Outcome
Students were redirected through the sheltered walkway and were able to enter the hall more safely without getting wet from the rain. The wet floor situation was also managed, which helped reduce the risk of students slipping and allowed the school day to continue more smoothly.
Reflection
This experience taught me that leadership is not only about following instructions, but also about noticing problems, thinking ahead, and taking initiative to ensure the safety and well-being of others.
Leading in Group Activities
Situation
During the Sports Jamboree, I was helping to manage a game station together with two other prefects. We had to explain the game to students from different levels, but because the environment was very noisy with many other stations nearby, many students could not hear the instructions clearly. One of the prefects had to keep shouting while explaining the game, and eventually her voice became hoarse. Even then, some students were still confused and did not know how to play the game properly.
Action
I recognised that the issue was not just the students’ understanding, but also the
environment. Instead of repeating instructions, I adjusted my approach by simplifying my explanation and using demonstrations to show how the game should be played. I realised that effective leadership is not just about giving instructions, but adapting to the situation to help others understand better.
Outcome
After I changed my approach and used demonstrations instead of only verbal instructions, the students were able to understand the game more clearly and participate more confidently. The activity became more organised, and communication between the prefects and students also improved.
Reflection
Effective leadership demands keen observation and quick adaptability. This experience taught me that leadership is not just about explaining things, but also about noticing problems and changing my approach to help others understand better. I also learnt the importance of staying calm and adapting to different situations.
Handling a Difficult Situation Calmly
Situation
During prefect duty, I noticed a student pacing around the hall instead of being seated for silent reading. When I approached her, she avoided answering my questions clearly, looked frustrated, and even shot me a glare. As students were expected to remain seated quietly during silent reading, I knew I needed to understand the situation while ensuring order in the hall was maintained.
Action
I understood that reacting too quickly or too firmly might worsen the situation, especially since the student already seemed frustrated. I stayed calm and spoke to her again in a gentler tone to understand what had happened and how I could help.
After a few probing questions, she explained that she had forgotten her storybook and was waiting for another student to pass it to her. I shared that although I understood her situation, she should not continue pacing around the hall during silent reading as it could distract others. I suggested that she return to her classroom to wait for the book and come back once she had received it.