Page 49 - Future Educators: Wisdom of Teacher Entrepreneurialism

Sharing from participant schools

As time went by, the school saw that the epidemic had subsided. Our school has complied with
the EDB's latest policy and resumed half-day in-class lessons in the afternoons. Not only did this
allow us to speed up our delayed teaching progress, but it also allowed students to have the
opportunity to re-establish relations with each other. In addition to academic subjects, the school
also arranged some practical subjects like music, visual arts, home economics, and D&T
in the afternoon. At the same time, we also arranged Physical Education lessons, as the school
noticed students’ lack of contact with people and walking around for nearly a year of online
classes. The school believed that through the relatively relaxing practical subjects, it is easier
for students to re-establish a positive mindset, communicate more with each other,
and re-establish their relationship.
The school has also learnt that S6 students have been under significant pressure during the
suspension of in-class lessons as DSE was ahead. We then designed special PE lessons
for S6 students, aiming to reduce their stress. The PE teacher attended these lessons, the class
teacher, part of the teachers teaching S6, and the students. In the lesson, we arranged stretching
exercises and group games for teachers and students. Through group games, we were able
to build greater bonding among students in the same class. We have learnt from class teachers
that the session has achieved the result we desired.

Since we resumed face-to-face lessons in the afternoon, our teaching team have been creative
and seized opportunities to enhance the cohesion of all classes. When S4 classes resumed
in-class lessons, the class teachers of 4D have referenced the approach of S6 and proposed
to host a jump rope competition in the PE lesson. During preparation, the form teacher inquired
if the class could spend a PE lesson for a class association activity, and the school was welcomed
the suggestion.

The class teachers have made some hard work in grouping students in the preparatory process:
how could active students drive quieter students to participate together? How could the
competition be organised to make the whole class enjoy it more? The two class teachers have
also invited the PE teacher to provide assistance, e.g., preparing long ropes and
joining one group when the whole class is divided into three groups. The teachers thought about
every detail, hoping to make the game run as smooth as possible.

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