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50School Improvement in Action:

Classroom Management with “Heart”

KONG Chit-Kwong & HO Bik-Yue

Abstract

Under the leadership of a new principal and a strong plea for reformfrom teachers, a secondary school that mainly receives Band 3students and is facing the challenge of insufficient student-intakein Secondary One plans to reform. The school attempted to improvestudents’ and parents’ perceptions and attitudes toward the school,with Secondary One as the starting point. The School DevelopmentOfficer (SDO) of the “Quality Schools in Action” Project (a schoolimprovement project in Hong Kong) assisted the training ofSecondary One class teachers. The SDO, together with thoseteachers, also designed and launched a series of enriched“Secondary One orientation” programs as well as many other“classroom management strategies.” The teachers, the principal,and the SDO share very similar core values and common goal, suchas “for the sake of the children,” “having high expectations to thechildren,” and “the children can accomplish it,” and they workedcollaboratively. After almost a year of intense hard work, theteachers found significant attitudinal and perceptual changes inthe students and their parents: (a) the students had developed astronger sense of belongings to their class as well as to the school;(b) the students had developed better relationships with theirteachers and a willingness to accept advice from their teachers;(c) the students had developed higher expectations to themselves(e.g., learning attitudes and personal responsibility); and (d) theparents had developed better relationships and communication withthe teachers and the school. In addition, the teachers also found

51significant changes among colleagues. The teachers had developed:(a) a spirit in striving for a shared vision and common goal (especiallyamong the Secondary One class teachers; (b) a strong sense ofcollegiality and mutual support; and (c) skills, capacity and self-efficacy in handling student problems. This paper described anddiscussed the course of the change, the facilitating factors, therequired conditions for improvement, and the significance andimplications for education reform and school improvement in HongKong.