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Three Lives, Three Worlds: Captivated by Teaching; Four Schools’ Observation and Guidance Blossoms at Guangwai — A Record of the Spring 2018 Semester’s Joint Classroom Observations Across Four Institutions
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On March 29, the first joint observation lesson of the four schools under the GDUFS Education Group for 2018 was held at the primary school division of GDUFS Affiliated School. This marked the first in-person gathering this semester for teachers from GDUFS Affiliated School, Haifei School, Xingxing School, and Yuhua School, a day that all participants cherished deeply. Early in the morning, the Mingde Auditorium welcomed the observing teachers as dawn broke. During this observation session, Ms. Zhao Shuqing, a mathematics teacher; Ms. Zhu Lin, an English teacher; and Ms. Liang Xiuling, a Chinese language teacher, from the primary school division of GDUFS Affiliated School, each presented a distinct lesson type—each uniquely reflecting the distinctive characteristics of GDUFS.
Teacher Zhao Shuqing is a young, innovative, and energetic educator. Her lesson focused on the fifth-grade math topic “Surface Area of a Rectangular Prism.” Teacher Zhao employed the “Green Fun‑Driven Classroom” teaching model, skillfully integrating the “One Chart, Three Elements” framework into her instruction. Through collaborative group work, students confidently mastered methods for calculating the surface area of a rectangular prism as they formulated, analyzed, and resolved questions. During group discussions, students’ cooperative learning was fully leveraged; they supported one another and independently arrived at multiple approaches to solving the problem, leaving the observing teachers marveling at the tremendous potential of student‑centered, collaborative learning.
Today, Teacher Zhu Lin transformed into the Peach Blossom Fairy, guiding her students on a simple yet enlightening journey through the English language. With the evocative imagery of “three lifetimes, ten miles of peach blossoms,” she seamlessly drew her students into the learning experience. The lesson content was tightly aligned with the theme, bringing grammar instruction to life in a vivid and engaging way. In particular, Teacher Zhu broke away from conventional teaching methods by introducing her original “Peach Blossom Secret: The Three Styles of Peach Blossoms,” a fresh and inspiring approach that immersed both teachers and students alike in a poetic, picturesque atmosphere, leaving them with an unforgettable aftertaste.
Meanwhile, Ms. Liang Xiuling from the Chinese department made a dazzling appearance in a dialogue with the “magic mirror,” presenting a Guangwai‑style lesson: a modern‑style composition class. Her approach was engaging and lighthearted, overturning the usual seriousness of classroom instruction and inviting students to “play” with writing in a relaxed, humorous atmosphere. Her exercises were clearly focused, ensuring that each lesson delivered a concrete takeaway, making the content highly practical. Guided by Ms. Liang, the students gained fresh insights into describing their appearance in self‑introductions. During the writing showcase, they alternately employed four‑character idioms and skillfully incorporated metaphors and hyperbole, lending their sentences an extra touch of flair. The teachers in the audience were thoroughly amused by the students’ lively performances.
The final session of lesson observations was the most anticipated by teachers from all four schools. In addition to the instructors sharing their pedagogical design strategies, participants also heard diverse perspectives on these lessons from colleagues across different institutions. Even more valuable was the opportunity to gain new insights and innovative ideas from Principal Huang Haifei and Vice Principal Luo Zhousheng. Vice Principal Luo encouraged teachers to remain open-minded and to experiment with weaving lessons into compelling narratives, embedding seemingly dry content within meaningful contexts—approaches that are sure to make learning both engaging and enjoyable for students.
Principal Huang Haifei issued directives for the future Chinese-language instruction at the four schools. First, in Chinese teaching, it is essential to cultivate students’ oral communication skills, guiding them in class to express themselves fully, clearly, and precisely. This may seem like a minor, even trivial, aspect of language instruction, yet it reveals whether a teacher is truly committed to their craft. Second, in daily teaching, teachers should encourage students to develop the habit of accumulating well‑chosen words and elegant sentences, while also fostering extensive reading to lay a solid foundation for their future academic and educational pursuits. Third, in the classroom, avoid being overly bound by rigid formats; instead, adopt a more flexible, student‑centered approach, allowing learners to benefit most in a relaxed and enjoyable atmosphere.
The greatest success of the four‑school observation lessons lies in their ability to use others as a mirror, constantly motivating and challenging oneself. In closing, let me borrow the words of Teacher Zhu Lin: “Through three lifetimes and ten miles of peach blossoms, may all young apprentices attain enlightenment, and may every master see their students flourish far and wide.”
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