From October 29 to November 2, 2018, the Affiliated School of Guangdong University of Foreign Studies held its 2018 Autumn Semester Green Classroom Teaching Demonstration Week. During this week, a series of activities took place, including demonstrations of green classroom teaching, presentations of research projects on green classrooms, and a forum on the development of green classrooms. These events were vibrant and engaging, serving as exemplary models that inspired and advanced green classroom practices, and earning high praise from school leaders and teachers in attendance, as well as from their counterparts at sister schools such as Yongning High School and Huaguang Girls’ High School.

Starting from the third week of this semester, the primary, junior high, and senior high divisions of Guangwai Affiliated School have launched an extensive series of initiatives, including green classroom teaching competitions, research on green classroom projects, and explorations into the development of green classroom instruction. The Green Classroom Teaching Exhibition Week aims to showcase the outcomes of each division’s green classroom teaching, green classroom research projects, and classroom‑instructional‑development initiatives for the current semester, followed by a period of summarization, reflection, and the dissemination of best practices.

This Green Classroom Teaching Demonstration Week featured a rich array of activities, with classroom lessons presented by three teachers: Teacher Qin Xi from the high school division, Teacher He Linyu from the junior high school division, and Teacher Yu Lei from the primary school division. Teacher Qin Xi’s lesson was a mathematics review session for Grade 10, focusing on “Applications of the Formula for the Sum of the First n Terms of an Arithmetic Sequence”; Teacher He Linyu’s lesson was a Chinese language class for Grade 7, titled “The Man Who Planted Trees”; and Teacher Yu Lei’s lesson was an English class for Grade 4, titled “Can You Run Fast.”

In the high school section, Teacher Qin Xi’s demonstration lesson began by addressing a student’s question—“When applying the formula for the sum of the first n terms of an arithmetic sequence, I’m unsure how to choose between its two forms”—which served as the entry point for introducing the topic and the learning objectives. The teacher and students then collaboratively explored typical problems, clarifying students’ uncertainties about using the formula and distilling key strategies for its application. Finally, through “in-class assessment, in-class presentation, and immediate feedback,” the lesson evaluated students’ mastery of these techniques. The instruction was problem‑centered, with the teacher offering insightful guidance and fostering dynamic teacher–student interaction to dispel lingering doubts and uncover underlying patterns. By employing “in-class testing, in-class sharing, and in-class commentary,” students’ problem‑solving skills were systematically trained and reinforced, transforming what might seem like a dry, mechanical exercise in mathematical computation into an engaging and lively experience—and turning the stereotypical image of a dreary high school math class into one brimming with energy and enthusiasm. The result left observing teachers thoroughly impressed and inspired.

During his Chinese-language lesson on “The Shepherd Who Planted Trees,” Mr. He Linyu of the junior high school began by using a PowerPoint presentation to contrast lush, green landscapes with barren deserts, thereby introducing the text’s central theme. Guided by the teacher’s insightful prompts, students engaged in a process of questioning, raising doubts, and resolving them, gaining a deep understanding—through the story’s depiction of the transformation from desert to oasis—of the shepherd’s unwavering perseverance and selfless dedication. Not only did the students master the lesson content, but they also experienced a profound emotional and spiritual renewal. Teacher He emphasized student participation and dynamic teacher–student interaction, demonstrating clear thinking, fluent delivery, and a natural, confident teaching demeanor, earning high praise from both observing administrators and fellow educators.

Teacher Yu Lei’s English lesson in the primary school department exemplifies the “Green and Engaging Classroom” approach. First, it is “engaging”: the teacher closely connects the lesson content to students’ everyday lives, making learning both enjoyable and meaningful. Second, the teacher creates a platform that encourages full student participation, turning classroom activities into an interactive and stimulating experience. Third, the teacher employs reward‑based assessment, allowing students to savor the joy of success. Moreover, the lesson embraces the natural “active” disposition of primary‑school learners, encouraging them to “use their hands,” “think critically,” “speak up,” and “engage emotionally.” This not only enlivens the classroom but also aligns with students’ cognitive development, enabling them to learn effectively through active participation. In my view, this lesson stands as a quintessential example of exemplary language instruction at the primary level.

The research project presentations were delivered as follows: Wei Shaoyu from the high school division presented “An Exploration of Tiered Instruction for High School English Vocabulary in Green Classrooms”; Fan Ting from the junior high school division presented “How to Empower Students as Masters of Their Own Learning Through Question Analysis”; and Mo Xiaohua from the primary school division presented “Green, Engaging, and Active Classrooms: Self‑Directed Inquiry in Primary School Mathematics.” Each presenter shared her experience of employing scientific research methods to address challenges encountered in green classroom teaching and of elevating these findings into guiding theoretical frameworks for subject‑specific instruction.

At the Green Classroom Development Forum, Chen Ziyuan from the senior high school department presented on “How to Cultivate Students’ Ability to Pose Effective Questions in English Classes”; Liu Yuling from the junior high school department addressed “An Analysis of the Low Participation of Mid- and Lower‑Performing Students in Classroom Activities and Corresponding Strategies”; and Wei Liling from the primary school department spoke on “An Effective Classroom Assessment Mechanism as a Guarantee for the Long‑Term Development of the Green Classroom.” Their presentations centered on the core issues of green classroom instruction, offering their perspectives and practical insights, thereby providing valuable guidance for advancing the green classroom approach.

The highlight of the Green Classroom Development Forum unfolded in the interactive exchanges among participating teachers, forum guests, and keynote speakers. Teachers and guests voiced a series of challenges they face in implementing green classroom practices, which the keynote speakers addressed one by one, leaving attendees with the sense that “listening to your insights was like reading ten years’ worth of books!”

Before concluding the demonstration event, the leadership of the main campus summarized the presentation of the “Green Classroom” teaching‑research activities, expressed full appreciation for the entire initiative, and set forth clear expectations for the next phase of implementing such activities.

This “Green Classroom” teaching‑research demonstration event was meticulously planned and organized by the Academic Affairs Office of the main campus. Since the launch of the demonstration activities, a total of 38 teachers across the school have delivered open lessons, with more than 400 teacher participations in observing these classes.