1. Good English Teaching Practices: Yuen Long Lutheran Secondary School EMB Consultancy Project Researchers: Gary Harfitt & Hofan Chau

2. Our focus today Background of the school and what it has achieved. Background of the school and what it has achieved. Examining and explaining the ‘ culture ’ of the school. Examining and explaining the ‘ culture ’ of the school. Looking at the policies implemented in the school and how they underpin the culture. Looking at the policies implemented in the school and how they underpin the culture. Specific initiatives of relevance to all schools in HK. Specific initiatives of relevance to all schools in HK.

3. Yuen Long Lutheran Secondary School (YLLSS) Moved to Tin Shui Wai in 1998 from Yuen Long Moved to Tin Shui Wai in 1998 from Yuen Long Teaches F.1 – F.7 students Teaches F.1 – F.7 students CMI status CMI status Band one intake since 2001 Band one intake since 2001 95% of students from Tin Shui Wai public housing estates 95% of students from Tin Shui Wai public housing estates

4. HKCEE results (English language syllabus B) Year Student %

5. A ’ level results (UE paper) Student % Year

6. VISION : CULTURE-POLICIES -CLASSROOM CULTURE CULTURE POLICIES PEDAGOGY What are the school policies that underpin the culture? What strategies are teachers using in the classroom? VISION What motivates all this? How is such a positive attitude towards English cultivated?

7. The principal Became the Principal in 1998. Became the Principal in 1998. Decided to focus on improving English results as a way of providing students with greater opportunities to further their education at tertiary level Decided to focus on improving English results as a way of providing students with greater opportunities to further their education at tertiary level Received support from parents as results and student intake improved. Received support from parents as results and student intake improved. Vision

8. The principal ’ s rationale “ English is very important. It can help [the students] find a good job and earn a good living. You see, if they fail English, they can ’ t go to university. They can ’ t find a good job. That ’ s number one … because the English standard was very low, only a few students went to university. Under ten. The teachers knew, but they couldn ’ t help. – 27 October, 2003

9. The English panel chair Taught in the school for more than 10 years. Taught in the school for more than 10 years. Confirms active role of principal in the changes at the school since 1998. Confirms active role of principal in the changes at the school since 1998. Also attributes the reasons for change to: Also attributes the reasons for change to:  Additional resources  Better teamwork in panel

10. Process GOAL IDENTIFY PROBLEM AREAS SOLVE PROBLEMS TOGETHER Increase university enrolment English results are identified as a limiting factor English becomes school priority

11. University entrance Year Students

12. How is such a positive attitude towards English in this school cultivated? − The formal aspect (The classroom) − The informal aspect (English club & activities) School Culture

13. Extra curricular activities Crazy Halloween Party (Oct) Crazy Halloween Party (Oct) S2 Vocabulary competition (Dec) S2 Vocabulary competition (Dec) S1 Storytelling Competition (April) S1 Storytelling Competition (April) S2 Drama Competition (May) S2 Drama Competition (May) S4 Oral Presentation (July) S4 Oral Presentation (July) S3-4 DJ Group Competition S3-4 DJ Group Competition English speaking days English speaking days English club parties and carnivals English club parties and carnivals Exchange trip to Singapore Exchange trip to Singapore English network: Lunchtime radio show English network: Lunchtime radio show

14. Student interest & exposure Distinctive features of the English club Student leadership: Student empowerment Role modeling, Peer learning, Allows language focus in class English Club Distinctive features of the English Club

15. The process of creating a culture AREAS OF IMPROVE MENT GOAL SOLUTION ? EFFECTS Motivate students to use more English Students fear speaking English Begin student motivation at lower forms. Improve English club: −Activities generate student interest −Student organisation structure provides peer learning Student enrolment in English club increases from 50 to 300 members in 3 years Students more confident in speaking English and are motivated to use it in the classroom

16. What are the school policies that underpin the culture? Structures that promote teamwork Structures that promote teamwork (support group, collaborative planning meetings) Initiatives to support teaching Initiatives to support teaching (resources, mentoring, junior/senior form teaching) Finding “ the right person for the right job ” Finding “ the right person for the right job ” (clearly defined roles, Mr. Lo, support group, Jeremy (NET))

17. Panel Structure Joe Kit principal Panel chair Research team Vice- principal Support group

18. Mr. Lo, the Vice-principal “ Bridge ” between the Principal and the panel “ Bridge ” between the Principal and the panel Administrative and strategic support Administrative and strategic support Informs panel with research (exam results) Informs panel with research (exam results) Not an English teacher Not an English teacher

19. Support group Established to assist panel head Established to assist panel head Meet to discuss school policies + new initiatives (e.g., writing school based textbook, remedial programs, etc.) Meet to discuss school policies + new initiatives (e.g., writing school based textbook, remedial programs, etc.) Vina Joe Kit Zoe Mr Lo

20. Panel Structure Panel Structure (continued) Joe Kit Jeremy (NET) principal ENGLISH CLUB TA Chat-room

21. Panel Structure Panel Structure (continued) Joe Kit Jeremy (NET) principal Form Collaboration meeting Panel chair ENGLISH CLUB Vice- principal Research team TA Chat-room MENTORING

22. Collective Lesson Planning Once a cycle, teachers from the same form meet to discuss their teaching. Once a cycle, teachers from the same form meet to discuss their teaching. Discussion topics that we have Discussion topics that we have observed include: observed include:  Sharing teaching ideas  Evaluating exams and tests  Delegating duties and tasks  Checking progress of different classes  Critiquing the textbook and planning units together

23. Breakdown of CLP topics (1 unit – 3 meetings) Teaching resources Teaching skills Assessment evaluation General teaching/ related issues Discussion of Unit 5 Discussion of Unit 5 Evaluating school based grammar book Evaluating school based grammar book Sharing information and materials (EMB poem) Sharing information and materials (EMB poem) Difficulties with reader Difficulties with reader Use of reader Use of reader Evaluation of reader Evaluation of reader Critiquing the textbook Critiquing the textbook Deciding what units to teach from textbook Deciding what units to teach from textbook Evaluation of textbook Evaluation of textbook Adaptation of textbook Adaptation of textbook Using school based grammar book Using school based grammar book Sharing ideas on class presentations Sharing ideas on class presentations Teaching vocabulary (ideas) Teaching vocabulary (ideas) Teaching vocabulary (dictionary use) Teaching vocabulary (dictionary use) Sharing teaching ideas on vocabulary Sharing teaching ideas on vocabulary Designing and giving a syllabus for students Designing and giving a syllabus for students Listening material Listening material Adapting tasks in class Adapting tasks in class Sharing ideas on writing task Sharing ideas on writing task Integration of lessons and adapting presentations Integration of lessons and adapting presentations Kit's description of vocabulary game. Kit's description of vocabulary game. Evaluation of uniform test (difficulty level) Evaluation of uniform test (difficulty level) Evaluation of uniform test (setting up remedial class) Evaluation of uniform test (setting up remedial class) Reviewing test & teaching methods Reviewing test & teaching methods Evaluating marks from exams Evaluating marks from exams Looking at exam questions Looking at exam questions Using previously marked exam questions as a foundation for teaching unit Using previously marked exam questions as a foundation for teaching unit Setting up unit using exam questions from recent paper Setting up unit using exam questions from recent paper Discipline and attendance of poetry in movement classes & remedial arrangements Discipline and attendance of poetry in movement classes & remedial arrangements Getting parents involved in encouraging English use Getting parents involved in encouraging English use Progress of different classes and a discussion of teaching across the form Progress of different classes and a discussion of teaching across the form Comparing classes and how this relates to next year's teacher Comparing classes and how this relates to next year's teacher Delegating responsibilities Delegating responsibilities Whether to cover everything in textbook Whether to cover everything in textbook Evaluating VCD and reader, sharing problems Evaluating VCD and reader, sharing problems

24. CLP benefits Provides alternative to existing forms of collaboration Allow teachers to share ideas and evaluate the textbook Promotes cooperation in panel Helps to uniform the teaching approach in junior forms

25. Relational solutions: Mr. Lo acts as bridge + adviser Support group helps panel head Collective Lesson Planning (CLP)  Share solutions in CLP meetings  Teachers adapt classes accordingly.  Cultivate confidence + interest in lower forms (e.g. activities)  Remedial support English becomes school priority Make English school priority Some teachers unhappy with changes   Research team diagnoses problem areas  Teachers discuss in Collective Lesson Planning meetings  Panel evaluation  Improve English exam results The process on a policy level GOAL IDENTIFY PROBLEM AREAS SOLVE PROBLEMS TOGETHER Increase university enrolment Poor English results = limiting factor

26. Reflection: a crucial element in the school ’ s progress “ As teachers, we expect our students to work hard and improve, but we often fail to do this ourselves. ” - Kit Lee