校長的話 Principal’s words

 大家還記得何謂優秀少年(B.E.S.T. Teen」嗎?「優秀」與「平庸」之別,全繫於是否具備成長型思維 (Growth Mindset) ── 相信人的智力和能力是可以培養的。你們不需要與人比拼,只需認清目標,勇於跳出安舒區多作嘗試;在嘗試的過程中,掌握有效策略,投入時間刻意練習,以成功孕育成功;遇到失敗也不放棄,從失敗中總結經驗,向同行者請教成功的要訣,恆毅前行。做到以上各個步驟,便能自我超越。在此與大家分享兩則關於改變的故事。

 

過程重於結果

記得中三那一年的一個炎熱的下午,我與一位好友在球場上大談夢想。他語氣堅定地說要立志成為NBA球員。對他的豪言壯語,我流露了疑惑的眼神(當時尚未有亞洲球員打入NBA),但基於好友關係,沒有當場潑他冷水。此後,他開始為自己的夢想進發。每天跑步、游泳、健身。他憑著努力成功加入校隊,再擠身區隊,也參與香港青年軍的選拔。但故事的結果並不完滿,他既未能進軍NBA,就連香港青年軍也未能入選。你認為他是失敗者嗎?誠如英國前首相溫斯頓.邱Winston Churchill)所言:「成功非終結,失敗非末日,重要的是有繼續下去的勇氣。(Success is not final, failure is not fatal: it is the courage to continue that counts.)」我的好友縱使未能夢想成真,但在追夢的過程中,他鍛練了自己的體魄,磨練了自己的意志,更發掘了自己的強項,也認清了自身的限制。追夢讓他成長,讓他蛻變,並收獲了強健的體魄、堅毅的意志以及對自我的認識,這些都成為了他開創未來的資產。

 

確立身份‧承擔責任‧促成蛻變

自小六開始,我每天放學後都會流連足球場。我對足球的熱愛,從可憐的「球鞋」便可見一斑 ── 一對全新的「白飯魚」,只消數天便會被摧殘得破爛不堪。但我自知人生中有更重要的任務。我學業成績雖然理想,卻從未赴盡全力,只求保持水準。也是中三那年,我凝視父母的背影,想起母親每天含辛茹苦地到工廠上班,年邁父親雖然留在家中休養,仍要照顧我們的起居飲食……我作為家庭一份子,我思考著這些問題:要怎樣才能令家庭脫貧?要怎樣才能讓父母過上好日子?那時的我,還未有遠大的理想,但深信「知識改變命運」,故此承擔起為人子女的責任,決心投放更多時間讀書,走上以「知識改變命運」的路。我自知專注力有限,需要到寧靜的地方溫習,自此我每天到自修室閉關苦讀。這個習慣一直維持到大學畢業為止。此外,當時的我認知到自己的英語水平不佳,特別是聆聽,我決心穩固基礎,便到圖書館借來中一及中二級的聆聽材料,短時間內一一完成。為了提升英語閱讀及寫作能力,我開始大量閱讀,並摘錄英文詞彙及佳句,也自發每天寫英文日記。在老師的支持下,每星期完成一篇英文作文。我的英語水平在那個時期進步神速。我因著一個身份(為人子女)的確立,承擔起這個角色的責任(為家庭脫貧),然後以每個決定、行動,強化能配合這個身份的技能,克盡角色的責任,最終成就了更好的我!

 

親愛的保馬人,請尋找自己的身份及角色,背負起責任,訂立目標,勇於跨越安舒區,享受追夢的旅程,我不能保證沿途風光明媚,平坦順利,但旅程一定精采豐盛,你也會因蛻變而呈現最好的自己!


2020卓越‧保馬人序

  超凡(Extraordinary) 與平凡(Ordinary) 的人有何分別呢?

 

  回顧今昔,不論在我們學校,還是我們社區,範圍再擴大點,香港、中國,乃至世界各地,超凡的人都以不一樣的角度看世界,他們以積極主動的態度和行動回應各種挑戰。他們能在危機中看到改變的機遇;在挑戰中看到成長的機會;在失敗中看到成功的可能。同學們,積極的想法可以催生不一樣的自我對話。當成績不似預期時,你仍要相信你有改進的可能。這一時的成績只是在說明你這一刻學習的現況,它不是水晶球,它無法預視你將來的成就。這次既定的成績你已無法改變,你應著眼你能控制的範疇。接著,你應像超凡的人一般展開不一樣的行動 ── 你會從師長的回饋和建議中反思自己的考試表現,注意自己常犯的錯誤並總結出暫未成功的原因,那可能是審題不小心,對題型不熟悉,分配時間不佳等;你會注目你表現較理想的科目,總結成功的經驗,以此為基礎,嘗試轉化、遷移至其他學科;你會請教成績較好的同學,從同行者身上學習應試策略及如何有效學習……你會在一系列行動中找出最有效、最合適自己的策略,重覆使用,成為你不一樣的習慣。而最終,締造不一樣的結果,成就超凡的你。

 

  除了以積極主動的態度創建成就之外,是什麼令超凡(Extraordinary) 與平凡(Ordinary) 的人大不相同呢?超凡中的〝 Extra 〞(更多一點)可以給我們一點啟示。超凡的人,對他們正在做的事情擁有更多的熱情;他們樂意嘗試更多不同的策略,也更懂得反思哪個策略較為有效;他們付出更多時間,更多努力刻意練習並持之以恆;他們也願意更多地向同行者請教,一同協作、一起成就大事。就是這「更多一點」的〝 Extra 〞,幫助我們孕育出成功的經驗,創造無限的可能。

 

  2019 - 2020學年是一個不一樣的學年,香港接連受到社會事件及肺炎疫情的衝擊,我們的日常學習生活也受到影響。在這個動盪不安、人心虛怯的時代,我們更應該抱持與超凡人士一樣的態度,以「積極主動」回應各種挑戰。我們要懷著熱情,懂得善用自身的強項和成功經驗,揚長補短,願意去付出更多一點的時間和努力。只要我們能做到這些,並與同行同志的人連結,便能一同為自己、為他人創造無限的可能性,開創屬於我們的幸福未來。讓我們一同記住保馬廿五周年校慶口號:「成功孕育成功.無限創造無限」。

  


《學校概覽》校長的話

保馬的教育理念

 

正向學習型的教師團隊

A Professional Learning Community committed to Positive Education

 

學校發展及學生成長的關鍵在於教師專業能量。保馬教師團隊具備「成長型思維」 Growth Mindset),深信學生的智能及能力是可以發展的。教師不僅熟悉課程,了解教育趨勢,亦樂於嘗試不同的教學策略,促進學生有效學習。而且,保馬教師了解學生成長的需要及特性,以言教指導、身教示範,更以愛心耐性培育學生,達致全人成長。教師擁抱挑戰,熱愛學習,在教育專業上終身學習,積極建立專業學習社群。

 

The key to school development and student growth lies in the professional capacity of teachers. POMA's teaching team possesses a "Growth Mindset" and is convinced that students' intelligence and abilities can be developed. Teachers are not only familiar with the curriculum and the educational trends, but also willing to try different teaching strategies to promote effective learning. Moreover, POMA teachers understand the needs and characteristics of students' growth. Through acting as role models, our teachers cultivate students with love and patience to promote whole-person development. We embrace challenges, endeavour to pursue lifelong learning in the teaching profession, and build professional learning communities enthusiastically.

 

 

培養學生 —— 成長型思維的終身學習者

Guiding Students to become Lifelong Learners with Growth Mindset

 

透過常規課堂,教師讓學生體驗學習的樂趣、學科與生活的關聯,以及欣賞學科之美。保馬教師更舉辦多元化的聯課、跨學科活動及世界教室交流體驗,讓學生跳出課室及課時的框框,主動探索知識。因應學科特性、課題內容、學生特質及學習風格,教師運用多元化而有效的教學策略,照顧學生的學習多樣性。同時,保馬教師能運用「有效讚賞」(Process Praise),肯定學生過程中付出的努力,以及善用有效策略的能力,同時教導學生視失敗為成功的步驟,尋求及掌握改善策略,讓每個學生都能擁抱挑戰,自我超越,終身學習;讓每個課堂成為一段段充滿互動交流、共慶成果、共同建構知識的時光。

 

培育學生 —— 成長型思維的領袖      優秀少年「B.E.S.T. TEEN

Fostering Students to become "B.E.S.T. TEEN" Leaders with Growth Mindset

 

我們堅信「優秀」與「平庸」之別,全繫於人是否具備「成長型思維」,追求卓越所重視的是過程中一點一滴的進步,而不在於與人比拼競逐。學校透過多元化的活動及有系統的領袖培訓,讓學生訂立具挑戰的目標,掌握有效策略,積極練習。教師亦通過解說,給予準確回饋,讓學生從失敗中總結經驗,恆毅前行,以達致「自我超越」(Transcendence),成為優秀少年「B.E.S.T. TEEN」。保馬致力發展成為正向校園,讓師生邁向豐盛人生,攜手尋找幸福。「幸福」由五條重要支柱組成,包括正向情緒、全情投入、正向人際關係、意義和成就感,簡稱P.E.R.M.A.。學校致力從政策、教職員專業發展、家長教育、教師語言、校園環境及設施、課程及活動中推動正向教育,凝聚力量,締造正向校園。

POMA's philosophy

 

A Professional Learning Community committed to Positive Education

The key to school development and student growth lies in the professional capacity of teachers. POMA's teaching team possesses a "Growth Mindset" and is convinced that students' intelligence and abilities can be developed. Teachers are not only familiar with the curriculum and the educational trends, but also willing to try different teaching strategies to promote effective learning. Moreover, POMA teachers understand the needs and characteristics of students' growth. Through acting as role models, our teachers cultivate students with love and patience to promote whole-person development. We embrace challenges, endeavour to pursue lifelong learning in the teaching profession, and build professional learning communities enthusiastically.

 

Guiding Students to become Lifelong Learners with Growth Mindset

Through regular lessons, our teachers let students experience the joy of learning, comprehend the connection between their learning and real life, and gain inspiration from various subjects. Furthermore, our teachers hold a variety of co-curricular and cross-curricular activities, as well as global classroom exchanges, allowing students to actively explore knowledge outside their classrooms. To match the characteristics of the subjects and the traits and learning styles of our students, our teachers design tailor-made, diversified and effective teaching strategies to cater for learners' diversity. In addition to effective strategies, our teachers utilize "process praise" to recognize the valuable efforts of students. We teach students to regard failure as a step to achieve success, seek and master improvement strategies. Students are encouraged to embrace challenges for self-transcendence and lifelong learning. Each lesson is filled with interactive communication, collaborative knowledge acquisition and celebration of accomplishments.

 

Fostering Students to become "B.E.S.T. TEEN" Leaders with Growth Mindset

We firmly believe that the difference between "excellence" and "mediocrity" is based on whether people have a "Growth Mindset". The pursuit of excellence should focus on the progress made during the process, rather than competing with others. Through a variety of activities and systematic leadership training, our school allows students to set challenging goals, master effective strategies and practice them actively. Apart from giving explanation and constructive feedback, our teachers guide students to gain experience from their failure to achieve "Transcendence" and become the "B.E.S.T. TEEN". POMA strives to incorporate positive education into the curriculum, empowering teachers and students to work together to build the path to a flourishing life. A flourishing life comprises five important elements, including Positive emotions, Engagement, Relationships, Meaning and Accomplishment, shortened as P.E.R.M.A.. Our school is committed to creating a positive campus through the formulation of sound school policies, the running of teacher professional development programs and parent education, the adoption of effective medium of instruction, the building of a positive learning environment, the provision of useful facilities, the offer of meaningful courses and the organization of school activities.


B.E.S.T Teen 2018-2019 

校長序言

 

四月復活節假期間,我校一行十七人到杭州探訪保馬的姊妹學校 ── 育才中學,以球會友,既進行籃球訓練,亦交流球技心得。

 

我們有幸獲邀參與育才中學的晨跑及體能鍛練。友校學生的體能和耐力,使我們驚嘆連連。不論身高、體型、性别、年級,育才的學生均能輕鬆自若地完成1.5公里長跑!而且,他們進行體能鍛練時,身體的協調性特別好。他們的卓越表現斷不是短時間的衝刺,而是一點一滴的累積,也是養成良好習慣的成果。

 

杭州育才學校的一大特色是重視籃球訓練。校方聘請了十二名平均身高達兩米的籃球教練,重點培訓學生,期望學生掌握正確技巧,挑戰自己,突破自己。這次我校學生有幸得到CBA現役球員指導,進行籃球特訓。我在觀眾席上細心觀察每位同學,他們在教練的專業指導下,專注認真,不斷反覆練習。當教練發現學生未達到預期的水平時,熱心給予意見,提出改善建議。同學們按著教練的指導,重新練習,刻意調整,同學們在傳球、運球、上籃、投射各方面的技術均大幅提升,成果令人欣喜。

 

這次集訓中,同學們的技術提升了,叫我喜出望外。我更注意到,部份隊員的籃球技術在過去一年間躍進不少。向他們了解後,我發現箇中原因離不開以下幾點:

 

* 熱愛籃球或有明確目標

* 觀賞Youtube籃球訓練片段

* 參與校隊或區隊,接受恆常訓練及教練指導

* 到街場與高手切磋

* 體驗到個人的進步或得到別人的讚賞、肯定

 

這正正印證了一個「自我超越」的歷程。若用學術一點的說法,就是「成長型思維」的形成過程。這個過程包括以下要素:

 

* 熱愛及具有清晰及具挑戰的目標

* 掌握有效的策略及刻意練習

* 準確回饋,包括個人內省或他人指導

* 與熱愛目標的同行者一同追求卓越

* 過程中獲得成就感,讓成功經驗孕育下一次的成功

 

到育才交流的同學們既然能在籃球領域中實現「自我超越」,只要他們擁有成長型思維的心態,純熟認識每個關鍵步驟,一步一步地實踐,我深信他們也能在學習或其他領域上突破自我,成為優秀少年(B.E.S.T. Teen)。我也深信保馬的同學們一樣可以!


 《突破卓越 ‧ 保馬人》校長的話2018-2019

有一天,我的大兒子抱怨學習英語困難,自覺沒有學習英語的天分。

我好奇地問:「你是否與生倶來就懂得打籃球呢?」

大兒子直言:「當然不是!」

我點點頭,再問:「那麼,你現在的球技為什麼這麼好?」

他一洗頹風,昂首道:「因為我喜歡打籃球!」

我故作疑惑地問:「只因喜歡就能打得好嗎?」

 

他以專家的口吻娓娓道來:「當然不是這麼簡單,我會從籃球班或YouTube上學習基本的技巧,如運球、傳球及射球等,反覆練習正確姿勢。(註:爸爸也給予了不少意見!)我也會應用所學,在球場上實戰,與同學比拼。能運用所學,擊敗對手,很有滿足感啊!當面對越強的對手,我也進步得越快!」

 

我也來個小總結,說:「對!當你找到學習籃球的意義(熱愛)時,會尋找秘技(有效策略),然後反覆練習實踐(恆毅力)。過程中,你能擊敗對手(成功經驗),你也會被強勁的對手擊潰,但你會從挫敗中學習(總結“NOT YET”經驗),變得更強!學習英語,不也是一樣嗎?」

 

他點了點頭,但仍有疑惑,問:「但我對英語沒有興趣啊!」

我耐心地回應:「能從興趣出發最好,但只要你為學習英語賦予意義,你也能超越自我,取得成果啊﹗」

 

親愛的保馬人,還記得這個標誌嗎?

 

過去一年,保馬的主題是「自我超越」 (Transcendence),當中的核心理念就是「成長型思維」 (Growth Mindset)。最初,你認識「成長型思維」時,不也是半信半疑嗎﹖及後,你在POMA RUN或不同領域中,體驗到人的能力和智力真的可以發展。你更從其他保馬人的真實故事中找到「成長型思維」的印證,你開始漸漸相信。因你相信「人是可改變的」,故此你願意為你的目標和理想,跳出原來的「安舒區」(灰色地帶),在知識、技能、態度上裝備自己,不時檢視自己的學習進程,總結成功經驗,也從挫折中學習,從失敗中反思,你會發現自己在旅程中變得越來越強。所以,「卓越」跟「自我超越」一樣,結果固然重要,但過程更重要!

期望你們「自我超越」的精神,從POMA RUN 擴展至學習和人生的不同領域,成為突破卓越保馬人!

 


《學校簡介》 2017-2018

你認為:「一個人的智力、能力或素質是否可以改變?」

 

年少的我,不擅辭令,更不擅溝通。還記得第一次踏上講台時,我是如何顫慄,誠惶誠恐;與人相處時,我是如何羞澀,沉默寡言。直至我當上學長領袖,嘗試協助中一同學適應校園生活,後來更有幸投身自己熱愛的教育行業,漸漸要應付自己最不擅長的領域──「溝通」,一浪又一浪的挑戰催迫自己蛻變。我從不擅辭令,到嘗試溝通,變得擅於表達,其實也是一個學習旅程。蛻變的首要秘訣是你必須相信「人的能力是可以改變的」,接著尋覓學習的對象及有效的方法,全情投入,把握機會演練。記得我每一次上台演說或致辭前,也會花大量時間搜集資料及閱讀書籍,並以腦圖整理要點,進而綵排演練,務求讓聽眾從中得到啟迪。一次又一次的演說經歷不僅讓我體會到「台上一分鐘,台下十年功」的道理,也讓我堅信「有效的努力比天賦更為重要」。誠如美國心理學家Robert Sternberg指出,一個人能否獲得領域專長,當中主要的因素「不是擁有某種固有能力,而是有目的地努力」。偶爾,我的演說也會強差人意,但我不會視之為失敗,反倒是一個學習的機會,激發自己檢討修正,成就下一次更出色的演說。以上所述其實是一種稱為「成長心態」(Growth Mindset)的思維模式,對人的成長極為重要,亦正是保馬將會推動的「正向教育」的核心思維。

 

親愛的保馬人,我們是如何釐訂「優秀」,是以學生組別,第一組別勝於第二組別?是以班別,甲班勝於丙班?還是以個人的努力或進步作為基準?讓我們牢記,無論是學生組別、班別、分數或等級,都只能告訴你目前的能力水準,但永遠不能告訴你將來可以發展到什麼境界,提升到甚麼層次。當你下一次面對學業或比賽失敗時,不要視之為一種失敗宿命,更不要視之為一種失敗身份,認為自身永遠不能成功。庸才與天才,平凡與超凡,分別全繫於你是否具有「成長心態」──「相信一個人的智力、能力或素質是可以改變的」。讓我們總結失敗經驗,抖擻精神,請教領域的專家──老師、教練、導師等,尋找有效的方法或技巧,投入時間,以「一萬小時定律」讓門外漢成為領域精英的模範,堅持不懈。

 

 

新一學年,願每個保馬人給自己一個目標,涉獵一項自己認為不擅長的領域,以「成長心態」的思維模式,尋求突破,追求卓越,成為保馬的「優秀少年」(B.E.S.T. TEEN)

  

  

Do you think a person's intelligence, abilities or qualities can be changed?

 

When I was a teenager, I was not an eloquent speaker with good communication skills. I remember my first time setting foot on the podium, I was trembling with fear. I was shy and reserved when I interacted with others. Later I became the head of the peer counsellors assisting F.1 students to adapt to their new campus life. When I could luckily join my favourite education profession, I gradually got involved in my unaccustomed field of communication. A wave of challenges urged me to reform. Although I did not excel at speaking, I tried to polish my communication skills and has become an articulate speaker. This is in fact a learning journey. The primary secret of the transformation is you must believe that 'human abilities can be changed.' Seek a learning target and adopt effective methods. Grasp every opportunity to practise enthusiastically. Every time I make a public speech, I spend a lot of time to collect information and read books, organising the main points in mind-maps and rehearsing my speech. I hope my audience can get inspiration from my speech. My public speaking experience let me realize the truth that one minute of brilliant performance on the stage comes from ten years of hard work off the stage. Besides, it makes me firmly believe that 'effective hard work is more important than talent.' As the American psychologist Robert Sternberg points out, the crucial factor of whether a person can gain expertise in a field depends not on his intrinsic ability, but his intentional hard work and dedication. My speech may occasionally be far from satisfactory. Anyway, I do not view it as a failure. Instead, I think it is a learning opportunity to motivate me to review and improve, pathing the way for future better performances. The above notion is actually a kind of thinking mode called "growth mentality", which is extremely essential to the growth of human beings. This is indeed the core thinking of 'positive education' that PoMa will promote.

 

Dear Poma students, how do you define what is 'outstanding'? Are Band 1 students better than Band 2 students? Is class A better than class D? Or should we use personal effort or progress as the standard? Keep in mind that banding, classes, scores or grades can only show you your current level of competence. It can never determine your future potential development and what achievement you can attain. When you face failure in your future studies or competitions, never regard your failure as a fate or a label, thinking that you can never succeed. The difference between an ordinary mediocrity and an extraordinary genius is tied to the possession of the 'growth mindset' – believing that a person's intelligence, abilities and qualities can be changed. Let us gain invaluable experience from our failure and agitate our spirits. Consult experts like teachers, coaches and mentors to look for effective methods or techniques. If we invest our time and adhere to the 10,000-hour rule persistently, even a layman can become the elite role model of his domain.

 

 

I wish every PoMa student can set a target in the new academic year and get involved in an unfamiliar field. Keep the 'growth mindset' as our thinking mode and seek breakthroughs. Pursue excellence and become PoMa's B.E.S.T. TEEN.

  


 

保良局學校的校訓是「愛、敬、勤、誠」,這數種美德正是「仁者」需要具備的素質,包括關顧愛護、恭敬謙讓、勤勉機敏和真誠信實12。前任校長張慧賢女士對你們這屆畢業生充滿期望,特意為級社冠名,亦是首屆獲冠名的級社,名為「仁愛」(Benevolence)。她期望「仁愛社」能發揮「推己及人」的精神,愛惜自己的天賦潛能,盡力發揮;同時,同儕之間,也以禮相待,互相扶持,守望相助;把仁愛推廣開去,令學校、社會成為一個有情有愛、守禮重人的世界。

  我們可能有感:「要成為仁愛之士,猶如聖人,我豈能輕易做到呢?」 最近趁年假,閱畢徐宏義及羅曼如合著的《未來最好的學校》,當中提及到學生的人格特質,其中有數項與仁愛相關,或可解答心中的疑難。我同意要發揮仁愛精神,不能一蹴而就,而是要按部就班,經後天悉心培養,日子有功下,才能成為以仁愛為懷的保馬人。

  我認為仁愛的基本步,就是平日待人接物時,多關顧別人的感受(Consideration = Concern for others)。我們可從生活細節著手,如在公眾地方盡量將談話的聲浪減低、依序排隊、準時出席活動、開關門戶時盡量輕聲、還原使用過的地方等等。此外,我們在日常言談間或網絡世界上的遣詞用字,切忌嘲諷、漫罵、侮辱或欺凌別人,應多顧及別人的感受,減少對他人的傷害。簡言之:「勿以惡小而為之」。

  第二步,我們是否具有同情心(Sympathy)?我們生活在資訊快速及氾濫的年代中,良心如同被熱鐵烙慣了一般,加上現世代,人總是慣了以自我為中心,對周遭的人、事、物缺乏了一份敏銳而細膩的心靈感應。能夠為一隻被虐待的犬隻而難過;為一個車禍身故的家庭支柱而傷痛;能夠為天災喪失家園及生命的市民而悲慟,是一種學習,更是一種修養。我們可以通過細味一部電影(推介《禮儀師之奏鳴曲》註3)、閱讀一本好書(推介《人生不設限》4)、聆聽動人的故事5,觸動我們靈魂的深處,喚醒我們沉睡中的心靈。要達到仁愛,又豈能只停留於同情心?所以我們也要培養同理心 Empathy)

  今年我新任校長,工作上既要面對校內師生,亦要處理校外事務;有的能掌控,有的不能,甚至失控;有的耳熟能詳,有的從未涉足過;有時充滿滿足感,有時啞子吃黃蓮。幸有同道中人或知音人明白箇中感受,雖沒能為我即時解困,但卻陪伴我度過一個又一個的難關!在我面對人生不同的患難困境時,慶幸有生命天使,能感同身受,積極聆聽我的苦況,與同心同感的人同哭,潤澤了我苦澀的心靈。最近,我也輔導了一名校長「新丁」,助他度過工作情緒的崩堤,見他能再次自信滿滿地投入工作,我真的喜上眉梢!

  最後,終於回到我們的主題──仁愛(Benevolence),也是你們的社名。仁愛就是不能只停留於感同身受,而是身體力行,救別人於水火之中。我自幼皮膚粗糙,小三時,班主任發現我的情況,為我塗上一層又層的潤膚膏,我還記得那牌子是 Nivea 呢,當時我感動不已!中一時,校長知悉我家境貧困,遭逢刧難,送上二千元支票,以解我家燃眉之急,雖然最後因難為情而謝絕了校長的好意,但那心頭的暖意助我捱過了那段艱難日子!中四時,前任班主任見我臉部暗瘡紅腫,特意買來一盅熱騰騰的龜苓膏,我感動得淚流披面!工作上,我得到很多前輩的提醒、鼓勵、包容、體諒和愛護。故我立志將這份愛延續承傳下去,盡力守護保馬學生,為有需要的人伸出援手。如你在保馬六年,也嘗過別人對你的愛心關懷,緊記讓這份仁愛精神承傳下去!

  親愛的保馬人,離別再即,縱有不捨,也不忘叮囑:你們要遠行,走自己的路,為自己的夢想打拼,但莫忘本著仁愛為懷的心腸,享受被愛,同時學習去愛人,關懷身邊人,服務社群,貢獻社會!

註:

1. 樊遲問仁。子曰:「愛人」。 (《論語‧顏淵》)

2. 子張問仁於孔子。孔子曰:「能行五者於天下為仁矣。」「請問之。」曰:「恭、寬、信、敏、惠。恭則不侮,寬則得眾,信則人任焉,敏則有功,惠則足以使人。」 (《論語‧陽貨》 ) 孔子的意思是:「恭敬、寬厚、誠信、勤敏、施惠。恭敬謙讓就不致遭受侮辱,寬厚包容就會得到眾人的擁護,真誠信實就能得到別人的信任,勤勉機敏就能做事顯出成效,施惠於人才好推動別人。」

3. 電影推介 –《禮儀師之奏鳴曲》

4. 好書推介 –《人生不設限》

5. 河南鄭州馮瑩的故事

 

 

   


《突破卓越 · 保馬人》2016-2017

  「在保馬,老師既欣賞『好學生』,但更重視力求進步、追求卓越的學生。因為決定學生的成就,不是純粹能力,而是盡力與堅毅的態度。老師會為學生的學習成果而高興,但更為學生的奮鬥歷程而歡呼。因為奮鬥歷程才能真正塑造學生的品

德與素質。」


《學校簡介》 2016-2017

  今年是特別的一年,我從敬愛的張慧賢校長手上接捧,擔任保良局馬錦明中學(簡稱保馬)的第四任校長,我既驚且喜。驚,固然是因為校長一職任重道遠,無論外在環境如何變遷,校長仍要堅守不可動搖的理念 — 凡事以學生的需要為大前題,帶領教職員團隊履行學校的使命,責任殊不簡單。喜,正如我在校長面試期間的一席話:「當保良局考慮委任我為保馬校長,將保馬託付於我時,其實不僅僅交給我一人,而是託付予我一眾的教職員、家長、校友及學生,讓我們一同奮鬥,共建保馬,讓保馬從優良躍升至卓越(From good to great)」。我甫自香港中文大學畢業,就投身教育,在保馬培育學生是我第一份工作,轉瞬已廿載。在這片地方,有著一份濃得化不開的情 ── 師生情、家校情、戰友情(保馬教職員)。未來,我與大家仍情繫保馬,並肩而行,共建保馬。想起,也喜上眉梢!

  每年在北區中學聯展,我經常與家長探討何謂「好學校」。能收到「好學生」,教出「好學生」,就是「好學校」嗎?還是能把學生「教好」,讓學生躍進騰飛,才稱得上是「好學校」?我相信一所「好學校」的關鍵在於有「好老師」。保馬老師是學生全人成長的培育者,既是生命旅途的同伴,也是領袖培育的教練,更是生涯規劃的嚮導。保馬老師是學生有效學習的促進者,致力提升學生的學習興趣、自信及自主,攜手成為終身學習者。保馬老師是教育專業的終身學習者,持續進修,追求卓越。有如此的「好老師」,保馬便是「好學校」。

  在保馬,老師既欣賞「好學生」,但更重視力求進步、追求卓越的學生。因為決定學生的成就,不是純粹能力,而是盡力與堅毅的態度。老師會為學生的學習成果而高興,但更為學生的奮鬥歷程而歡呼。因為奮鬥歷程才能真正塑造學生的品德與素質。在保馬,老師深信每個學生都具備天賦,因此竭力為學生提供多元化的學習機會,讓他們從中尋找熱情所在,發現天賦,繼而展開逐夢之旅。有如此的「好學生」,保馬便能成為真正的「好學校」。

  相信未來在保馬教職員、家長、校友及學生的大力支持下,保馬會變得更好、更強、更卓越!學生能蛻變成為終身學習者,亦成為真正的保馬領袖。

   

Be a Lifelong Learner, Be a POMA Leader!

    

This has been a very important and special year for me. It is with great enthusiasm that I succeed Principal Cheung as the fourth Principal of Po Leung Kuk Ma Kam Ming College (POMA). I have taken a new and vibrant initiative to meet the challenge of achieving school growth. Our teachers and I, being the administrators, are on the bottom supporting the entire school community with the students being the most important and largest group on top. It is very important that we educators tailor to the needs of students rather than those of the school with the intention of helping students to maximize their learning outcomes. This is the fundamental principle of education that I am determined to keep a tight hold on, regardless of environmental changes. When I am appointed to be the principal of POMA, I am facing a battle that should never be fought alone. Our teachers, supporting staff, alumni, and students together with parents will accompany me on my journey to turning POMA from a good school to a great one. After my graduation from the Chinese University of Hong Kong, I entered the field of education. I have spent twenty years of my professional life in the POMA family. We have established close family-school partnerships wherein teachers and families cooperate, coordinate, and collaborate to enhance learning opportunities, educational progress and success for students.

 

At annual school promotional events, the hottest topic stimulating discussion between parents and the school is: What makes a good school? I think it is wrong about equating ‘good intake’ with ‘good school’. I believe a good school is one which helps students to unlock their potential and nurture their talents. And the key to this is ‘devoted educators’. We are lucky that POMA has a team of teachers who have great patience and passion devoting to education. It is the belief of our school that both formal curriculum and co-curricular education contribute to the overall quality of our students. Thus, our emphasis is on students’ all-round education and whole-person development. Our team is comprised of professionals who are not only a friend and a mentor to guide students along the way to adulthood but also an effective personal trainer to discover and nurture hidden talents in students. Our teachers serve as role models of lifelong learners who are committed to maintaining professional excellence. With such ‘devoted educators’, our students display stronger interest, greater confidence and more active engagement in their learning. POMA is definitely moving in the right direction of becoming a ‘great school’.

 

Teachers at POMA do credit students with good performance. Yet, students gain a deeper appreciation for their steady progress and pursuit of excellence. “Success is not measured by what you accomplish, but by the opposition you have encountered, and the courage with which you have maintained the struggle against overwhelming odds”. We believe that every student at POMA has the potential to become a POMA leader. We, therefore, make every effort to provide students with ample opportunities to arouse their passion for continuous learning and growing, through which they can recognize their potential and realize their dream. With such ‘potential students’, we are now within sight of our goal – to be a ‘great school’.

 

 

With the strong support from our teachers, parents, alumni and students, POMA – being a great school will certainly nurture a host of future leaders!

 

Be a Lifelong Learner, Be a POMA Leader!

   

 

學生會「PI TV」校長訪問

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