The 3rd Positive Education Seminar Series (16-18 November, 2016)

The 3rd Positive Education Seminar Series (16-18 November, 2016)

In order to bring Positive Education and the science of well-being to a wider audience in Hong Kong, we invited the Education Bureau (“EDB”) and the Department of Applied Social Sciences, the City University of Hong Kong (“CityU”) to co-organize the 3rd Positive Education Seminar Series on 16-18 November, 2016. Having Positive Education as an emerging item in the agenda of professional development for local teachers, we were delighted to see the 3-day event being qualified to offer participating teachers learning hours for the Continuing Professional Development (“CPD”).


Day 1Sharing of school-based Positive Education practices, 16 November


The event started off with a whole-day sharing of school-based practices on 16 November, which comprised of two sessions tailored for the needs of school educators from primary (the morning session) and secondary levels (the afternoon session). Inviting three schools to share and reflect on their Positive Education for each session, the main idea was to showcase the enthusiasm and diversified strategies of local school educators in pursuit of a flourishing school community. We were also honored to invite Prof. Cynthia Leung from The Hong Kong Polytechnic University and Dr. Sylvia Kwok from CityU to introduce the concepts and useful tools of evaluation, which are of great importance to inform the effectiveness of any Positive Education initiatives.

Invited speakers of the primary school session, representatives from EDB and CityU (From left to right: Prof. Dennis Wong, Acting Dean of the College of Liberal Arts and Social Sciences; Mr. Cheung Wing-fat, Senior Inspector, EDB; Ms. Ng Pik-ho, Senior School Development Officer, EDB; Prof. Cynthia Leung from The Hong Kong Polytechnic University; Principal Tse from Fung Kai Liu Yun Sum Memorial School; Ms. Lai from Kau Yan School; Dr. Sylvia Kwok from CityU)


Invited speakers of the secondary school session (From left to right: Dr. Ann Mok from Chinese International School; Ms. Chan from St. James Settlement; Principal Chan and Vice Principal Cheung from S.K.H. Lam Woo Memorial Secondary School; Ms. To, Principal Kwong and Vice Principal Cheung from HKSKH Bishop Hall Secondary School)


Participants engaging in fruitful learning and dialogues

Attracting around 200 attendees for both sessions, we were glad to see that the invited schools had implemented Positive Education for at least two years, in which they had more solid and sharable experiences; and that many audience appreciated the diversity of school cases, which documented the implementation of Positive Education among schools in different contexts.


Day 2 and 3 Two One-day Training Courses by Geelong Grammar School (“GGS”), 17-18 November


After the success of our past two Series, we were excited to extend our third invitation to the Institute of Positive Education, GGS to deliver training seminars to local educators and practitioners. Being well-received with the courses “Implementing Positive Education” and “Embedding Character Strengths”, this year GGS brought us two brand new topics.


On 17 November, Mr. John Hendry, former Director of Student Welfares of GGS (who is also a famous cricket coach) started off the morning session of the course “How to Change a Culture and Implementation of Positive Education” by introducing the GGS school policy and how elements of quality relationship helped shape the school culture. An introduction of the Affect Performance Model followed, linking students’ emotional states with their learning and decision-making. John also demonstrated practical strategies for managing students’ mistakes and upholding relationship once mistakes have been made.

John sharing on an affect-linked performance model and maintaining positive relationship at school


In the afternoon, Mr. David Bott, Head of Positive Education in GGS guided the audience to think about the issues of sustainability and evaluation of Positive Education. He then introduced the roadmap of GGS to indicate the necessary steps of “introducing – consolidating– sustaining” along each phase of the GGS implementation model “Learn It, Live It, Teach It, Embed It”.

David instructing participants to practice mindfulness

Participants in discussion

On 18 November, the GGS team delivered an interactive workshop on “Positive Teaching Practice”. Based on the models of PERMA and character strengths, the team introduced the latest research on how students’ well-being can affect their academic learning. Through activities and discussion, the team led the audience to critically reflect in groups on their own teaching practices, and how to transform into “Positive Teaching Practices”. Reflections included “Describe how you will ensure you know the name of each student, and a unique piece of information about them, by the end of the first week.” and “A child complains to you that he/she can’t do it! How do you respond?”.

The dynamic nature of the courses helped participants engage in discussions and reflections