我们竭力为孩子提供各种新机会以及他们未曾尝试过的新资源，并试图用这种方式激发他们的勇气。我们尽量避免直接告诉孩子们如何运用那些新事物，这样一来，他们可以拥有更多机会去自行探索、尝试，去发现更多。这种探究能力对孩子来说非常重要，如果没有这种想要参与和尝试的欲望，随着年龄的增长，孩子将很可能缺乏尝试新鲜事物的勇气。

其实对于一个两三岁的孩子来说，要和一个陌生的成年人说话，往往是一个很大的挑战。但是这个孩子做到了。哈罗的课程支持我们的孩子在社交环境中不断发展勇气。我们关注每个孩子的社会情感发展，并且从孩子进入小小班开始，直到他们大班毕业，整个学习生涯都有持续性的学习支持。我们非常注重孩子综合社会交往能力，包括与他人顺畅沟通，建立积极关系，以及自我行为管理等。

除了提倡社交沟通等精神层面的勇气外，我们还期望孩子拥有身体物质层面的勇气。我们鼓励孩子们去冒险，鼓励孩子们去尝试他们未曾做过的事情，或是他们可能认为相当困难的事情。这能够让我们的孩子不会对新事物或犯错感到害怕，进而认识到犯错是没关系的，实际上，犯错有助于孩子的学习和进步。

正直行事是“荣誉”的核心。正直行事意味着我们的孩子明确知道他们日常需要完成的各项事务。例如在教室里，他们明白自己应当具备一定的自理能力，比如进来后自己换鞋，自己把书包放好，确保他们的小帽子和小水壶放在正确的地方。这些在日常中建立起来的意识行为习惯有助于孩子更好的培养和发展自我管理能力，处事更具君子之风。

做到正直行事，孩子们明白他们应当在日常生活中使用温柔的手和亲切的话语，他们也明白每个人除了要尊重自己和自己所持的价值观，重视这一方水土的文化传统外，同时也要尊重其他人与我们的不同。

我们从不赞同复制粘贴。我们希望让孩子们能够以他们最自信的方式来表达自我。我们愿意为孩子提供多种多样的选择，让他们充分地展示自己的个性，成长为独一无二的完整个体，同时这让他们也有机会看到并尊重他人的不同选择。

我们希望我们的孩子能够遇见困难时相互支持。大家一起分担困难，往往会比一个人苦苦挣扎轻松许多。

谦和在我们的院舍制中得到了极大的体现。当孩子们加入哈罗小狮时，他们会被分配到一个院舍中，每一个院舍都是混龄的。当我们开展院舍活动时，不同年龄的孩子们与不同的老师一起“奋斗”，但往往并不是为了某个特定的结果。虽然有时看起来似乎是个竞赛，但更多的是孩子们的欢乐游戏。比起“我要赢得比赛”这种想法，孩子们更多的是抱以“这是我享受游戏收获快乐的时刻”的想法。

塔有多高并不重要，谁赢了也不重要。这其中最重要的是，首先，孩子们犯了错误，从错误中吸取了教训并再次尝试；其次，他们共同合作，实现了他们本来认为不可能的事情。

在“互助”的注释框中，我们第一个写下的就是“成为别人的榜样”。这适用于所有的学术和非学术团队，包括主班、助教、生活老师、保安、保洁等等。所有与我们的孩子一起工作的人都是榜样，当然也包括我们的父母和家庭。我们都在充当孩子们的榜样，向他们展示我们希望他们如何表现、如何成长。我们也会给予我们的孩子成为他人榜样的机会。

我们鼓励我们的家长积极参与到我们的活动中来，亲自给予孩子支持。

仅仅用一句简单真挚的话，这个女孩就立即把另一个孩子纳入到了他们的游戏中，并确保她的新朋友既不会感到被冷落，又没有被迫加入游戏的压力。我们希望我们的孩子能够与他人友好相处，并将接纳他人到他们正在进行的游戏或讨论中。另一方面，我们也确实鼓励我们的孩子获得跨年龄段的交流机会，因为对大孩子来说，跨年龄交流有助于发展他们的领导能力，并促进其他学习领域。而对年幼的孩子而言，他们也能够获得年长孩子的陪伴、指导和帮助，进而有所学习和领悟。

One way that we promote courage within our classrooms is by providing children with opportunities and resources that they may never have used before. And what we try not to do with our children is to give them something and then tell them exactly how to use it. In this way, we actually give them the opportunity to explore it and to have a try, to find out for themselves. And that's a really important skill. Without that skill of wanting to join in and being motivated to have a try, a child will very likely not have enough courage to try new things as they get older.

Actually that's always a big challenge for a child to speak to an unfamiliar adult at the age of two or three. But he made it. Our curriculum supports our children to develop courage within social situations. So when we're thinking about a child's social development, their learning is scaffolded right from when they come in at pre-K until they leave us at the end of K3. We focus very much on a child's ability to communicate with others, to build relationships, and also to have the courage to manage their own behaviors.

As well as promoting courage with social situations and communication, we also encourage our children to have courage within their physical development. We encourage our children to take risks, which means we do encourage our children to have a try with things that they may not have done before, and that they may think is quite difficult. This allows our children not to feel scared about new things or making mistakes, and realize that making mistakes is OK, and actually, you can learn and move forward by making a mistake.

Behaving in an honorable way is built into everything we do. In this way, our children have very clear expectations about what they may need to do during the day. For example, in the classroom, they have very clear expectations about what they're expected to do independently, such as coming in, changing their shoes, putting their bag away, making sure their hats and water bottles in the right place. It's just built into everyday routine so that the children are very aware, aware of the expectations and are able to fulfill by themselves.

In order to act honorably, children know that they need to use gentle hands and kind words in daily life, and they also need to be able to respect not only themselves and the values and traditions that they hold, but also to respect the differences that they may see in others.

We don't encourage a copy and paste system. What we want to do is actually let the children to be able to express themselves in the ways they feel most confident in. We give children choices to enable them to show their individuality, and by giving them choices and allowing them to be individuals, it gives them the chance to also see and respect that other people have different choices.

We want our children to be able to support each other when things get a bit difficult. If you're doing something that's difficult with someone else, it makes it much easier than trying to struggle and do it by yourself.

Humility is really celebrated within our House System. When a child joins Harrow Little Lions, they are allocated into a house, and the house spans from pre-K to K3. When we have house activities, the children work together in different age groups with different teachers, not necessarily to achieve a desired outcome. Sometimes it's a competition, but actually they just play games. Children always aware that “I've given the opportunity to enjoy the game and have fun”, rather than thinking “I'm playing a game to win”.

It didn't matter how tall the tower was, and it didn't matter who won. The most important part of this was that A, they made mistakes, learned from them and tried again, and that B, they work together to achieve something that they didn't actually think was possible.

And the first thing that we've written down is actually acting as a role model. It goes both for academic team and non-academic team including teachers, teaching assistance, life skills teachers, security guards, cleaners and so on. Anybody who works with our children acts as a role model, and of course including our parents and families. We're all acting as the role models for our children, to show them exactly how we would like them to behave and how we would like them to grow. And we also give our children the opportunity to be role models to others.