PART ONE

期中测评，开展针对性学习计划

10 月中旬莱克顿迎来了期中考试周，所有年级学生参加了各学科的考试。考试周后学术教师完成所有考试的批阅，将学生的成绩录入了系统，对期中试卷的重点和难点进行了讲评。

Mid-term assessments were held at Lucton in mid-October. After the assessment week, teachers marked all exams papers and reviewed the key points and difficulties.

随后，全体学术教师参加了期中考试回顾与数据分析讨论会，全面直观地了解并讨论全校学生在各年级、各学科的学术表现。大家一起听取了教师们对自己学科的阶段分析，并对学生做出肯定，旌嘉褒优的同时也总结了学生存在的短板。真正具有深刻影响力的变化，往往都是润物细无声的。在莱克顿，教师们的教学工作如水，浸润到了莱克顿教学的方方面面。

Afterwards, all teachers attended a review and data analysis seminar to get a comprehensive visualisation and discuss the academic performances of students across the school in all year groups and subjects. We all listened to the teachers' stage analyses of their subjects and gave recognition to the students, highlighting their strengths as well as identifying their weaknesses.

期中考试数据分析讨论会结束，全体学术教师还分别与学术带头人进行了一对一沟通，细致讨论每一位学生，并制定针对性学习计划和进步目标。教师们除了保证学生掌握学术知识之外，还以激发学生学习内驱力为目标，训练学生的辩证思维，无论在课堂内外，鼓励和赋能学生，让他们充分发挥在学习主动性。教师让学生更清楚地了解自己的薄弱项，并帮助他们找到提升方案，辅助学生加强时间管理等方面的能力，以克服未来的学术挑战，让学术表现稳步提升。

All teachers and academic leaders analyze each student in detail and develop targeted learning plans and progress goals. In addition to ensuring that students master academic knowledge, teachers also aim to stimulate students' internal drive to learn, train them to think dialectically, encourage and empower them to take full advantage of their learning initiatives.

PART TWO

聚焦课堂，展开全校学术教师课堂评估

期中考试周后，同学科组学术教师随即在内部循环开展公开课，与此同时，莱克顿学术团队也开始进行本学年第一轮全校学术教师课堂评估，进入课堂听课。学术带头人和教师们共同聚焦教与学的第一现场，进一步提高课堂效率。

Teachers from the same department circulated open classes internally, while at the same time, the academic team began the first round of school-wide open classes.

莱克顿为学生们提供了着眼于未来的学术课程、教学法及学习环境，与时俱进实施教育实践，确保所有学生能充分发挥自己的学术潜能。学生在课堂收获知识是首要任务，思维的形成和学习核心素养的提升也很重要。学术教师满足学生课堂的需要，让学生沉浸于课堂，积极互动，每个学生都如此独一无二，有着自己的切身体会。同时，学术教师给予学生更多展示的机会，挖掘学生的天赋，真正做到“为每一位孩子独一无二的能力与天赋喝彩”因材施教的教育理念。

Lucton provides students with a future-proof academic curriculum, pedagogy and learning environment, keeping up to date with educational practices to help that all students reach their full academic potential. While the acquisition of knowledge in the classroom is a priority, the development of thinking and core learning skills is also important. Teachers give students more opportunities to showcase their talents during the class, truly embracing the educational philosophy of "celebrating the unique abilities and talents of every individual".

PART THREE

高标准课堂教学，提升课堂管理能力

期中考试结果分析总结后，全人教育发展协调员Lucy Clarke老师对于进一步实践高标准课堂教学，提出关于课堂管理的三大建议要点：规则和程序的重要性、惩罚与后果的适当性、 莱克顿社区内成员的配合。

Following the analysis of the mid-term results, Ms Lucy Clarke, Coordinator of Holistic Education Development, shared three key points for further practice of high standards in the classroom: the importance of rules and procedures, the appropriateness of punishments and consequences, and the cooperation of the Lucton community.

Clarke老师还分享了十大课堂管理策略，如教师明确课堂期望，并引导学生将期望付诸行动成为习惯性行为；教师建立自己独特的课堂评分系统，奖赏机制赠予优秀学生积分、虚拟代币导向良好的课堂氛围；等等。当然，与学生有牢固关系的教师会发现管理学生的行为要容易得多，通过既坚定又关心的方式来建立牢固的师生关系。

Ms Lucy also shared 10 classroom management strategies. For example, the teachers clarify classroom expectations and guide students to act on them as habitual behavior; teachers establish their own unique classroom system and reward students with points and virtual tokens for a positive classroom atmosphere; etc.

学术团队拥有明确的教学目标及使命，与时俱进不断制定更高标准的课堂教学任务。高质量的课堂成为学生发散思维的畅游空间，在将来的人生中，学生遇到相同境遇将具有同样的适应力，发展出自我激励与自律的能力。

Academic team share clear teaching goals and missions and are constantly developing higher standards of classroom tasks with the times.