万双网讯  为深化班主任队伍建设，凝聚育人合力，提升教师专业能力，万科双语学校于9月7日成功举办第50期“成长帮帮团”主题活动。本次活动以“新心相印·温暖同行”为主题，全体班主任及生活教师齐聚一堂，活动围绕新教师融入、“同心圆”团队互动、班级管理规范部署及重点工作要求有序展开，为新学期教育教学工作注入温暖动能，进一步夯实“以学生为中心”的育人根基。

To further strengthen the homeroom teacher team, foster collaborative educational synergy and enhance teachers’ professional competence, Vanke Bilingual School held its 50th themed “Growth Support Group” event on September 7th under the slogan ‘Hearts Aligned and Walking HandinHand.’ All homeroom teachers and life instructors gathered for the occasion. The program covered newteacher onboarding, the “Concentric Circles” teambuilding activity, standards for classmanagement protocols and other keywork directives. The event infused warmth into teaching and learning for the new semester, and consolidated the studentcentered core of the school’s educational mission.

新教师正式加入，团队凝聚力在互动中升温

Welcoming New Teachers by Forging a Team Bond Through Shared Experiences

本学期共有10位新班主任加入万双班主任团队。活动伊始，新教师依次进行自我介绍，分享对教育事业的期待与热忱。全体教师以“欢迎你！我们是一起的！”的集体回应，让每一位新成员在第一时间感受到团队的温暖与接纳。

A total of ten new homeroom teachers have joined VBS’s homeroomteacher team this semester.The event opened with selfintroductions from the new arrivals, who shared their aspirations and passion for education. The whole group responded to each introduction in unison: “Welcome! We are in this together!” — an immediate gesture that made every new member feel embraced by the community.

在“同心圆”团队活动中，全体班主任与生活教师共同参与，开展“你抓我逃”“轻拍传温暖”“甜甜圈”三轮游戏。

All homeroom teachers and life instructors then took part in the “Concentric Circles” team‑building session, featuring three interactive games: “Catch‑and‑Escape”, “Warmth by a Tap” and “Donut Dialogue”.

“你抓我逃”游戏以万双教师日常故事为背景，将“学生”设为贯穿始终的关键词，在欢声笑语中帮助教师放松身心，更在故事中重温作为教育者的初心与使命；“轻拍传温暖”环节中，伙伴们相互捶肩捏背，用身体语言传递“辛苦了”“一起加油”的温暖。

Rooted in reallife anecdotes from VBS educators, CatchandEscape set “students” as its central theme. Amidst laughter, teachers relaxed and revisited educators’ core missions and original aspirations. During ‘Warmth by a Tap’, colleagues gave each other gentle shoulder and back rubs, conveying the silent messages of “You’ve worked hard” and “Let’s keep going”.

而“甜甜圈”双圈深度对话则围绕个人介绍、开学成就感、工作挑战、欣赏搭档品质、工作配合期望及温暖瞬间六个问题展开，六轮对话、六次轮换，让每一位教师都有机会与多位伙伴深度交流，真正实现了从“认识”到“看见”、从“你好”到“我懂你”的情感跨越。老师们纷纷表示“原来生活老师的工作这么不容易”“第一次知道班主任开学要处理这么多细节”——看见彼此，才是真正合作的开始。

‘Donut Dialogue’ used two rotating concentric circles for indepth peer conversations. Participants discussed six prompts: personal introduction, rewarding moments at the start of the semester, workplace challenges, qualities they admire in teammates, expectations for collaboration, and heartwarming work stories. Six rounds of rotation allowed every attendee to connect deeply with multiple partners. This transformed superficial acquaintances into genuine mutual understanding — moving past simple greetings toward true empathy. Many teachers reflected: “I had no idea how demanding the life instructors’ role can be”, and “I never realized how many countless details homeroom teachers handle at the start of the semester”. Seeing each other’s realities helps lay the groundwork for effective teamwork.

班级发展目标制定规范出台，让班级管理走向自主与精准

New Standards for Classdevelopment Goals: Toward Autonomous, Targeted Classroom Management

在专业赋能环节，学校明确了班级自主发展目标的制定规范。目标需基于学生真实需求设定，聚焦具体可衡量的行为指标，避免模糊表述。例如，“坐姿端正”需明确具体标准，“迟到”需界定时间范围，确保目标可执行、可评估。从第五周起，各班级可自主设定一至两个核心目标重点落实，让班级管理真正走向学生立场、自主驱动。

In the professionalempowerment segment, the school rolled out formal guidelines for setting autonomous classdevelopment goals. Goals must stem from students’ genuine needs and focus on concrete and measurable behavioral indicators instead of vague descriptions. For instance, “sitting properly” requires clear criteria; “tardiness” needs defined time thresholds, so objectives are actionable and assessable. Starting in Week 5, each class may select one or two core priorities for focused implementation. Classroom management will therefore adopt a studentcentered, selfdriven approach.

会议强调，班级自主发展的核心，是看见每一个孩子，支持每一个孩子的成长需求。唯有班主任清晰理解“让学生站在未来中央”的含义，才能真正将班级目标转化为学生成长的动力。

The meeting emphasized that the essence of autonomous class development is recognizing and supporting every child’s needs. Only when homeroom teachers fully grasp the school vision of “empowering students to stand at the center of their future” can class objectives translate into real student progress.

班主任工作重点部署，立足学生身心健康发展

Priorities for Homeroom Teachers: Prioritizing Students’ Physical and Mental Wellbeing

活动明确了班主任本学期五项重点工作：

Five key priorities for homeroom teachers in the current semester were outlined:

一是家校一对一沟通。 每学期至少进行3次（学期初、学期中、学期末），并做好记录，形成每个学生的家校沟通记录档案。从入校到毕业连续记录，让每一位孩子的成长都有迹可循。

One-to-one family communication: At least three structured checkins per academic year (beginning, midterm and endofsemester), with complete documentation to build a cumulative record for each student from enrollment up to graduation. Every child’s journey of growth is thus welldocumented.

二是实习班主任带教工作。 做好工作交接、日常带教、任务分配、到岗提醒、过程反馈、答疑解惑及评价考核，让每一位非班主任教师在实践中理解班主任工作的专业价值，为团队储备后备力量。

Mentorship for studentteachers serving as trainee homeroom teachers: Responsibilities include handover procedures, daily guidance, task allocation, attendance reminders, ongoing feedback, problemsolving support and performance evaluation. This enables nonhomeroom teachers to appreciate the professional depth of homeroom practices and cultivates future talent for the teaching team.

三是学生电子产品使用及睡眠管理摸排。九月底前通过观察、谈心、家校核对等方式完成全面摸排，利用午会课带领学生重温电子产品使用公约，对假期失控的学生进行重点跟进。

Review of student screendevice use and sleep patterns: A full audit shall be completed by the end of September through classroom observation, student counselling and crosschecks with families. Morning homeroom sessions will revisit the school agreement on digitaldevice use, with targeted followup for students who might have developed unhealthy screen habits over the holiday break.

四是关注插班生融入。走近每一位插班生，提供及时有效的支持，帮助他们尽快融入新环境，同时做好与插班生家长的沟通工作。

Support for newly transferred students: Teachers are expected to connect with each transfer student, deliver timely practical support to smooth their transition, and maintain consistent communication with their families.

五是半月刊的具体要求。半月刊由班主任将两周以来的课堂实况、学生成长、校园活动等内容凝练成刊，定期推送至每一位家长。它既是家校信息的同步窗口，更是班级文化的展示平台。

Biweekly class newsletter requirements: Homeroom teachers compile fortnightly newsletters featuring classroom highlights, student milestones and campus events for parent distribution. These publications serve both as an information channel with families and a platform to showcase each class’s unique culture.

会议还传达了省教育厅及龙华区教育局关于校服管理的最新文件精神，确保政策落地的规范性与透明度。

Attendees also received updates on the latest uniformmanagement directives issued by the Guangdong Provincial Department of Education and Longhua District Education Bureau, to ensure compliant and transparent execution of the new policies.

以学生为圆心，教师们并肩同行，温暖向前

Centered on Students: Educators March Forward Together with Compassion

第50期“成长帮帮团”活动，以团队凝聚为起点，以专业赋能为核心，以学生成长为归宿。通过活动，不仅让团队情感在对话中升温，更让每一位班主任清晰了方向、积蓄了力量。

The 50th“Growth Support Group” event built stronger interpersonal bonds while delivering professional capacitybuilding opportunities, equipping homeroom teachers with clear direction and renewed energy.

“两个同心圆，一个圆心——我们的学生。”这正是万双班主任团队的共识与承诺。未来，万科双语学校将持续以“成长型思维模式”构建班主任专业成长平台，让每一位教师在被支持中学会支持学生，在被看见中学会看见学生，共同推动学生、教师、家长的生命成长，让教育真正赋能生命、照亮未来。

A shared conviction unites the VBS homeroom teacher community around one common center — our students. Going forward, Vanke Bilingual School will keep building professionaldevelopment platforms for homeroom teachers underpinned by a growthmindset philosophy. Feeling supported themselves, teachers learn how to better support students; being seen and valued themselves, they learn to truly see and value every young person. The school strives to foster holistic growth among students, teachers and families, so that education can empower lives and light the path ahead.

资料提供/余丹 

翻译/唐华琳

排版/ 马葳