This is a day to celebrate and commemorate all freshmen who have newly joined Lucton. They have been living on Lucton campus for a month since they first stepped into the campus at the end of February.
After leaving their parents' daily care and assistance, on Lucton campus, they began to try to actively face and seek solutions to problems. In order to allow parents to have a preliminary understanding of the growth of their children during this time and the appearance of the full boarding education, we opened a tea party for parents and invited several classmates in Lucton to join us. They’ve came and shared the bits and pieces about what we have seen and what they have experienced.
This event started with the topic of "Why boarding school?" and discussed the core educational philosophy of British boarding education.
Ms Jamie Lin, the Deputy Head of Operations, quoted an article submitted by parents from the British Lucton School Journal, "Why is it Lucton? 12 things I saw in sports", as this time about what is a boarding school Notes, and as an expectation for the teachers, students and parents of our school.
In the second paragraph of the discussion, we invited 3 students from different grades, Albert Z from Y12, Sean S from Y10, and Harry Y, a freshman from Y9, to share with all their parents about their lives in Lucton. They shared with their parents about their feelings in boarding school. Through the sharing of these students, the most real aspect of Lucton’s life is presented. Among them are small complaints about school life and worries about newbies who have just joined, but also attempts to tell their own feelings, I also saw the sprouting and growing consciousness of the protagonist, and people couldn't help but look forward to the moment when they cheered for them in the audience.
Finally, the school's psychological counselor also shared the psychological issues among adolescent which parents are most concerned about, and provided corresponding explanations from the physical and psychological aspects to help parents understand the changes and changes that have occurred in the students during this time.
Faced with the development of students’ physiological structure, emotions have naturally become the focus of communication between parents and children. By resolving emotions and then resolving incidents, students can effectively establish corresponding links and improve the effectiveness of communication. At the end of the activity, the caring counseling instructor also provided some corresponding emotional management methods for parents as a reference, and used this as the end point of this activity.
Through this activity, the participating parents expressed their gains in the return visit questionnaire, and some parents stood by after the activity and exchanged experiences with the participating teachers about getting along with the students. This is exactly the purpose of this activity. Through the holding of activities, a bond between parents and students is formed, and a smooth and efficient home-school communication link is built.