One of YCIS's signature calling cards is its commitment to the development of each student's character, which will help them to make the correct choices later in life. From Early Childhood to Upper Secondary, every YCIS student realises the importance of helping others in order to work towards creating a better world. These objectives of our Character Education Programme, emphasised in daily lessons, weekly assemblies, and other activities beyond the classroom walls, are essential, to YCIS education and the creation of global citizens.

耀中耀华国际学校道德规范培养，耀中主要特色之一是全力培养每个学生的道德规范，以帮助他们在未来生活中做出正确的选择。从幼儿到高中阶段，每个耀中学生都明白通过帮助他人塑造美好世界的重要性。在我们所有的日常课程、周会和其他课外活动中都会强调品格教育的目标，这是耀中教育以及培养全球公民的关键。

This semester, we started two new character education programmes, the keyholder programme and mentoring programme.

本学期，我们在校园内开展了两个全新的品格教育项目，分别是小主人项目和导师项目，让同学们在活动中建立对学校理论、使命与实践的深入理解，培养优秀的品格。

Keyholder Programme 小主人项目

The keyholder programme aims to raise students' ownership and make them believe in their ability to contribute to the school community. Every student from year 1 to year 13 has the opportunity to be a keyholder. The nomination is made by the head of primary and secondary. They will choose one student from each section, lower primary, upper primary, lower secondary and upper secondary. The keyholder badge changes to new students twice a month.

“小主人项目”是为了提升同学们的主人翁意识，相信自己有能力为同学和周围社区贡献更多力量。从一年级到十三年级的学生均有机会成为“小主人”，提名由小学部和中学部主任与老师们共同商议，从小学低年级，小学高年级，初中和高中学段各选择一名同学担任“小主人”，每两周轮换一次。

During this period, the keyholder will wear the nametag to show the spirit of ownership and serve the school community. For instance, supporting the teacher on duty at break/ lunch time, helping organise students during assemblies, and helping motivate students to keep the school spaces clean and friendly.

成为“小主人”的同学会佩戴名牌，在为期两周的时间内，发挥主人翁精神，为学校社区做服务。例如休息/午餐时间协助老师值班，协助组织小学/中学校会，提醒同学们保持公共区域的清洁，帮助给球打气等等。从力所能及的小事着手，付出自己的社区关怀，为同学们树立榜样。

Mr Stephen O' Connor

Western Co-Principal 外籍校长

It is to recognise students who can take extra responsibility by completing a variety of tasks outside of the classroom. It is also to help build students' confidence, show empowerment within the school and build up their skills. As previously mentioned, it is for year one to year 13 students as this doesn't matter, as students can demonstrate their care, love and skills by becoming keyholders.

The impact it has on the student is it gives them the opportunity to do good things within the school and community and to demonstrate that they support and initiative. It also allows students to learn new skills giving them confidence and resilience. To become a keyholder programme student is a great honour to them and for the school, as they can show their commitment and motivation to do good things for the school and for themselves.

“小主人”项目让同学们有机会在课堂之外完成各种各样的任务，承担更多的责任。这个过程能够帮助同学们建立自信，对学校更有归属感，培养更多的技能。如前所述，这个项目没有年龄限制，从一年级到十三年级的学生都可以参加。成为“小主人”的同学会尽其所能为学校社区服务，奉献爱心。

“小主人”项目给了同学们机会为学校和社区做好事，展现他们的主动性和对学校社区的支持。学习新的技能也令同学们获得自信和韧性。无论对学校还是学生自己，成为“小主人”都是一个值得骄傲的事情。

Keyholder Say

“小主人”心得

As a keyholder, I helped to take care of my classroom by tidying up and organising the class, helped my classmates to do their schoolwork, helped to pick up litter around the school, and I played safely with the year one at break time! I like being the keyholder！

在成为“小主人”期间，我帮助整理教室，帮助我的同学完成作业，捡拾校园内的垃圾，还和一年级在休息时间一起安全地玩耍，我喜欢成为“小主人”！

Year2 Tojo Anna 二年级 东条杏夏

I helped motivate the students to keep the gym clean, tidy up the balls and equipment, and support the students to line up neatly and stay 1m apart. I turned off the lights after we ended a class. Like this, I served the school and helped others. 

After the keyholder program, this sentence came to my mind: Love others as I love myself. I felt happy and proud while I served the school community and helped others. The keyholder program has made me an unforgettable experience.

担任“小主人”期间，我尽自己所能服务学校，帮助同学：我提醒同学们保持体育馆清洁，整理体育器械；还提醒同学们站好队，保持一米间距；在下课后关掉教室的灯。

在担任了两周“小主人”后，有一个词进入我的脑海：爱人如己。在我服务社区，关心他人的同时自己也觉得非常开心和骄傲，成为“小主人”对我来说是非常难忘的经历。

Year 8 Rosy 八年级 张艺韩

During the two weeks of the key holder program, I have been involved in and encouraged others in energy conservation within the school. At the same time, I actively seek ways to help others, including helping others put back sports equipment, giving out mental support to younger students, and more. This program has given me a great chance to do something new, which was very rewarding. I also learned the importance of giving out support to others and paying attention to details that others may need help with.

在我担任“小主人”的两周时间里，我鼓励同学们和我一起加入校园节能的行动中，同时我还积极寻找许多方式来帮助他人，包括整理体育器械，在导师项目中辅助低年级学生等；“小主人”项目给了我机会去做新的尝试，同样也教会我帮助他人的重要性。

Year 13 Gloria 十三年级 高雅

Mentoring Programme 导师项目

Gretchen Clarke

Life Skills Teacher and Character Education Leader

生活技能教师及品格教育主管

The mentoring programme is designed to help create stronger connections in our school community. The idea is for staff to create mentoring relationships with smaller groups of students and for older students to learn how to mentor younger students. The aim is to create a caring community where staff and students feel connected and valued.

导师项目旨在提升学校社区的凝聚力，让同学们感受到彼此之间更强的联结，打造一个充满关爱，有温度的学校社区。通过导师项目，老师可以对所在小组的同学有更深的了解，提供更多有支持性的帮助，高年级的同学也能够有机会帮助低年级的同学。

The mentoring programme is arranged at 8:00-8:10 each Tuesday, Wednesday and Friday. We have divided the students into small groups of 10-12 students based on their house team colour. Each group has a designated teacher serving as the lead mentor. The groups are made up of students from Y4-Y13. In the beginning, the groups were teacher-led. As we progress, the upper secondary students will begin to take increasing leadership of the mentoring groups. The groups sit in a circle to ensure all members are on an equal level and can see each other's faces clearly. This contributes to the sense of belonging and shared values. Each group has a small coloured ball that matches their house team's colour. They pass this around the circle as they share their thoughts so that the person who is speaking is always holding the ball. 

导师项目在每周二三五的早上8:00-8:10进行，我们根据学校四个社堂的颜色将4-13年级学生分成不同的小组，每个小组有10-12名学生，和一位特定的老师作为导师。最开始，由老师来引领小组中的活动，等同学们熟悉流程后，便由中学高年级学生担任更多领导小组活动的角色。小组成员们通常会坐成一个圆形，来确保大家能看到小组中的每一位同学，每个人都能进行平等的交流，这有利于帮助同学们建立归属感，更愿意分享。

每一个小组都有一个与他们社堂颜色相同的小球，手握小球的同学会发言，表达自己的观点，发言结束后把球传给下一位同学，确保小球在组员的手中不断传递。

house game 多种多样的游戏

The groups use a variety of team-building games, ice-breaking games, and Social Emotional Learning (SEL) stories that explore different character traits or virtues. Each circle time is designed to build connections, encourage open sharing of ideas and feelings, and develop stronger character. 

小组内的活动丰富多彩，有破冰游戏，团建游戏还有与社会情感相关的故事等，这些活动能够帮助我们发现每位同学不同的性格。每一次的圆圈活动鼓励同学们分享自己的想法和感受，帮助大家增进了解，建立更强的联结，培养优秀的品格。

This year we have chosen our topics in order to better explore some of the important focuses of YCIS Qingdao. We are studying the 4 virtues in the YCYW motto: Diligence, Frugality, Humility, and Faithfulness. We are also studying the four school definitions of Global Citizenship, Internationalism, Digital Citizenship, and Learning. We have tried to pair these topics with special events happening on our campus so that students can see how these virtues and definitions connect to our school life. For example, we paired Internationalism with our International Day event, Learning with our Book Week Event, and Humility with our celebration of Christmas. We hope that learning this way will help our students work together to make connections between their character development and their daily lives.

这学期我们在导师项目中聊到的主题与学校的校训、使命、理念与实践息息相关。我们讨论了耀中耀华校训的四个品格“勤俭谦信”，讨论了学校对全球公民、国际主义、数字公民和学习的定义、在活动时间，我们将这些话题与校园生活联系在一起，例如国际日时，我们讨论了关于国际主义的内容；图书周时讨论了与学习有关的话题；庆祝圣诞节时讨论与谦逊有关的话题等。我们希望通过这样的活动能帮助同学们在日常的学习和生活中建立良好的品格。

We hope the students will benefit from this in many ways 

我们希望通过导师项目，帮助同学们获得

01.Feeling connected to the community

与学校社区产生连接，有更强的归属感

02.Feeling supported by teachers 

从老师那里得到更多的支持

03.Feeling empowered to support other students

有能力为其他同学提供帮助

04.Developing confidence in communication skills

培养更自信的沟通技巧

05.Developing stronger character

培养更优秀的品格

06.Increased academic achievement typically follows when students feel like valued and supported members of the community

当学生感受到来自社区的支持以及自身的价值时，同样会有助于他们在学术上的进步

Through those character education programmes, we hope our students can build well-rounded characters, be open-minded, be confident in themselves, and embrace changes at all times. If you wonder how YCIS develop 'globally competent and compassionate global citizens', you may find the answer in this way.

如果你想了解青岛耀中如何践行学校的理念、使命与实践，培养富有国际视野，有同理心的全球公民，也许可以从我们的日常校园生活中找到答案。

通过丰富多彩的品格教育项目，我们希望为学生提供全面均衡的教育，培养他们发展积极的个人品格，拥有开放的视野，充满自信，拥抱变革，成长为真正的未来世界公民。

文章转载自：【耀中耀华教育网络YCYW Education】