Bona Moving Stories

What does our school motto ‘ubi Humilitas, lbi Sapientia' stand for?

‘Humilitas' contains the meaning of humility and honesty of which both are virtues of a person. ‘Sapientia' means wisdom and the ability to make judgements.

Since our school's establishment over 4 decades, we have taught our students the attitude and spirit of St. Bonaventure and his love and respect towards God and his subjects; allowed students to distinguish right from wrong; and have our students gained wisdom through practice.

The government's push towards integrated education has placed students with or without special education needs together in regular classrooms. They include students who experience and suffer from various disorders including but not limited to emotional disorder or attention deficit and hyperactivity disorder.  These students are as intelligent as regular students, except for their uncontrollable behaviours that often led to their defiance against teachers' authority and classroom disruptions. They are consistently found moving about or doing things unrelated to what is expected by the teachers. Even though students with special education needs may be difficult to deal with, they are a positive challenge for teachers and providing the teachers valuable experience as well.

The following stories demonstrate ‘humility and wisdom' between teachers and students through their interactions. All names shall remain fictitious to maintain integrity of our school and the privacy and protection of the students in the following cases.

From grade retention to promotion

Kenny will soon become a secondary school student and an alumnus of our school.  From his first year here in SBCPS as a P.1 student, all subject teachers were astonished by his misbehaviours, such as teasing or exercising violence against his peers, making noises, and refusing to cooperate.  Teachers had to stop him from his misconducts several times per lesson.  Academically speaking, he was lagging behind since he could not pay attention and failed to submit his homework frequently.  Our school had decided to retain his grade in order to avoid adverse effects on his academic performance.

Yet, once again, he began disrupting the operation of regular classrooms with his new found associates.  As such, teachers from the discipline group began finding and studying for a possible solution.  Despite Kenny's disruptive behaviours, he was not always criticised.  Kenny did extremely well in Mathematics and was praised by teachers for his cleverness and ability.   Our principal and discipline group had decided to take measures that were never taken before.  On the one hand, we had a social worker contact and explain to Kenny's parents about his conditions and persuade them to seek professional analyse from a psychiatrist.  On the other hand, our principal also made a mutual promise to allow Kenny to move on from P.2 to P.3 during term 2 if he manages to attain reasonable scores on all subjects.

The 2 measures were a success.  Kenny was diagnosed as suffering from Attention Deficit Hyperactivity Disorder.  He was treated with medication and quickly became stabilised as well as being focused in classrooms and on his studies.  Principal's promise further encouraged Kenny to fulfil his side of the bargain.

Kenny's promotion to P.3 in the second term did not adversely affect against him academically.  He was able to catch up with other students.  Although he was still unruly at times, never were there more severe occurrences.  During his P.4 year, he even spent his hard saved allowance to buy cookies for our Principal before Christmas.  Although he said nothing in particular, his action indicated his gratitude to our Principal and our school's love and care.

To Kenny, teacher's lenient attitude of his past and their focus on his virtues stimulated his drive to pursue the right path, further enhancing his ability to determine right from wrong.  Academically speaking, Kenny remained in a reasonable to low standard.  However, behaviour wise, teachers would now praise him by adding "He is a lot better than before!"


Autistic Child found his Talent

Bart is one of our school's autistic children whose parents spotted his symptoms early and sought assistance to help their own son.  Children suffering from autism have various symptoms and comorbidities, such as stubborn behaviours and attitudes.  People often mistake them for being strange and cannot be reasoned.  As such, Bart went through discrimination of varying degrees from his classmates and teachers from his previous school.  His parents believed that it would be a torment for both parties if their son continued to stay; thus, for their search for a tolerant and compassionate school.  Bart and his family finally found our school in his P. 4 year.

Bart's transfer was somewhat successful.  He is of average intelligence with strength in Mathematics.  The only problem that Bart encountered in our school was the way he and his classmates interacted with one another as a result of his self-centred behaviours.  It was also difficult for him to blend to his peer groups.  Unlike most children of his age, he was not outgoing and physically active.

What could teachers do at this point?  Abandon hope?  Leave him be?  Our school fully understood that what Bart needs.  To resolve the issue and misunderstandings between him and his peers, our school must find ways for Bart to communicate and express himself.

Incidentally, our school found that Bart loves to read Garfield comic books.  Moreover, he also loves creating original stories about it.  Some of our students in the school even praised him for his work and referred him to our principal.  She read through his work and saw talents in him.  She thought of something for Bart, it was to upload all his work on the school website for public viewing.  To Bart, this miniscule decision from our school and Principal has made all the difference.  He felt a sense of belongings to this St. Bonaventure community.  He also felt respected since everyone would know about his work.  From then on, Bart's relationship with his peers began to improve.  He became more involved and had immersed himself in school activities.  This shows that small acts from school have great significance on children.

Little Angel

Siu Man is a very caring and helpful girl who is willing to help in whatever ways she could, especially to her younger schoolmates.  Unfortunately, as a result of her poor academic scores, Siu Man developed an inferior complex because she was often teased and looked down upon by her peers.  Yet, school teachers consistently encouraged her, telling her that God watches over those who have morals, not ones who do great in their academics.  He has a plan for everyone and when the time comes, a person shall heed to his calling.

One early morning, Siu Man was on her way back to school.  She came across a leather wallet on the floor of a shopping mall.  She picked it up and checked it.  There were identification cards, credit cards, and several hundred dollar bills.   Siu Man waited for half an hour hoping the owner would reclaim his/her wallet.  However, it was almost time for school, so Siu Man decided to bring the wallet back.  She gave it to the General Office, telling the staff what had happened and went to class.

The clerk in the general office found the owner's contact information and notified him to pick up his wallet.  He was overjoyed to know that his wallet had been found as it saved him much time and money from replacing all the lost IDs and cards.  He quickly came to our school to reclaim his wallet.  He wanted to thank Siu Man for her virtuous act.  Alas, she was in class.

Two days after, the man came back again with a thank you letter and a box of chocolate to thank Siu Man.  She was pleased to have received the gifts and felt that she was respected.  What she did also allowed her to discover her individual value and confidence.  Knowing the happiness that helping people could bring, Siu Man became ever more eager to help and share her experience with others, making herself a great exemplar.


頑石終於點頭

車仔(化名),是我校六年級的學生。他是在四年級下學期插班的。自小,他的學業都不如理想。曾經在本港就讀過私立學校、去過外國進行短期課程,但都未能適應學校的生活。一向以來,車仔無論對於學習及課外活動也沒有太大興趣。校方曾經邀請他參加戲劇訓練班,希望可以改變他的學習態度,但最後,他很快便退出了。

時間過得很快,糊里糊塗,車仔已經是六年級的學生了。他經常遲到,每次遲到都是5分鐘內的事。由於他已踏入青春期,對自己的外表甚為注重,每天出門之前,他都會花上很多時間來梳洗,弄致吃早餐的時間都十分趕,久而久之,遲到已成為他的習慣。

由於他在去年被評定為有過度活躍症,因此,醫生處方他服用有關的藥物。但藥性較低,且其效用只能維持數個小時。每天,社工都會看著他服藥,由於藥力還未發揮作用,他不時四周流連,不願返回教室。最近,他更拒絕服藥呢!

有一次,副校長看見他還未返回教室,便上前催促他,但他轉過身就走到別的地方去,副校長遂罰他在午間時段見面。副校長與車仔一起探討他遲到的問題,便藉著邀請他吃早餐,期望他能提早出門。他一口答應,倆人便約定在某一天見面。副校長在當天一早就準備好早餐等他。副校長希望可以盡快見到車仔,所以像平時一樣,在學校大門迎接每一位學生回校。副校長左顧右盼,希望很快就能見到車仔。可是,早餐的麵包,薯餅,飲品都已涼了,仍然不見車仔的踪跡。副校長心裡想:「車仔又遲到了!我應該怎樣對他?罵他?不理他?還是……」最後當車仔出現的時候,副校長用了很失望的眼神跟他說:「你食言了!我真的不想跟你說話!」調頭就跑了。車仔跟著走,且戴著歉咎的眼神向副校長道歉!看見車仔真心的認錯,副校長最終與他共進早餐。由於食物都涼了,副校長細心地為他把食物翻熱,看見車仔吃的那麼滋味和露出很滿足的笑容,副校長也感到很安慰。

自此之後,副校長都會每一天早上致電給他,並不厭其煩地叮囑他要把握時間出門,不要遲到。可是……

有一天,副校長因公務而前往澳門,但也不忘致電給車仔。車仔一路都不知情,亦一如以往,照樣遲到。當日,適逢有六年級的同學到中學參與試後活動。同學們已在禮堂整裝待發,但由於車仔遲到,以致要校長親自與他傾談,及後便錯失參觀中學的好機會。在受責備期間,副校長因為不放心,曾經一度致電社工,查看他有否遲到。校長一路以嚴苛而語重心長的語調責備車仔,並且表示學校一直以來對他如何苛護、老師和社工如何協助他成長等,全都是源於一個「愛」字。車仔對於校長的一番話就如當頭棒喝一樣,但仍然強忍淚水,表現堅強。後來,社工對著校長及車仔說:「副校長剛致電查問你有否遲到,他連去澳門公幹也擔心你,你慚愧嗎?」說罷,車仔的淚水奪眶而出,深感內疚!頑石終於點頭了!

當天,校長趁著這個好機會,要求車仔在放學後指導低年級學生做功課,希望他能透過服務他人而懂得欣賞自己的價值。在老師眼中,那位低年級的學生同樣是一位相當俏皮的同學,但車仔卻有耐性地教導他完成功課,這為車仔帶來了很多成功及滿足感。事實證明,讓學生有好的發揮機會,他一定會努力做好的。

回家之後,車仔透過手電傳送了好幾段錄音給副校長,感謝校長及副校長對他無微不至的愛,感謝老師對他不離不棄,並且承諾會努力改掉遲到的壞習慣。由於副校長仍然身在澳門,未能即時聽到他的由衷之言,到他收到錄音的時候,已是差不多晚上9時了。副校長聽到後都深受感動,並且在電話回應:「我已返回香港了。聽到你說了那麼多,我都好感動!但你一定要努力才會有改進!每個人總會遇到困難,只要肯面對,總會有成功的一天!」車仔再次回應副校長:「Sorry!副校長!」

學校今年首次舉辦「文德好聲音」歌唱比賽,車仔跟同班的一位同學合作參賽,他們的歌聲不俗。原來車仔很喜歡唱歌,且很有天份啊!為了是次比賽,他每天都積極備戰。比賽當天,許多老師都有在場支持和鼓勵,結果他們贏得熱烈的掌聲而順利進入決賽。他心中的喜悅和滿足,實在是非筆墨所能形容。究竟他是否可以因為藉著唱歌而扭轉他的命運?真的很視乎他以後的努力。

其實,校方在執行校規時,往往要情理兼備,才能讓有問題的學生度過難關。就像上述的車仔一樣,雖然他經常犯錯,但他卻懂得說:「我永遠都會記得,聖文德天主教小學是我的救命恩人」。只要學生感受到學校對他的愛,他終會有一天成為一個「謙誠智慧」的好人。

時事專家――陳啟航

(化名)是一位新移民,於數年前插班入讀四年級。入讀初期,他的英文程度較其他同學低,加上他不懂寫繁體字,以致在學習上出現了不少困難。雖然老師已盡力協助他,可是他的學習動機仍然很低。由於他的個子高大,年紀亦較同班同學大兩歲,思維上與其他同學很不相同。在課堂上,他不但不聽課,還騷擾其他同學學習;在課堂外,他更經常以言語挑釁其他同學,雖然同學們已經對他作出遷就,可是衝突仍時有發生。

升上五年級後,情況更為嚴重。除了在學習上出現困難,他與同學的關係也日益疏離,部分同學甚至開始排斥他。面對著這「內憂外患」,他選擇以行動來宣洩內心的憤怒。對於與同學間的衝突,他動輒便會使用武力,以致同學們怨聲載道,紛紛向老師投訴。

相較啟航的暴力行為,老師更重視他行為背後的原因──他需要被愛、需要別人的關懷與認同。因此,老師採取了「軟硬兼備」的策略。他一方面對於啟航的暴力行為予以譴責,旨在讓所有同學清楚明白守規的重要;另一方面以身作則,坐言起行,以行動去愛及關懷啟航,並對全班說︰「班中的每一位同學加起來就像一個人的身體,每部分都有不同的功能,缺少任何一部分都不行。如果大家想要有健康的身體,就一定要確保每一部分都能夠發揮它的功用!此刻,我想你們都感覺到身體出現了問題,誰願意主動伸出援手?」課室起初鴉雀無聲,漸漸地,課室出現一隻又一隻的小手,而一直垂下頭的啟航也因此露出了微笑。

那次以後,啟航與同學們的衝突漸漸地減少了。每逢午息及放學後,他都會留在圖書館瀏覽維基百科網頁,接觸龐大的知識世界。一切都在平凡中度過,不知何時開始,同學們都認為啟航的時事常識是班中的佼佼者,常常向他請教,也願意跟他做朋友。

現在,啟航已升讀中一。他不但當上了班長,幫助班中其他同學,而且還經常回來母校,幫助老師及學弟學妹。他說︰「聖文德彷彿就像我的第二個家,改變了我的生命。在這裏,我不但感受到同學的關懷,也從老師身上學懂很多人生道理,讓我成為一位有智慧的人。」

護航小天使  愛心無極限

李達本入讀本校一年級時,常常在課室離開座位,走來走去,不聽老師的指示和教導;他也經常欠交功課,嚴重影響課堂進行。老師與家長會面後,知道達本患有過度活躍症;因此,老師明白他需要特別照顧,於是和駐校社工聯絡,了解該生的特殊需要,給予適切的輔導。首先,老師委派該班的領袖生擔任達本的「護航小天使」,在小息和午息時,教導他如何寫手冊和做功課。過了一段時間後,達本有少許進步,但還是未能適應學校的要求。雖然,他的不專心情況有些微改善,也能接受「護航小天使」的教導,但在課堂上還未能自主學習。

老師發現這情況後,和駐校社工商量,覺得達本的小進步,讓曾經幫助他的人,感到欣喜。經商討後,決定為改善他的學習態度,設計一個輔導計劃,由三名六年級的「護航小天使」加強照顧他。每天早上、小息和午息時,「護航小天使」都會到達本的課室或操場,由基本的「待人處事」之道開始,讓他明白與人相處,應以謙誠和尊重的態度,律己愛人。

過了一段日子,達本開始明白守規的重要,也知道學習是需要耐性的。在課堂上,他也開始留心上課,雖然他的尃注力也不算太長,但從觀察中,可見他有明顯的進步。

「護航小天使」利用自己休息的時間,無私付出,為弱小的弟兄姊妹服務;讓學弟和學妹感受到校訓「謙誠智慧」的精神-那裏有謙誠、那裏有智慧,實踐「以靈律己、以愛待人」的學習目標。在《和平的工具》中曾提到:「天主,使我作你和平的工具」;我們的「護航小天使」在世上為天主作見證,關懷弱小的同學,獻上關懷和愛心,步武基督,以耶穌的教訓作為生活的目標,就讓我們的小天使成為「地上鹽、世界光」,愛心送暖,關愛滿人間。

六則故事,六個因愛而改變的小孩,他們體現了天主教的五個核心價值:真理(truth)、公義(justice)、愛(love)、生命(life)和家庭(family)的美與善。天主,我們感謝祢,祢教了我們愛與謙誠,我們和學生從此在其中找到了人生的智慧。