Yungu Culture
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Yungu Culture


A common thought holds a string of such questions towards this young school bearing genes of Alibaba Group and of entrepreneurship as:

 

What culture does YUNGU SCHOOL has?

What values does YUNGU SCHOOL hold?

What road and towards what direction does YUNGU SCHOOL is taking and heading?



INTERVIEWS

 

Cherry | Secretary of the Board of YUNGU SCHOOL

FENG Chen | Headmaster of Primary and Secondary Schools of YUNGU

HR, Academy of Educational Science, Department of International Affairs

 

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One. A Taste of YUNGU: Happy Rules of Play in Yungu


Staff members of Yungu have been committed to hold and practice the given rules, as a shared fruit created by all involved in terms of To Work Happily To Live Seriously. Being simple is from being convinced.

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Two. A Shared Culture | an Agreement out of Disputes and Inspirations with an Enterprising Mood

 

A variety of MEETINGS in Yungu:

 

At Check In, all the attendees are taken out of the routine work by the presenter and led into the discussion with individual expectation and enough freedom, where the group arguments may turn out to be heated or produce no common agreement, or even continue to wear on;

 

At Kick Off, a ten-minute casual meeting is held in the purpose of a review of Rundown before the scattered individuals for their own work afterwards, with full survey-based communication amid the seven or eight attendees coordinated by PM in advance;

At Review, the meeting is focused notably on data, analyses, check deliveries, reflections, strengths and weaknesses, along with a chat in terms of lessons drawn from experience before the next move in practice.

 

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FENG Chen:

 

Before my entry into Yungu, I held a firm belief, out of management experience more than a decade, that to be a good headmaster entailed a plan for better development of the School, with the implementation left for the team, as such a top figure concerned mainly works as an idea provider and guidance manipulator. However, in Yungu, the given fixed mindset became subject to blows one after another; the usual way of thinking, based on working experience, sent me to become a policy maker. Yet during this year, I have constantly told myself to share my dominance with the teachers by lending an ear to them for expressing themselves. Particularly proudly, the shared culture now has taken form in Yungu, where the creative power in the teaching staff has been unfolded and the possibility of the teachers to become real masters of the School.

 

The given culture is extremely precious and will even become an engine for the growth of Yungu an emerging school.

 

The shared meeting is only a form of the shared culture, and my hope lies in that a promotion will be accessible to the latter based on the former, as the real shared culture Yungu in reality seeks is that every part here will take a share of ownership in the separate field by innovative and creative culture independently and initiatively with a sweeping involvement in Yungu.

 

Just as the mission of Yungu goes - Let every kid be the best of himself, which is not from the co-founders nor the board of the School, but the shared belief and thinking of all staff members.

 

Three. Driven by the Mission | with a Sense of Mission for Full-speed Growth in an Environment of Rules and Cares

 

Yungu has set a premium on the combination of individual goals with the team vision and with the shared target for development, instead of on the severe or complicated assessment system for performances of the teaching staff - the usual KPI (Key Performance Indicator) focuses only on one single aim assigned, which means a failure if the requirement by the superior is unmet.  

① Self Assessment: reflection making of target-steered performances in the academic year earlier for a better understanding of the plan and target in one’s growth;

② A Talk for Progress: by exchange with an instructor for a better combination of individual desires with the vision of the team, by virtue of the involvement of feedback from the instructor and colleagues before making an enabling target;

③ A Stop for a Review: for a check and an immediate adjustment based on the target 

 

Every dreamer with professional competence is sure to come into Yungu with a sense of a mission to accomplish certain value; “a genuine love towards education” by Mr. MA is the precondition.

 

What Behaviors Are against the Bottom Line of Yungu?

 

→Violation of law or social morals;

→Matters involving honesty and integrity;

→No genuine love towards kids

 

In Yungu a mission-based school, teachers are expected to have been equipped with a great strength of self-discipline, for development in an environment with rules and cares.

 

Four. Faithful and Honest | with Original Devotion to Brave Realities with True Expression  



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Cherry:

“For Yungu, to be faithful is of great significance. To children, we’re devoted to helping them with their own emotions faithfully and with real skills. To us part of Yungu, it’s expected to honestly express what we want to say and how we feel, and to get objective feedback instead of being a yes-man.In my view, Open Door Policy is a very good one, which asks for an open door sincerely welcoming communication.It’s expected for every staff member of Yungu to:

 

① Tell the truth, feelings, assessment, appraisal; Be direct and honest;

② Be no appointment; Keep doors open;

Always remember those important matters for you; Be persistent and persevering


Five. Inclusiveness | with Curiosity and Empathy for a Fine Integration of Different Cultures

 

For children, Yungu a Chinese school has been equipped with multiple educational environments, where students are accessible to a variety of fine cultures inbound and outbound, in the purpose of the development to develop a global vision and international feelings and of the ability to make communication from a varying perspective with different cultures.

Yungu today has pooled 40 teachers (33%) with a background of overseas education and 13 foreign peers (11%). It is essential and inevitable to have intercultural communication, to which, Yungu holds such two points:

 

The qualities of teachers get involved in the future of students. We hope an atmosphere will be created for intercultural communication in Yungu as the epitome of society, where both teachers and students will allow for their own conditions while having a pleasant touch of varying cultures on the basis of respect and experience, and teachers are presented by easier and more chances for international communication.

 

Teachers from home and abroad have shouldered a shared responsibility for knowledge teaching, student cultivating, and School building. Such an environment is hoped to be created in Yungu, where a common involvement is taken amid teachers from home and beyond, with dominance shared by all in education, and the aliens are more than language teachers.

 

Six. A Picture of the Yungu Staff

 

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1. To Be What You Are

“Just play a part of yourself; others have already had their own in mind.”

 

“Individual Education” is what Yungu pursuits most. For students, different characters and potentials have sent them into distinctive individuals; for teachers, uniqueness has been respected with firm belief in corresponding progress.

An ideal illustration regarding the qualities of Yungu teaching staff lies in the symbol “T”, where the horizontal refers to the overall competence with a premium balanced development, and the vertical to the penetrating growth individually.

 

Unexceptionally, teachers in Yungu have a fitting character that will blossom into a specialty in the soil of the School. What is hoped is that teachers can be in their element in Yungu by virtue of allowing a full play of their interest and bent before becoming an expert in the given field.

 

Yungu is supposed to have a forest of wealth based on a variety of quality performances.

 

FENG Chen

 

“A campus is originally a place for mutual learning from companions around and from children. Such a thought is hoped to become welcomed: Surely in Yungu, I am not amid the top but I can have a pool of those better than me, to work together enthusiastically, for which I am unique and strong.

 

Allowing for the special characters in individuals, your acceptance by Yungu is certainly out of some uniqueness in you. We keep an open mind about learning advantages in others, while maintaining and cherishing our own personality. Yungu allows you to progress at your own speed, so long as you are open and sincere enough.”

 

2. Out of a Mindset for a Turn of Mind


Five questions put by Cherry at the second annual meeting of Yungu:

 

(1) Are you a fusspot or a trouble maker?

It’s commonplace to meet problems, or it’ll be out of normal. Those who bend their efforts to solution finding are reliable. Are you brave to say “Let’s fix it” in a difficult situation, where it is a test for competence and courage rather than a wild mind and ardor in early days.


(2) Do you make a perfunctory effort or take it seriously for a detailed understanding when asked to lend a hand? Are you brave enough to solicit advice for what you have no idea about, instead of being afraid to have your professional weakness or your limited knowledge presented before others; your question or puzzle may provoke a second thought by the party concerned.

 

(3) What is your original motivation, for students, the School, or the superior?

What is the point of my lesson - for a test of a new teaching method or based on the kids?

What is my impetus to perform, for drawing attention by the superior, praise with a red flower as a symbol, or for the School?

 

(4) What attitude do the staff managers hold, in the purpose of inferior development or just regarding the subordinate as a cog in the machine?

 

Some members treat their inferiors as a tool to complete their task, while others hope the subordinates can become stronger in real practices. The two attitudes are a far cry from each other.

 

(5) Are the office-holders afraid to work with subordinates better than themselves with no worry about being overshadowed?

 

An office-bearer, if being broad and open, is expected to get partnered with those better. Thus, a common idea goes in us that teachers are surely sincere and broad, since a hope in teachers tells that they wish their students will become better than themselves.

 

It is hard to separate oneself from the former mind for a turn, and even harder when an end has to be put to one’s experience, which may take a long period of time in company with reflection time and again. Yet, there’s no making without breaking; by breaking, one will meet a new future and by the survival, one will become stronger.

 

Seven. The Set-up of Yungu

 

1. A Flat Organization

 

In World Is Flat by Thomas Friedman, the world has long been flat enough for an easy reach; how can we excuse ourselves by refusing such a culture in Yungu School?

 

FENG Chen

 

The expectation of the team: Yungu, by concerted efforts, will blossom into a democratic and academic school more than a bureaucratic and administrative one; branches are marked with support and coordination.The expectation of my role: As a supporter for the team and the teachers; as a coordinator for a smooth development in between departments and for the growth of the School; also as a forward lead as the direction to head towards with a corresponding tempo for the team to follow.

 

The Set-up of Yungu: four institutes (Institute of Student-oriented Development, Institute of Courses, Institute of Education and Sciences, Institute of Education and Technologies); supply departments of: Technicians and Engineers, Visual Design Center, Administrative Service, HR, Purchasing, Brand Promoting, and amid others).

 

The overriding task is to explore a complete set of system and set-up for modern school management employed in the group with more than 40 members, who provide ready help for front-line teachers in their education context, and take part in education delivery as Double-role Teachers.

 

It is encouraged in Yungu for those enterprising heads to have creative performances with a contingent involved in such a system boasting a variety of roles and businesses.

 

2. An Organization of an Air of Being Academic

 

There is no essay-steered award or performance-based assessment in Yungu nor prizes and gold medals. An ideal Yungu is expected to be like an academy, where teachers can direct their mind to growth of children in real conditions, development of teachers, what to learn for students and corresponding strategies and instructions, and to the link between education and technique. All are perceivers of the academic research and can find themselves in company with people of like mind.

 

To be on the basis of practice is the top pursuit of Yungu in its scientific research as to real contexts, practical matters, and effective applications. Three principles are favored in the School regarding the given sector:

 

→ To have a preferred focus on devotion to and sharing of fine research even a pretty small study;

→ To embrace a variety of fruits, no merely including essays and subject reports only, but a case, a process or mechanism, presentation of a teaching method, a set of devices employed by a teacher and many more others;

→ To hit the mark when research doing really serves improvement of teaching effectiveness and learning experience and ability of students, and solution finding of practical problems in work.

 

“Think-tank” is a platform by Institute of Education and Sciences for outcome sharing and an attempt for Yungu to adopt a FLAT manner in scientific research: every teacher is the master of the Think-tank, in which it is appreciated to build a platform in the purpose of showcasing the field and its progress of the study being exploded, being open and accessible to interaction by individual presentation in the presence of peers - with the single study and exploration to be revealed for supervision, help, and synergy.

 

Just as Mr. MA has noted in his talk with teachers of Yungu:

“I hope the road to be travelled by children of Yungu will be paved with our own education system by fruits of our scientific research, so that the education philosophy cultivated can become welcomed in rural and urban areas and in other countries alike.

 

With a commitment to such a vision, a desire in Yungu goes that explorations and attempts now will get accumulated in the purpose of more people to be benefited from.

 

3. To Empower Others

 

On a campus boasting a combined variety, a number of teachers stand out for rich experience inbound, a better understanding of education theories of China and its Western counterparts coupled with graduation from noted universities outbound, and expert talents from a varying field.

 

Every member of Yungu has shouldered more than role - a teacher, instructor, institute chief, or possible PM.

Yungu has been staffed by a team with different cultures, experience-based recognition, and advantageous personality, which determines that the great creativity can only be produced by every part to be empowered. In response, such attempts are being made in Yungu as:

 

→Mistake making is allowed for a worry free environment for the teachers on their way of exploration; attempt making and reflection doing is encouraged for promotion of the inner drive in teachers.

→ Help is ready for teachers with their plan for progress making, by development of the individual interest while promotion of work conducting, allowing that the individual progress can be at a different pace involving a varying support for their growth in a considerate manner.

→ To learn and growth in practices is preferred. Yungu has offered its members a rich plan for development - Eriksson-type coaching, selective extravert-type training, inquiry-based learning, PFL training, project management, design thinking, first aid training, and amid others. However, the very point lies in the immediate experience with personal involvement and that by learning from others, since learning and growth are mainly from practice, according to the common consent amid the School and its teaching staff.   

 

To Be People-centered as the Core Value of Yungu

 

A firm belief in Yungu goes that children equipped with the ability to pursue happiness and learn can only be cultivated by teachers being tough and persistent while cherishing a dream, besides a sense of happiness and a capability of lifelong learning.

 

Thought confusion and short-term pains can be avoided by no emerging school on the way to becoming stronger, Yungu will finally grow into what it should be, when the vision becomes clear coupled with a determined mind.

 

“Yungu longs for working with a group people with love and ardor for a shared cause - the point lies in that we are shaping the future of the children.”



The Founder of Yungu School---Jack MA