In the recent years, students' engagement has been the focus of concern in the US Various studies have found that students' academic performances were directly affected by students' engagement In Hong Kong, research on this topic has not yet been found This research aimed to find out how the behaviors of three primary school English teachers' affect their students' engagements The teachers were observed on how they presented their lessons on one of the units of the textbooks Each teacher chose three students as samples of this research Ways of data collection included: lesson observation, video-taping of classroom teaching, in-class tape-recording of the sample students, and interviewing the teachers and sample students
The findings of this research perceived the following six behaviors that were of vital importance to students' engagement: (1) Providing learning opportunities for students, (2) Roles of teachers, (3) Student-teacher dialogue, (4) Teachers' demand on students' understanding of what they have been taught, (5) Teachers' self-reflection while teaching, and (6) Teachers' expectations on students
There are three aspects of engagements: affective engagement, behavioral engagement and cognitive engagement Students display different levels of engagements due to their teachers' behaviors while teaching This research found that students' behavioral engagement is associated with superficial affective engagement but does not necessarily correlate with cognitive engagement On the other hand, cognitive engagement is closely associated with profound affective engagement It was also found that students' engagement is influenced by the following psychological factors: (1) autonomy, competence and relatedness of the Self Determination Theory, (2) self-efficacy, and (3) students' learning goal orientation In order to elevate students' engagement, teachers have to provide learning opportunities at a suitable level of difficulties for the students and at the

雖然香港社會十分富裕，物質生活又十分充裕，但精神生活卻十分空虛。一般人都缺乏勞動而營養過多，引致身心不健康。孩子的數目也較從前少，所以孩子是父母的寶貝，大部分孩子都受父母的保護，甚至溺愛，加上社會和學校都不重視健康教育，不少研究發現香港的兒童、青少年和成年人身心靈都不健康。學校是兒童和青少年最重要和最有效的學習場所，所以學校肩負維護和增進學生身心健康的重大責任，而本文作者在其學校裏全力推動健康教育，當中包括學校政策、校舍環境、教學內容、健康服務、健康技能訓練，人際關係，校風建立，社區聯繫，學校合作等各方面。
Although Hong Kong is a wealthy society in physical terms, spiritual life seems to be hollow. Many people lack physical activities that may lead to over-nutrition and diminishing of health. Parents tend to protect or even spoil their only child. In addition, research conducted in Hong Kong concluded that health education is not considered important in schools and the society at large. Consequently, children, adolescents and adults were found at risk with regard to physical and spiritual health. Schools should be responsible for maintaining and promoting the healthy life of students, since they are the most important and efficient places for learning. In this respect, the author undertakes a concentrated effort in promoting health education in her school. Health education should include school policy, school environment, education content, health services, health skills training, interpersonal relationships, school spirit, community connections, family-school cooperation, etc.
[Copyright of Journal of Youth Studies is the property of The Hong Kong Federation of Youth Groups at http://yrc.hkfyg.org.hk/]

This study examines the association between teachers' preferred interpersonal behaviour in teaching and their thinking styles. A sample of 131 secondary teachers from Hong Kong (n = 94) and Macau (n = 37) participated in a survey to measure their preferred interpersonal behaviour by the questionnaire for teacher interaction (QTI) and their thinking styles by the thinking style inventory-revised (TSI-R). Results indicated that teachers in both regions preferred to employ student-centred interpersonal behaviour (leadership, helpful and friendly, understanding and freedom teaching styles) in the classroom teaching. Teachers' thinking styles were related to their preferred interpersonal teaching styles. Specific relationships were found between the types of thinking styles and their preferred teacher interpersonal behaviour among Hong Kong and Macau teachers.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410.2010.548116]