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

This is a research about the life stories of Hong Kong secondary school teachers It explores on the process of how these teachers implement their humanistic education beliefs and manifest their humanistic personal qualities, so as to achieve positive education results
This research adopts the life history research method and focuses on the interviews of five humanistic teachers in Hong Kong secondary schools Data from the interviews is analyzed by using the categorical-content approach Such data plus the researcher's personal log are crossed with theories on humanistic education Results are: (1) positive growing up background of the humanistic teachers nurtured their humanistic beliefs; (2) the humanistic teachers establish a teacher-student relationship full of genuineness, empathy and respect---when adding up equals to love, and such relationship facilitates the growth of their students; (3) the humanistic teachers do experience struggle in their career paths and they have to adjust for the incongruence between ideals and reality, but their greatest contentment is still the growth of their students
The major finding of this research is that during the manifestation of humanistic beliefs of these Hong Kong secondary school teachers, a theory of "A Touch of Love Lights up a Life" is established---both the students and even their teachers themselves experience the lighting up of their inner energy and grow as a result if they are touched by the elements of love such as genuineness, empathy and respect in their life circumstances Such growth-facilitating processes that happen in the education setting are highlighted
This research also discusses the implication of its findings on education reform movements on-going in Hong Kong Furthermore, directions for future research on the manifestation of humanistic education beliefs in Hong Kong are suggested