Class division has been a school tradition, and it wouldn't change just because one class doesn't want to be divided.
The Grade Director had clearly told the horoom teacher before that they must divide the classes, but this seed to have no effect on him.
The Class 1 Horoom Teacher still ca every day to present feasibility reports on not dividing the classes.
The director now understood that this guy only wanted to hear her say that this year's classes wouldn't be divided.
Everything else she said was aningless to him.
Even the director's warnings about salary deductions had no effect on him.
The Grade Director was exasperated by the Class 1 Horoom Teacher's persistence. She was busy every day and just wanted to find an excuse to brush him off.
So she said, "My words don't matter in this. You need to talk to the Principal."
Her intention was rely to find an excuse to dismiss him. Anyone with a brain wouldn't bother the Principal with this matter.
She had underestimated the horoom teacher's determination. He actually went to discuss the matter with the Principal.
The Principal hadn't expected that one day, an ordinary teacher would co to discuss not dividing the classes with him.
The Principal pushed up his glasses and said, "Teacher, dividing students into arts and science streams in the second sester of the first year of high school, and then into fast and slow classes based on their grades, teaching according to the students' acceptance levels - this is a policy we've been implenting for many years. This teaching thod has proven very effective. Your suggestion of not dividing the classes doesn't seem reasonable to . You should go back and reconsider the feasibility of this matter."
The horoom teacher wasn't just acting on blind courage when he ca to see the big boss.
He took out the monthly test results of Class 1 students from this sester. "Principal, these are our class's monthly test results. As you can see, every student has made significant progress, and our class's average score has been the highest in the grade for these tests."
ntioning grades piqued the Principal's interest. He took the materials the horoom teacher brought and examined them carefully.
He nodded as he looked, not just because of the students' significant grade improvents, but also because the materials included a software analysis of the students' progress, clearly showing a substantial improvent in grades over the sester.
The Principal thought to himself that this teacher seed quite adept at preparing materials.
Nowadays, everything was about data. He wondered how this young teacher had managed it.
After finishing the materials, the Principal closed them and said, "You've done very well this sester. You must have worked hard."
He praised the horoom teacher's good work but said nothing about not dividing Class 1.
The horoom teacher had to continue, "Actually, asking you to allow our class not to be divided is a bit of a personal wish. During my ti away on a learning trip, I learned so advanced concepts from other schools. I found them very reasonable. As you can see, Class 1's grades have improved very quickly, precisely because of applying those teaching thods."
Director Zhu's initial intention of sending him on a business trip might have been to give him a hard ti, but now it had completely turned into his advantage.
Hearing the teacher speak like this, the Principal beca more interested. He nodded, signaling the teacher to continue.
The horoom teacher went on, "I've only experinted for one sester, and the students have shown such significant changes."
"In that case, we can arrange a sharing session for you to share your educational experiences," the Principal said.
He continued slowly, "But it's only been one sester of experintation. We can't guarantee the results won't backfire later. I think the best scenario would be to use Class 1 of the first year as a trial, with a two-year experint cycle. If the students in Class 1 achieve good results in the college entrance exam, it would prove that my teaching thod is effective. We can share it then."
After hearing the horoom teacher's words, the Principal looked very troubled.
He sighed, "You know, the students in our school are different from ordinary students. If you use students for experints, their parents might cause trouble for the school when they find out."
The Principal nodded at him, "You should go back to school and think about it. I have a eting to attend soon, so I won't keep you."
He clearly ant to refuse, but the horoom teacher wasn't discouraged by being turned away.
On one hand, he told the students every day about class division to scare them.
He also made frequent visits to the Principal's office.
The Principal was thoroughly annoyed by this young teacher. The next ti he ca, his attitude was very clear.
This matter was not up for discussion. No ans no, no matter how many tis he ca.
Having been a leader for a long ti, the Principal preferred to beat around the bush when talking to people, rarely stating his purpose directly.
He was soone with a seemingly good temper who liked to keep notes behind people's backs.
The horoom teacher had forced him to change his nature.
Faced with a clear rejection, the horoom teacher wasn't discouraged at all. He played his trump card!
"Principal, I heard you divorced your wife recently?"
The Principal's face changed. "Are you investigating ?" His wife was the Principal's weak spot, absolutely not to be ntioned. Once ntioned, he would think the other person was implying sothing or trying to insult him.
The horoom teacher thought to himself, this kind of thing doesn't need investigation, does it?
But he quickly realized his words sounded a bit like a threat, so he changed to a more gentle tone, "How could that be? I'm busy every day supervising students' studies. I really don't have ti for that."
"Of course, the reason I know about this is related to the Dao Fa course."
"You can hear it too?" The words slipped out, and the Principal imdiately regretted it.
He simply shut his mouth tightly, with a look that said, "I'll just watch you make things up."
"Don't you want to know where that voice cos from?" the horoom teacher asked.
The Principal did want to know, but he felt it would be undignified to speak up now.
Seeing that the Principal remained silent, the horoom teacher continued on his own, "Yes, that voice is indeed related to our class."
"The reason I ca to ask you not to divide our class is also because of this."
The horoom teacher's previous words were ambiguous, and the Principal finally couldn't help but ask, "What reason?"
"If our class is divided, that voice will disappear."
He didn't say it might disappear, but that it would disappear, knowing full well that the Principal could hear the voice but knew nothing about its cause.
It was like parents deceiving young human cubs who haven't been to school, mainly playing on the information gap.
The Principal had never heard of such an outrageous thing.
The mystery of the voice that had troubled him for so long was vaguely being solved, but not completely.
What was that voice? Why did it appear? He knew nothing about these questions.
The only thing he knew was that if Class 1 was disbanded, the voice would disappear (according to what the Class 1 Horoom Teacher said, though its truth was yet unknown).
But looking at the young teacher's confident expression in front of him, what he said should be true, right?
Besides, if it wasn't true, why would he want his class not to be divided?
What benefit would that bring him?
Only if not dividing the class could bring him enough benefits would he go to such lengths.
If this was the reason, he would have to think carefully about it.
After all, despite his age, he also liked to gossip!
If the price of dividing the classes was that he couldn't gossip anymore in the future, it would be really hard to accept!
The Principal cleared his throat, "I understand what you're saying. Using Class 1 as an experintal class is not a small matter. I need to think it over carefully. In the future, I'll need to discuss this proposal with other school leaders at a eting before it can be approved. You can go back now, and wait for notification about the specific results."
The Principal speaking like this clearly ant he agreed.
Logically, the horoom teacher should have quit while he was ahead, but he was a person who couldn't read the room and didn't understand this principle.
So he pushed his luck and said, "The class division is about to happen soon, Principal. You'd better consider it quickly."
The Principal gritted his teeth and said, "Alright, I understand. I'll do it as soon as possible."
The horoom teacher was secretly pleased. Was such a small matter really difficult for him to handle?
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