In a grade made up of 59 students, there are a total of 59 “class cadres”, better known as class administrators. Every student enrolled at the Qing Yuan elementary school, located in the city of Changsha, holds a classroom post.
Initially, according to “the investigation into the purpose of assigning classroom positions”, altogether 55 classroom posts were listed. These posts included the better-known positions such as classroom representative, cultural entertainment committee members, and sports committee members. Yet, on top of the more standard managerial roles, this classroom also employs a water dispenser manager, a day-school team leader, a care-for-the-elderly captain, a flower pot manager, and so on. All 59 students share the responsibility of class leadership, based on a rotating schedule, allowing no classroom business to go unmanaged.
Teacher Li (李), who is in charge of the Qing Yuan elementary school, remarked that originally, each class had at most ten administrators, “these positions were generally filled by the class’ most outstanding students”. Yet, by operating in this fashion, several students who were not chosen to be class representatives felt a sense a loss, and were sometimes even affected psychologically. With the hopes of allowing every student to have the opportunity to become involved, Teacher Li intentionally broke down responsibilities into very specific roles, among which many are service-related positions. Teacher Li proudly stated that her original intention in establishing service positions was to grant every student his or her individual realm of responsibility. This set-up also guarantees that every responsibility is properly addressed. “I had only one goal: to give every student the opportunity to become as involved as possible, thereby cultivating the children’s sense of responsibility and collective spirit”.