My teaching responsibilities and strategies have evolved significantly from my early experience at the collegiate level, where I worked with undergraduate students, to my current focus on developing critical thinking skills in high school students. I implement mastery learning as my preferred instructional model, ensuring that students achieve a deep understanding of material before progressing. Most of my class assignments and activities are intentionally designed to prepare students for their major assessments, which typically take the form of written essays responding to specific prompts. To foster intellectual engagement and skill development, I encourage students to participate in thoughtful class discussions and recurring Socratic seminars, where they explore unit-related questions in depth. These seminars are structured to help my students, many of whom are ESL learners, engage with and challenge ideas in English while collaboratively driving the conversation toward a meaningful conclusion. To enrich these discussions, I utilize PowerPoint presentations and diverse multimedia tools, creating a dynamic and stimulating learning environment that supports my students’ academic growth.

The core purpose of my work in the humanities is to prepare Chinese students, who are planning to attend universities abroad, to engage intelligently and empathetically with topics that are often absent from traditional Chinese public school curricula, such as gender, race, religion, and social class etc. Some of these concepts are considered controversial by the State, limiting students’ exposure to them in an academic setting. My role is to train students to think critically by first asking them to examine their own beliefs and assumptions. I encourage them to reflect on why they hold certain perspectives and how these perspectives have been shaped. From there, students identify their biases and explore them through long-form essays, group projects, and collective discussions. As a final step, I challenge students to critically evaluate and, when appropriate, reconsider their views. This process culminates in a 15–20-page paper in which students articulate their personal identity in relation to the topics we’ve explored in class.

One of the unique challenges I face is presenting these topics in a language-neutral way, avoiding the imposition of my own perspectives while still fostering meaningful inquiry. I strive to teach in a manner that prioritizes how and why my students think rather than steering them toward specific conclusions. Recognizing that my own biases may inevitably influence my teaching, I continuously work to identify and mitigate them, creating a classroom environment where students feel safe to express their ideas. In this space, students learn to navigate complex and sensitive subjects with nuance and empathy. Ultimately, my goal is for them to leave my class with a deeper understanding of these multifaceted topics and an appreciation for perspectives beyond their own, equipping them to engage thoughtfully with diverse ideas and communities in their future academic and personal lives.

I have taught the following high school level courses:

• Colloquy Seminar (Grade 10)

  • WLSA Shanghai Academy
  • 5 sections each semester, 22-28 students each section

• English as a Second Language

  • No. 1 High School Affilliated with Tongji University
  • 2 sections each semester, 25-30 students each section

Although my focus is on high school education, I have also taught these undergraduate courses as previously mentioned:

• Introduction to Softgoods Retailing

  • University of Missouri-Columbia, Fall 2017 – Spring 2019

• Social Appearance in Time and Space (Writing Intensive)

  • University of Missouri-Columbia, Fall 2018

COLLOQUY SEMINAR
As the instructor of Colloquy, I guide students through a writing-intensive journey that challenges their assumptions about everyday life and helps them connect to broader social concepts. Centered around the guiding question, “Who am I?”, the course is divided into six units: Social Class, Gender, Race, Belief Systems, Art, and the Self. Throughout these units, I emphasize skill development, aiming to equip students with the ability to conduct academic research, write at a high academic level, read texts analytically, and participate in diverse forms of discussion. My goal is for students to leave Colloquy not only with deeper insights into their identity but also with the critical skills necessary for academic and personal growth.

INTRODUCTION TO SOFTGOODS RETAILING
In this course, I guided students through an in-depth exploration of merchandising and retailing principles, focusing on their specific applications within the softgoods industry. My aim was to provide students with a solid understanding of the foundational concepts and practical strategies essential to this field.

SOCIAL APPEARANCE IN TIME AND SPACE (WRITING INTENSIVE)
In this course, I guided students in exploring the motives and meanings behind how individuals use dress to present themselves within complex social contexts. We examined these dynamics across cross-cultural, historical, and contemporary settings, uncovering the ways clothing communicates identity and navigates social interactions.

I have extensive experience advising students on research-based projects, including the Edexcel Extended Project Qualification (EPQ) for the A Level program by Pearson. I met with students weekly for at least 30 minutes, providing constructive feedback on their work. My guidance covered all aspects of the research process, from methodology and literature review development to preparing for final presentations. I also offered pastoral care, supporting students emotionally throughout the year-long project. My goal was to help students strengthen their research skills while providing holistic support.

Below is a sample of a research project from a student I advised from 2023-2024.

Exploring the functionality of noise-cancellation headphones (PDF)

Below is a sample of a class syllabus I created, along with the course overview provided to students. These materials outline key objectives, topics, and expectations for the course, offering a clear roadmap for student success and engagement throughout the academic year.

G10-Colloquy-Syllabus-2024-25.pdf

Here are examples of major assessments I’ve designed for my students. These assessments are carefully structured to align with key learning objectives, challenging students to think critically and demonstrate a deep understanding of course material.

Revised-Social-Class-Unit-Essay.pdf

Below are samples of handouts provided to students I taught to suppplement in class teaching.

MLA-Guidelines.pdf

The following are samples of reflective essays produced by students I taught and developed over the course of the year. Each essay aligns with key themes from the first semester—Social Class, Gender, and Race—where students explored these aspects of their identity in depth, providing personal reflections and insights.

Identifying Links Between Social Class and Identity Through Introspection

Discussion on the Genders of Gone with the Wind

Outrunning Race

The following feedback comes from my A Level and Advanced Placement students, reflecting on my teaching during the 2022-2024 academic years. These comments showcase their experiences and the effectiveness of my classroom instruction.

2022-2023 Student Comments_G10_SG

2022-2023 Student Comments_G10_AL

2023-2024 Student Comments_G10_SG

I was honored with the WLSA Rising Star Award for my teaching efforts during the 2022-2023 academic year, recognizing my commitment to excellence in the classroom and dedication to student success.

Rising Star Certificate (PDF)