I am a teacher with over 35 years of experience in language learning and English as a Second Language (ESL) instruction.

I am fluent in both written and spoken Chinese. I know how to effectively use my bilingual skills to help junior-high and senior-high school Chinese students excel academically. I know how to effectively enhance reading comprehension skills, and improve knowledge of the three important tiers of English vocabulary, which consist of commonly used spoken English vocabulary, academic English vocabulary, and science terminology.

During the past many years, I have successfully taught young students using encouragement while also providing important motivation. I am always careful to reward students’ creativity. I provide a classroom experience in which children feel free to make guesses about what they are learning, and I encourage my students to test hypotheses. I always invite students to “just take a guess”, and then gradually guide them through this process, to gain deeper understanding.

The academic vocabulary and science terminology that I teach, and systematically reinforce, makes it possible for ESL Chinese students to improve their performance in a multidisciplinary way which helps them improve their understanding of their school courses in all topics, including the Natural and Social Sciences, History, and Mathematics.

I am an intuitive, patient, and caring teacher. Relying on my experience, I am confident that I know how to help your child make good and steady progress in a low-stress yet very effective way, and also in a fun way.

I have studied at several very competitive schools, among them being McGill University, the University of Pennsylvania, and Sichuan University. During my years at these schools, I have gradually perfected my teaching methodology. I have assimilated the best of what I have learned from so many of the great teachers I have known, and I now use this knowledge to create a unique and very effective teaching methodology particularly suited to Chinese students. In addition, much of my teaching is guided by my personal research of ESL learning and vocabulary acquisition, and learning theory, which I have pursued over many years.

I do not teach what is often called “English Conversation” classes. Instead, I use a specialized methodology to teach studious students who are serious about progressing through high school in order to be accepted at university, and, perhaps someday, being admitted to good graduate schools.

In order to help Chinese students, I work after class preparing translations and creation of English-Chinese vocabulary decks for students. This saves time for my students. Also, in many instances, young students are unable to translate and create vocabulary flash cards for themselves, simply because they do not yet have the requisite language skills to do so. This is why it is necessary for me to do this extra work for my students after class, and I am happy to do so.

During my teaching career, I have never once had a student who did not like studying with me. One reason might be because, during every class, I consistently gauge the understanding of the child, and I never push the student to the point of becoming frustrated with the lesson being learned. This is so important. A good teacher must always listen to the student, and must always be encouraging, and must provide praise when praise is due. Learning must be fun, interesting and engaging. Providing this environment is the obligation of all good teachers. This is the minimum requirement that a good teacher must always provide.

A very important final word about TRUST

Trust is one of the most important words in education.

Parents trust me, as their child’s teacher, to do my best, during every minute I teach in the classroom. Parents trust me to do my utmost to help their children in the best way. And, even after the class has ended, class does not end for me; I am always preparing for the next class. All parents know that sure and steady progress towards important goals is crucial for success in school. Being goal oriented, and teaching my students to also become more goal oriented, is a most important factor which we stress in my classroom.

Again, teaching is truly a matter of TRUST, and teachers must be trusted to do their best for their students. Good teachers always feel the burden of this great responsibility. Yet, this burden of trust is also one of any good teacher’s greatest joys.