Motivation is the foundation of my educational philosophy. I believe that all children are unique and must have a stimulating educational environment where they can grow physically, mentally, emotionally, and socially. It is my desire to create this type of atmosphere where students can meet their full potential. The most effective has been the introduction of a classroom lottery, where I provide lottery tickets to pupils who work hard and engage well in the classroom, drawing three names at the end of each week to win a prize. This simple system has helped motivating many pupils that were lacking motivation when I first arrived in the classroom. I find that pupils respect me and feel safe and comfortable in this teaching environment. In addition, I always try to understand student’s interests and needs by using their profile and observations, then build my lesson around the topic that they are more likely to be interested in.
My teaching practice is based on personalized education. I strongly believe that every students deserve one-on-one attention and should be treated as an individual and be valued as who they are. It’s is teacher’s responsibility to find out where their talents and strengthens are and help them to reach their full potential.
I believe that a classroom should be a caring community where students feel they are valued and loved and even feel comfortable to make mistakes. I love having a lot of praise in my class. This could be through stickers, team points, verbally praise or even body language. It opens a flow of communication and convey my concern, interest and credibility.
Inclusion is a part of my teaching philosophy. I make sure everyone in my class is included regardless of their race, religion, learning capability, gender. I value all pupils equally. One example, I used to have a student with Dyslexia, then I set my PowerPoint with yellow background and use comic sans to help him read. I always try my best to get everyone in my class involved.
In conclusion, I believe that all of pupils need to be cared for and educated by people who want to be there. It’s teacher’s responsibility to care for every pupil and help them achieve full potential.
I am currently based in Manchester and have completed my PGCE in Mandarin and Spanish, looking to take the next step in my career. My teaching philosophy is underpinned by developing students’ self esteem and self confidence. I believe students’ determination and belief that they can achieve their goals are important factors in their persistence in ongoing learning. I am committed to providing students with the best possible education by helping all students develop a lifelong enthusiasm for learning. I consider myself to be a highly committed, flexible and culturally aware teacher with a range of transferable skills such as organization, teamwork and problem-solving, which are fundamental attributes when working within a school.
Education, experience and knowledge
I have a strong academic background in education as I hold a bachelor’s degree in second language teaching. My degree also included the comprehensive study of Chinese history and literature, which are fundamental when teaching A-level/Pre U courses.
I have completed my PGCE at Manchester Metropolitan University, where I have been teaching Mandarin at KS3, KS4, and Pre-U. During my placements, I have been committed to improving my pupils’ performance in Mandarin by delivering highly engaging, differentiated lessons for my students. My subject mentor commented: “Zhi Qiao planned the lessons in very creative ways ( audios, films, her own experiences, ICT games etc). In the lesson plans, she stretched the pupils' ability with various differentiation strategies to enable all the pupils’ potential achievement.” I also co-created, with my subject mentor, next year’s scheme of work for GCSE assessment.
I have used a variety of formative assessment activities, often making use of ICT (Kahoot, Quizlet) in order to assess pupils in a stress-free environment, and I have been praised for my dedication in marking books and assessing my pupils’ outcomes regularly. In addition:
● I have attended and contributed to every CPD session and meeting
● I have completed AQA GCSE exam training for the new specification
● I am creating revision and assessment papers for Pre-U Chinese history at Loreto sixth form college
I enrich curriculum with a variety of ways. As a native Chinese speaker, I have vast cultural insight and strong advantage of providing authentic materials to permeate language learning. For this reason, I offered Chinese Calligraphy club and Chinese Zodiac drawing club in my placement school, and hold Chinese Calligraphy Show in China Town during Chinese new year when I studied in Newcastle. I strongly believe that knowledge is created through the transformation of experience.
Skills and abilities
My teaching practice is based on reflection and I regularly ask for and act upon feedback. This enables me to be flexible and capable of adapting my teaching style according to the audience.
I am a resilient professional that gives particular attention to the students’ academic and pastoral needs. I have handled and reported safeguarding issues excellently, learning how to use common software such as SIMS and CPOM. I have developed impressive classroom management skills, making good use of both school policy and using my own methods of rewarding and sanctioning. The most effective has been the introduction of a classroom lottery, where I provide lottery tickets to pupils who work hard and engage well in the classroom, drawing three names at the end of each week to win a prize. This simple system has helped motivating many pupils that were lacking motivation when I first arrived in the classroom. I find that pupils respect me and feel safe and comfortable in my teaching environment. On many occasions, my pupils have stayed back in the classroom over break time to continue their Mandarin study through the use of ICT games and learning activities.
I strongly believe in fostering good relationships with parents about pupils’ progress and I would often call parents to discuss their child’s progress. The department of languages of my placement school was impressed with my contribution during a parents’ evening, stating: “For a person not yet qualified to the profession, her conduct was exemplary and a great asset on the evening.”
Finally, I am committed to the promotion of Chinese culture through extra-curricular clubs and dedicated lessons about the celebration of Chinese holidays, organising activities such as calligraphy and traditional hand-crafts.
Previous teaching experience
I have taught in two different countries which has given me the opportunity to develop and improve my idea of teaching and learning by co-operating and sharing practices with teachers from all over the world.
One of the biggest takeaways from my overall teaching experience is that if the teacher takes into account the students’ diversity when planning lessons, every pupil is capable of achieving great results.
I strongly believe that classrooms are too diverse to adopt the traditional one-size-fits-all approach. For this reason, I have been actively researching and applying various strategies of differentiation in the classroom, with the aim of stretching both the top-end and the bottom-end of a classroom set. To this end, my academic PGCE assignments based on teaching practice were centred around the topics of inclusion and differentiation.
Other than differentiation as a key mean for student-centredness, I find that the blended learning approach (approach to education that combines online educational materials and opportunities for interaction online with traditional place-based classroom methods), combined with project-based learning (students use their language skills to work on a project in the target language) is not only effective because the pupils use the language as “experts”, but also it is intrinsically engaging for the pupils because they need to be independent learners and think harder. My first introduction to this method was during my teaching experience in Beijing, China, where my school’s ethos was based upon an innovative student-centred approach. There I have been trained to deliver differentiated instructions in a blended learning and project-based learning environment, that I found to be both highly engaging and effective.
Therefore, my idea of being a teacher isn’t in the traditional sense; I think of a teacher more like a coach, or a facilitator that guides pupils towards success by providing material and support that helps them to achieve their maximum potential.
* 3-years combined overseas experience from studying and working in the UK and china.
* 3-years teaching experience. English immersion teacher to students aged 3-18, experienced in
co-teaching with foreign teachers.
*Get Qualified Teacher Status(QTS) in UK with 25 weeks on school placement.
* Get National Teacher Certification (Senior HighSchool-English) in China.
Manchester Metropolitan University UK Sep 2019- Jul 2020
PGCE (Post Graduate Certificate in Education) Mandarin secondary education
Master of Arts in Applied linguistics and TESOL
Education (Academic Exchanged Program)
Hainan Normal University
Bachelor of Arts in English Language and teaching
2(concealed information) Chinese Chanel Mandarin Teacher
• Preparing and delivering mandarin lessons (IGCSE) to improve students’ reading, writing and conversing skills.
• Developing educational content such as notes and quizzes.
• Tracking and reporting on students’ progress (by students evolution overview), to ensure that expected progress of all students is achieved, or exceeded.
• Creating revision & assessment paper for Chinese GCSE.
• Marking students’ work is regularly and give constructive feedback.
2020.01-2020.06 The Belvedere Academy Mandarin Teacher (PGCE Trainee)
I was responsible for Mandarin class at Year 7, 8, 9, 10 and 11 (across KS3, 4,5)
I was running of two enrichments: Chinese Zodiac drawing club and Year 10 speaking club.
Co-taught with other teachers and contribute to team objectives.
Kept a regular good communication with parents and SEND students, created specific lesson
resources and worksheets for SEND pupils.
used a variety of formative assessment activities, making use of ICT (Kahoot, Quizlet).
Undertook the role of form tutor, doing register, making administration, creating connections with
2019.09-2020.01 King’s leadership academy Mandarin trainee (PGCE Trainee)
Teaching Mandarin(KS3, 4,5 & A-Level), Maths, EAL, French to a wide range of students from different countries
Creating revision and assessment papers for Pre-U Chinese history at Loreto sixth form college. Using data to monitor students achievements and gave valuable feedback.
Duties involved delivering lessons, marking homework, assessment sheet.
Being responsible for after class club (baking club, Chinese Culture Appreciation club)
2018.05 –2019.09 Shi Tong English, Dandong, China ESL & Music Teacher
-Position: Lead Teacher (Full-time)
Teaching English to primary school students aged of 6-12 (class size 20).
Teaching Music lesson ( classical piano, practical and theory).
Teaching singing to students from beginner to advanced level.
Developing lesson plans, wrote reports on students' progress, led extracurricular activities,
maintained effective parent school communication, attended training and etc.
2017.10 –2018.04 EF Education First ESL & Chinese Literature Teacher
-Position: Lead Teacher & Mentor (Full-time)
English immersion teacher to students aged 3-12 (class size 10-16).
Mandarin Literature & History teacher to Middle School students (age 11-14).
Working closely with foreign teachers from the US, the UK, New Zealand, and South Africa,
because all classes were shared by one Local Teacher and one International Teacher, who alternated
teaching their class.
Award-winning curricula designed in the UK, geared toward the CEFR from Europe and focused
on Whole Child development.
Effective communication with parents, including written progress reports, parent teacher
conferences, and an “open lesson” every 2-3 months in which parents could come in the classroom.
Skills & interests:
Piano: Band 10 (the highest level of piano certificate in china), issued by Art Development Center of Ministry of Culture, China.
Chinese calligraphy: Band 9. I am good at traditional Chinese calligraphy. When I did my master in Newcastle, I was in charge of Newcastle university student union Chinese Calligraphy department. I hosted activities on a regular basis. For example, during Chinese New Year, I hosted Chinese calligraphy show in china town in Newcastle, which was highly appreciated and got a great success. In addition, I led the team to visit local school where I taught pupils Chinese calligraphy, which was highly praised by parents and headmaster. When I worked as Mandarin teacher in Liverpool, I was responsible for Chinese calligraphy club, which created a foundation for more students to become interested in Chinese and has been proved very popular among pupils.
During my student teaching in King’s Leadership Academy, I observed and taught French lesson across year 7 to year 9, which enable me have a clear understanding of GCSE French test and the skills that students would be tested on.
Driving: C1 Driver’s License.
I have learned piano for more than 8 years and got band 10 (the highest
level of piano certificate in China). During my student teaching, I observed music lesson frequently,
which enable me to understand how music lesson run in British school and what students tend to be
Coco is my chinese teachers. I love her Mandarin lesson so much. She always tell me a lot of thing about chinese culture and history. And she uses character story to help me remember the complicate chinese characters. I have to say i thought learning the massive chinese characters is daunting, but what she did was build the complex characters by starting from the basic component and single structure chinese characters. It is like we learn various English words by starting from the 26 letters. it makes me easily to remember. I love this teacher and her teaching methodology!
Coco is a brilliant Teacher. I was her Chinese class student. She is very funny in class, always sharing her stories, and provide us a lot of activities that allow us to use creativity. I love her Mandarin lesson so much! she uses a lot of ICT in her lesson. It makes me fun to study. She is very patient, whenever I was struggled with some concepts, she will spend a little more time on that and give me extra scaffolding. I love her mandarin lesson!
I was her ex colleague when she worked in King's Academy Hawthornes in Liverpool. She displayed great talents in managing her classroom, teaching concepts to all learning styles and developing a genuine love of learning in her students. When we first met, I was immediately impressed with Coco, but I was lucky enough to see her grow and learn as an educator as she began introducing innovative new teaching styles that we both saw make a difference in the way her students both behaved and learned.
I've known Coco for 4 years when we worked at EF where she taught English Second language as well as chinese literature and was able to give our students an appreciation of the past and their heritage. We have had students mentored by her who won a state quiz bee. she generously donates her time to help students in and outside the campus.
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