Experienced teacher with Mandarin Chinese QTS gives mandarin lessons to all levels
Duration : 1 hour - Price : £30.00 - Place : LondonI am an experienced mandarin teacher with QTS. I have taught primary school, secondary school and sixth form in the UK.
In my mandarin lesson, I love embedding Chinese culture within the subject, so that students can really experience Chinese. For example, when I teach family members, I would introduce Chinese one child policy. When I teach animals, I will introduce Chinese zodiac. I believe that cultural content help students fun to study and easy to remember.
I have a flexible schedule and planning. If I found students were struggled with specific area, I will try to go back and identify the point in which they started to struggle and lost concentration. So in my class, every one would feel comfortable to ask questions, share ideas and make mistakes. You will feel valued and loved.
Rate for online lessons : £19/h
Rate for 5 hours of lessons : £90
Rate for 10 hours of lessons : £178
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.