漢鼎人｜教育新勢力！漢鼎導師陣容再升級

英文組

Nancy has had a fifteen-year teaching career, providing language support across Key Stages 4 and 5, in addition to several years teaching EAP in Hong Kong and the UK. After her initial teacher training in the UK, Nancy completed a MA in Teaching English to Speakers of Other Languages in order to have a strong understanding of language acquisition.  Previous to joining the Han Academy, Nancy was responsible for iGCSE Second Language and IELTS provision in an international school in Mainland of China. Supporting students, reflective practice and inclusion is always at the heart of her teaching philosophy. She is committed to holistic learning and teaching, working with each student to build a learning pathway towards their goals. She responds directly to student's needs, providing individualised feedback and fostering long term positive learning habits.

Nancy 從事教學工作長達 15 年，為第四和第五學習階段的學生提供語言支持，此外還在香港和英國教授過數年的 EAP 課程。在英國接受初級教師培訓後，Nancy 修完了對外英語教學碩士課程，從而對語言習得有了更深入的了解。在加入漢鼎書院之前，Nancy 曾在中國大陸的一所國際學校負責 iGCSE 第二語言和雅思課程。支持學生、反思實踐和包容始終是她教學理念的核心。她致力於全面的學習和教學，與每個學生一起為他們的目標建立學習途徑。她直接回應學生的需求，提供個性化的反饋並培養長期積極的學習習慣。

I have a Bachelor of Arts in English Literature from Aberystwyth University of Wales and continued my studies with a Post Graduate certificate of Education from the Institute of Education, UCL, London, which has been ranked as the world's number one education institution for ten years running. I continued my relationship with the Institute of Education with my Masters degree. After many months of intensive reading and research into the impact of multimodality on learning in English classrooms, my work was published in the English teaching journal: ‘Changing English’.  

To sum up my approach to education in one phrase it would be: 'who are the learners and what do they know?' - these are the words that were shared with me on my first day of teacher education and they have stayed with me ever since. I always aim to get to know the learners in my classroom and use our different perspectives and experiences to inform our understanding in English lessons.

Since completing my training as a teacher I have worked at an outstanding school in London, UK and then worked in a prestigious British School in Madrid, Spain where I also took on the roles of Head of Year and Sustainable Development Coordinator and secured a place for our Sustainability Club to speak to the United Nations at the COP Summit in Madrid, an unforgettable experience for everyone involved.

I haven't always been a teacher and my previous life involved working as a Music Editor for a blog with 1 million monthly readers, I have been a Copywriter for a leading e-commerce site and also spent some time working in IT management, but none of these compare to the enjoyment that teaching brings.

我擁有威爾士阿伯里斯特威斯大學英語文學學士學位，並在倫敦大學洛杉磯分校教育學院繼續深造，獲得教育學研究生證書。我繼續與教育學院保持聯繫，攻讀碩士學位。經過幾個月的深入閱讀和研究多模態對英語課堂學習的影響，我的研究成果發表於英語教學雜誌「改變英語」。

如果用一句話來概括我的教育方法，那就是「學習者是誰，他們知道什麼？」這是我接受師範教育第一天就被告知的一句話，從那時起就一直伴隨著我。我一直致力於了解我課堂上的學習者，並利用我們不同的視角和經驗來幫助我們理解英語課程。

完成教師培訓後，我曾在英國倫敦一所優秀的學校工作過，後來又任職於西班牙馬德里一所著名的英國學校，在那裡我還擔任了年級主任和可持續發展協調員的職務，並為我們的可持續發展俱樂部爭取到了在馬德里舉行的締約方會議峰會上向聯合國發表演講的機會，這對每個參與者來說都是一次難忘的經歷。

我不僅是一位教師，以前也曾在一個每月有100万讀者的博客上擔任音樂編輯，還曾在一家領先的電子商務網站擔任過文案，並在IT管理部門工作過，但這些都比不上教學給我帶來的樂趣。

Hasmik Yumushaghjyan (Jasmine) started her teaching journey 10 years ago as she moved to Beijing and started working in an IB PYP school. It was an amazing journey which made her fall in love with her new exciting and rewarding role as an educator. She moved to Hong Kong soon after and did her IPGCE (International Postgraduate Certificate in Education from the University of East London, UK) and obtained the Trinity College CertTESOL (Certificate in Teaching English to Speakers of Other Languages).

Hasmik’s personal teaching philosophy has continued to develop over the past years as she was working in local and international schools in Beijing and Hong Kong. It gradually evolved as she got to study the Theories of Vygotsky during her iPGCE studies in the University of East London.

She embraces Vygotsky’s Zone of Proximal Development as a key pedagogical tool to ensure all her students are taught content that is achievable yet challenging. She is convinced that learning occurs in the zone of proximal development cognitive region - which lies just beyond what the child can do alone. Hasmik’s task as an educator is always finding that gap where her students can meet their full potential.

Hasmik also believes that all children are unique and must have an enriching educational environment that nurtures their mental, emotional and social growth. They should be able to have choices and allow their curiosity to steer their learning journey - while she operates as a facilitator. Hasmik’s objective is to go beyond teaching content knowledge to affect real change in her students. She is committed to cultivating their critical thinking and problem-solving skills in order to change how they see, think and act in the world.

She is eagerly anticipating for the opportunity to meet each and every one of you and embark on this amazing journey of learning and growth together!

Hasmik Yumushaghjyan (Jasmine) 在 10 年前開始了她的教育之旅，她在北京一所 IB PYP 學校開始了教學工作。這是一段令人驚嘆的旅程，讓她愛上了作為教育者這個新的令人興奮和有所回報的角色。不久後她搬到了香港，並完成了她的 IPGCE（英國東倫敦大學國際研究生教育證書)），並獲得了 Trinity College 的 CertTESOL（對非英語母語人士教授英語的證書）。

隨著在北京和香港的本地及國際學校工作，Hasmik 的個人教育理念在過去的幾年裡不斷發展。在東倫敦大學的 iPGCE 研究期間，她開始研究維果茨基的理論，將維果茨基的發展區域作為關鍵的教學工具，以確保教授所有學生可實現但具有挑戰性的內容，並逐漸發展起她自己的教育理念。

她深信學習發生在發展區域認知領域內——正好超出了孩子獨自完成的範圍。作為一名教育工作者，Hasmik 的任務是找到學生能夠充分發揮潛力的差距。

Hasmik 相信，所有的孩子都是獨一無二的，必須有一個豐富的教育環境來培養他們的心理、情感和社交成長。他們應該能夠有選擇，並讓好奇心引導他們的學習之旅——而她則充當促進者的角色。Hasmik的目標是超越教授內容知識，使學生真正發生變化。她致力於培養他們的批判性思維和解決問題的能力，以改變他們看待世界、思考問題和行為表達的方式。

她熱切期待有機會見到每一個人，一起踏上這段奇妙的學習和成長之旅！

數學組

我本科畢業於中國科學技術大學數學專業，隨後在美國亞利桑那大學獲得數學碩士學位。在亞利桑那大學讀書期間，我擔任大學基礎數學課助教 5年，積累了教學經驗，對數學教學有了更深入的理解。

數學教育的目的在於傳達數學的本質，激發同學們將數學視為探索現實世界的有力工具。在數學教學中，我鼓勵同學們將數學看作為一種思考方式，而不僅僅教同學們推導公式。從我的教學經歷中，我意識到每位同學都有學習數學的無限潛力，而一位好教師對學生的影響是巨大的。

「教育意味著一棵樹搖動另一棵樹，一朵雲推動另一朵雲，一個靈魂喚醒另一個靈魂。」數學教育最重要的意義是喚醒同學們學習數學的興趣。

能夠加入漢鼎書院優秀的教師團隊，我感到非常榮幸。未來，我希望成為一名激發學生學習興趣的教師，和同學們一起探索數學之美。

大家都願稱王老師為天生的教育工作者，因為她從小就非常喜歡對知識刨根問底，再把自己學習到的知識生動淺顯地講給身邊的人聽。在從香港大學獲得物理學碩士之前，她曾經有接近三年的數學和物理學科教學經驗，積累了分析學生特點、優勢和需求的經驗。與此同時，在香港大學的深造也幫助她更好地鞏固了專業能力。她樂於研究教育心理學，這也讓她更加了解自己的學生。這些經驗都使她在面對不同的學生時，懂得如何從多元的角度幫助他們找到學習的方法、體會學習的樂趣，教會學生通過努力體會成就感和幸福感。王冰陽老師認為教育是一門藝術，學習是一門終身學問，她希望能夠通過教育啟迪每一個孩子的人生。

科學&STEM

Being a teacher is an immense privilege for me because it allows me to pursue my two passions – science and learning. Honoured with a first-class Master of Chemistry from the University of Oxford, I’ve seen the beauty that science can bring to life. Earning my Postgraduate Certificate of Education from University College London has shown me the depths to which a teacher can go in order to provide the best learning experience for their students.

I know that it is not possible for me to encourage every student to become a passionate scientist. What I can do is put all my energy into ensuring that my students develop a secure and thorough understanding of the content which I am responsible for teaching. 

In my experiences thus far, I have seen the potential when a class develops a vibrant and thriving learning environment. Students, regardless of their personal interest or ability, are empowered to make progress in their pursuit of excellence.

Teaching is a complicated endeavour with so many different facets to consider. Ultimately, thinking about the makeup of my class, the students and their individual strengths and weaknesses, the classroom dynamic, the pacing and structure of the lessons, and the timing of when I introduce new concepts or new ideas is what makes it both exhausting but fulfilling.

My vision for education is one where students progress through school and develop a real and complete understanding of the content. Even for students who do not find their passion in science, I believe that it’s through this educational experience that they can become knowledgeable leaders, develop resilience, and are better able to serve our society with a well-developed mind.

O'Brien是漢鼎書院的科學老師。他擁有牛津大學一級化學碩士學位和倫敦大學學院教育學研究生證書。在加入漢鼎之前，他曾在英國多所知名中學任教。

O'Brien老師熱衷於確保他的學生對他所負責的教學內容有牢固而透徹的理解。他知曉一個班級在充滿活力和欣欣向榮的學習環境中發展的潛力很大。無論學生的個人興趣或能力如何，他們都能在追求卓越的過程中不斷進步。

O'Brien老師對教育的願景是，讓學生在學習中不斷進步，對所學內容形成真正而全面的理解。即使是還沒有找到對科學學習熱情的學生，他們也能通過這樣的教育經歷，成為知識淵博的領導者，從而培養出堅韌不拔的精神，並以豐厚的學識更好地服務於我們的社會。

人文組

我畢業於香港教育大學，主修企業、會計財務概論以及英語。在大學期間，我有幸曾在香港、蘇黎世和惠靈頓的當地中學任教。在加入漢鼎書院前，我在香港教育大學擔任研究助理並負責與金融教育相關的項目，相關成果見報於《今日銀行業》和《明報》等報刊。這一背景為我奠定了堅實的教育研究基礎，並使我致力於循證教學實踐。

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作為一名教師，我相信每個學生都有自己獨一無二的潛能。我希望在教學中幫助學生發現自己的獨特才能，並進一步培養他們的能力和優勢。同時，我也深信教育具有重大的社會意義。希望通過我的教學，培養下一代具有社會意識、積極為社會做貢獻的創新人才，共同建設一個更加美好的社會。

張文迪女士在北京市海淀區長大，該地區以其競爭激烈的教育體係而聞名。她對從小學到高中所經曆的「市重點」教育感到身心疲憊。因此，高二時她決定前往瑞士接受IB國際文憑的教育。國際化的學習環境拓寬了她的視野，接受多元化教育方式長大的她，在學業、社交及自理方面均表現出色。她第一次開始審視自己的教育經歷，思考教育的本質。

在英國聖安德魯斯大學取得了心理學與哲學的文學碩士榮譽學位後，一個偶然的機遇下，她爲了學習僅有香港大學在授的佛學心理輔導碩士課程而來到了香港，最終被命運的齒輪領入了教育行業，從此願致力于將東方哲學智慧應用于孩子的身心養育之中。

教育, 一直以來被她看做是社會穩定之根基，進步之關鍵。 一個人的成長經曆會悄無聲息地浸潤個人福祉的方方面面：身心健康，人際關系，家庭組構⋯⋯一代人的經曆不僅塑造自身，還會對下一代産生潛移默化的影響。因此，教育並非止步于學堂及智識的開發；教育工作者對學生的影響也不僅限于教導與管束，其自身行爲和存在的方式同樣關鍵。張聞笛女士倡導教育者將教育事業內化，從自我的身心修爲開始，正身正心，才得以提供一個允許孩子全然舒展的溫床，一雙看得到孩子獨有特點的眼睛，一把培植福德啓迪智慧的鑰匙。優秀的教育模式定是以人爲本，給予孩子內求的能力，從而獲取源源不斷的能量去滋養及支撐其未來人生的每一步。引領孩子不斷拓寬自己的邊界，最終得以自發地終生求知與探索。

行政管理

朱幗馨女士畢業於南京大學、香港浸會大學及香港中文大學。她在教育領域有豐富的經驗，曾在香港的直資、國際、私立學校從教共計十六年，熟悉IB、劍橋及AP課程，也是政府註冊教師。除了教學經驗，朱女士還曾任職社區服務老師及IB CAS協調員。她很高興今年可以任職基金會主席助理，益利樂生、共築漢鼎。

我畢業於英國倫敦國王學院，主修國際關係。畢業後先後在三所國際學校工作。曾負責管理國際部門行政及教學事務，我也是劍橋IGCSE課程的老師。我的主要任教科目是FLE(First Language English) ，ESL(English as a Second Language)及全球視野。

我的學習理念是讓學生在無形中學習。我對學生的關注不僅是學習水平，對他們的禮儀、行為等也有相當高的要求。我尊重每個學生的特點，積極鼓勵他們對自己充滿信心。每個人都是有才能的，我相信學習是無止境的，我相信學無止境，我在時刻調動著學生正面對待學習的態度。

現在，除了工作之外，我還在倫敦亞非學院攻讀全球政治碩士學位。

漢鼎書院

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