与SHBS一起成长｜教学的智慧与挑战：三位教师代表的成长与反思

尊敬的老师和行政人员，上午好。

我原本打算在12月的戏剧演出上发表一篇演讲，感谢学校给予戏剧艺术一个发声的平台，让它不再只是一个课外活动，而是成为一种“神圣的艺术”，正如希腊人所称之。

今天，在“与SHBS共同成长”的主题下，我想谈谈教育的核心内容：教师与学生之间的连接。

高中是一个年轻人生命中的变革时期。这是一个自我发现、成长和应对青春期挑战的阶段。在这段旅程中，教师发挥着至关重要的作用——不仅仅是教育者，更是导师、引导者，有时甚至是稳定的来源。

当教师花时间与学生建立联系时，奇妙的事情就会发生。学习不再仅仅是记住台词，或者在歌声的尾声唱出那个高音。它变成了一种塑造品格、建立自信、激发好奇心的经历。一个真正关心学生的教师，可以点燃学生对学习的热情，这种热情会持续一生。

那么，这些联系是如何产生如此大的影响的呢？

首先，当学生感到被看见和重视时，他们更有可能在课堂上投入。当学生听到一句“你好吗？”或者“我相信你”时，这些简单的问候就能让学生感到被支持。青少年常常在自我怀疑、同伴压力和教师期望的重担中挣扎。那位教师的鼓励可能就是他们继续前进的生命线。

第二点是信任。我们之前在8月讨论过这个词——信任。当学生信任他们的教师时，他们就敢于提问、犯错并在个人表现中冒险。这是成长的真正所在——不是完美，而是在愿意尝试、失败再尝试的过程中。

最后，能够与学生建立联系的教师会以身作则，展现同理心和尊重。在这个常常感到分裂的世界中，这些人性的课程和学术知识一样重要。学生学习如何沟通、合作，并关心他人——这些技能将帮助他们在课堂之外走得更远。

当然，建立这些联系并不总是容易的。这需要耐心、努力，并且真诚地理解每个学生独特的故事。但这种影响是不可否认的。一位能够与学生建立联系的教师，不仅仅教授学科内容——他们在教学生生。

我一直坚信的黄金法则是，不仅要做一个充满激情的教师，更要做一个有激情并且善于倾听的人。上学期的最后一周，我进行了一次学生访谈，向每一位学生提出以下六个问题：

1.你目前选修了哪些课程？

2.在这些课程中，你最喜欢哪一门？为什么？

3.你喜欢我的课吗？为什么？为什么不？

4.你最喜欢我教学中的哪些部分？

5.有没有什么你觉得我教学风格上的问题？

6.高中毕业后你打算做什么？

上学期我大约有35位学生，分布在四个班级。经过倾听和记录，最终写下了15页的手写笔记。在整个过程中，我深受触动，学生们提供的有价值的见解和他们对我的尊重让我感动。

最后，让我们记住，教育不仅仅是将信息灌输到学生的脑海里；它更是触动学生的心灵，激发他们未来的无限可能。亲爱的教师同仁们，你们与学生的联系比你们想象的更为重要。让我们伸出援手，帮助他们，见证我们努力所带来的惊人成果。

谢谢大家！

Dear teachers and administration staff, good morning.  

I was going to make a speech to start the drama show back in December, thanking the school for giving theatre a voice, making sure that what is in my mind a “godly art” as the Greeks referred to it, making the subject more than just an after school club. 

In reflection today, with our theme being “Growing with SHBS”, I want to talk about something that lies at the heart of education: the connection between teachers and students.   

High school is a transformative time in a young person’s life. It’s a period of self-discovery, growth, and navigating the challenges of adolescence. And in this journey, teachers play a pivotal role—not just as educators, but as mentors, guides, and sometimes even as a source of stability.

When teachers take the time to connect with their students, something remarkable happens. Learning becomes more than just memorizing lines and hitting that high note at the end of the song.  It becomes an experience that shapes character, builds confidence, and inspires curiosity. A teacher who GENUINELY CARES can ignite a passion for learning that lasts a lifetime.

But how do these connections make such a difference?

First, when students feel seen and valued, they are more likely to engage in the classroom.  A simple “How are you?” or “I believe in you” can go a long way in making a student feel supported. Teenagers are often grappling with self-doubt, peer pressure, and/or the weight of a teacher’s expectations.  That teacher’s encouragement can be the lifeline they need to keep going.

Second, is trust.  (There’s that word again…as discussed back in August). Trust.  When students trust their teachers, they feel safe to ask questions, make mistakes, and take risks in their own  personal performance.  This is where real growth happens—not in perfection, but in the willingness to try, fail, and try again.

Finally, teachers who connect with their students model empathy and respect.  In a world that often feels divided, these lessons in humanity are just as important as academic knowledge.  Students learn how to communicate, collaborate, and care for others—skills that will serve them well beyond the classroom.

Of course, building these connections isn’t always easy.  It requires patience, effort, and a genuine commitment to understanding each student’s unique story.  But the impact is undeniable. A teacher who connects with their students doesn’t just teach subjects—they teach life.   

A golden rule of mine has always been to be someone who not only teaches passionately but also a passionate someone who is a good listener.   The final week last semester I did student interviews posing the following six questions to each of my students: 

1. What classes are you currently taking? 

2. What was your favourite class out of all of those? Why? 

3. Did you like my class?  Why? Why not? 

4. What did you like best about my instruction? 

5. Was there anything you found annoying about my teaching style? 

6. What do you plan to do after grade twelve graduation? 

Last semester I had roughly 35 students across four classes.   

Which eventually after all listening and note taking was made resulted of 15 pages of handwritten notes.   I was personally touched by the useful insight and respect they showed to me during the process.

In closing, let’s remember that education is not just about filling minds with information; it’s about touching hearts and inspiring what lies beyond for them.   To all my fellow teachers out there: your connection with your students matters more than you know.  Let’s reach out tohelp them and watch the amazing results come of our efforts. 

Thank you for your time.   

今天在这里，感觉有点像“学期总结大会”的选手，但其实我只是想和大家聊聊我这半年的度过“新手村”的经历。没错，这是我第一次正式工作，是一个职场小白，刚开始的时候，我的心情可以用这五个字形容——紧张到飞起！每天都在担心：课上得不好怎么办？学生不听话怎么办？家长会不会觉得我不靠谱？甚至一度怀疑自己是不是选错了职业。

但后来我发现，这些担心完全是多余的！因为我非常幸运，来到了宏润博源这个大家庭。无论是领导还是同事们，都对我这个“职场小白”特别包容和耐心，大家就像一家人一样，办公氛围也特别欢乐，每天上班都像在“团建”，虽然有很累的时候，但我仔细算了算几乎每天都会在办公室发出….不是银铃般的笑声了是杠gàng铃版的笑声！

我的工作主要分为三块：音乐老师、班主任，还有品宣工作。说实话，刚开始接到这么多任务时，我的内心是有点崩溃的，感觉自己像个“全能战士”，但后来发现，这些工作反而让我成长得特别快。尤其是品宣工作，虽然复杂，但也让我有机会和学校的每一位老师打交道，半年下来，我几乎认识了所有的同事，感觉自己像个“社交达人”！

作为一名年轻的班主任，我也曾担心：孩子们会不会不听我的话？会不会特别叛逆？家长们会不会很难沟通？但后来我发现，其实只要把握好“张弛有度”这个原则，孩子们还是很愿意配合的。毕竟高中生嘛，既不能管得太严，也不能放得太松，得让他们觉得我们是一条战线的，是朋友，也是老师。慢慢地，我和学生们的关系也越来越好，甚至有时候他们会主动找我聊天，感觉自己也成了他们的“知心姐姐”。

当然，这半年我也特别感谢我们年级组的于大哥、王老师和Chuman，每次我在群里“求救”，他们总是第一时间回应；还有我的办公室同事们，在我不知道怎么上好音乐课时耐心指导我，在我对品宣工作摸不着头脑时提供思路和资料，在我忙得焦头烂额时给我打气，还甚至时不时一起探讨艺术。这些都让我感觉自己不仅在工作中成长，还感受到了像家人般的温暖和幸福快乐。

记得有一次让我印象特别深刻，那就是组织我们学校的英文歌曲大赛。那是我第一次负责和组织这样的活动，说实话，当时真的是焦虑到不行！每天都在担心：万一哪个环节疏忽了，大赛当天翻车了怎么办？后台该怎么配合才能保证节目效果？参赛同学的曲目统筹要怎么督促和整理？……这些问题像一团乱麻一样在我脑子里打转，感觉压力山大。

不过，幸运的是，各位相关老师都给了我很大的帮助和支持。还记得刘峰老师一直在旁边鼓励我，告诉我不要太焦虑，还耐心地教我每个环节该怎么处理，带领着我一步步推进这个活动。还有Grace老师，在周日彩排，当我正为设备使用问题发愁时，她就像“救星”一样突然出现，帮我解决了燃眉之急。

正是因为有大家的帮助和支持，那次英文歌曲大赛才能顺利进行，效果也超出了我的预期，在这里，我从来都不是一个人在战斗。

总之，这半年对我来说，就像一场“新手村升级打怪”的旅程，虽然有时候会手忙脚乱，但更多的是收获和感动。我很庆幸自己能加入SHBS这个大家庭，和大家一起成长。未来我会继续努力，也希望我们能一起创造更多美好的回忆！

谢谢大家！

Standing here today, I feel a bit like a contestant at a “semester review conference.” But honestly, I just want to share my experience of navigating the “beginner’s village” over the past six months. That’s right—this is my first official job. As a complete newcomer to the workplace, my initial feelings can be summed up in five words: super nervous to the max! Every day, I worried: What if I don’t teach well? What if the students don’t listen? What if the parents think I’m unreliable? At one point, I even questioned whether I had chosen the right career.

But later, I realized these worries were completely unnecessary! I was incredibly lucky to join the big family of Hongrun Boyuan. Whether it was the leadership or my colleagues, everyone was incredibly patient and supportive of me, the “workplace newbie.” The office atmosphere felt more like a family, and every day at work felt like a team-building event. Sure, there were tiring moments, but when I thought about it, I realized I laughed almost every day in the office—not just with light, bell-like laughter, but with full-on gàng-ling laughter!

My work mainly consists of three roles: music teacher, homeroom teacher, and publicity work. To be honest, when I first received so many responsibilities, I was overwhelmed, feeling like I had suddenly become a “jack-of-all-trades.” But I later found that these challenges actually helped me grow rapidly. Especially with publicity work—though complex—it gave me the chance to interact with every teacher at the school. After six months, I now know almost all my colleagues, making me feel like a true “social butterfly”!

As a young homeroom teacher, I initially worried: Would the students not listen to me? Would they be rebellious? Would the parents be difficult to communicate with? But I soon realized that as long as I maintained a balance of strictness and leniency, the students were actually very cooperative. After all, high schoolers can’t be managed too rigidly, nor too loosely—you have to let them see you as part of their team, both a friend and a teacher. Over time, my relationship with my students improved significantly. Sometimes, they even take the initiative to chat with me, making me feel like their “big sister” and confidante.

Of course, over the past six months, I’m especially grateful to my grade-level team members—Yu Ge, Teacher Wang, and Chuman—who always respond immediately whenever I send an SOS in our group chat. And to my office colleagues, who patiently guided me when I struggled with lesson planning, provided ideas and materials for my publicity work, cheered me on when I was overwhelmed, and even took time to discuss art with me. Thanks to them, I didn’t just grow professionally—I also felt the warmth and happiness of a family.

One particularly memorable experience was organizing the school’s English Song Contest. It was my first time taking charge of such an event, and to be honest, I was incredibly anxious! I worried about every possible scenario: What if I overlooked something and the event flopped? How should I coordinate the backstage crew to ensure a smooth performance? How could I keep track of all the participating students’ song choices and progress? These questions spun around in my head like a tangled mess, and the pressure felt immense.

Fortunately, I had the support of my amazing colleagues. I still remember how Teacher Liu Feng continuously encouraged me, telling me not to stress too much. He patiently walked me through every step of the event planning process, guiding me forward. And then there was Teacher Grace—during our Sunday rehearsal, when I was struggling with technical equipment issues, she suddenly appeared like a guardian angel and solved the problem on the spot.

Thanks to everyone’s help and support, the English Song Contest went off without a hitch—far exceeding my expectations. I realized that in this school, I’m never fighting alone.

Looking back, these six months have been like an adventure in a role-playing game—starting as a beginner and leveling up through challenges. Though there were moments of chaos, the journey has been filled with growth and gratitude. I’m truly lucky to be part of the SHBS family, growing alongside everyone here. Moving forward, I’ll continue to give my best, and I hope we can create even more wonderful memories together!

Thank you all!

尊敬的各位领导、亲爱的同事们：

大家上午好！非常荣幸能站在这里，以一名"半新不旧"教师的身份，与各位分享我入职一年多以来的成长与心路历程。今天，我的分享将围绕两个关键词展开：成长与对话。

第一个关键词：成长

我始终记得，作为实习生踏入宏润博源的第一天，我第一次以教师的身份站在教室里，面对比我小了一轮的学生们时的紧张感。记得在前几节课上，我的手和声音都在发抖。

在宏润博源的每一天里，我都能够深刻感受到，同事们总是毫不吝啬地分享自己的教学心得。刚开始是楚漫老师向我传授初教时使用lesson plan的方法，接着在接手数学课时，David和Frank老师细致的教学分享让我受益匪浅。平时，Davy也常分享与学生沟通的经验和实用方法；回到办公室，Lynn和William总是耐心解答我提出的困惑。后来，理科组每周一次的模拟课堂教研活动，也为我带来了很多新的灵感。这些温暖的细节让我逐渐意识到：教师成长从来不是单打独斗，而是整个教育生态共同滋养的结果。

在这一年多的时间里，我经历了从"实习生视角"到"教育者思维"的转变。现在，备课时，我会本能地思考：这个知识点能和哪些生活场景结合？如何设计教学环节才能培养学生的某种能力？这种思维方式的转变，正是得益于学校每一位同事持续且慷慨的分享与支持。

第二个关键词：对话

在这面对个性鲜明的Z世代学生的一年多里，我逐渐摸索出一些沟通原则，今天我将分享其中的三条：

用他们的沟通方式说话，用他们的语言激活教学，让教育发生在更柔软的时刻：

在这个科技飞速发展的时代，大部分学生从小接触互联网，快节奏的生活让他们的专注力和思考方式不可避免地受到影响。因此，一些知识点的可视化和规则提醒的软化是他们更能够接受的方式。例如，在讲解牛顿三定律时，我会用塞尔达这款游戏作为示范，展示力的大小与方向与物体运动状态之间的关系。我还会将他们感兴趣的游戏、偶像、二次元文化等融入课堂内容。同时，简短且符号化的文字以及即时、具体的反馈，效果也往往更好。比如，我会在和学生的交流中加入他们喜欢的表情符号，或在每次的表扬卡里写下他们具体且独特的事例。

深度沟通，拒绝青春期的已读不回：

与学生沟通时，我发现有些雷区需要特别注意：不要公开批评他们的偶像或兴趣，哪怕我不理解；不过度探询他们的隐私，而是保持一种“如果你愿意说，我随时倾听”的态度，这样才能让他们感到安全。当我获得了学生的信任，我们之间的沟通也变得更加顺畅。在两次“Building SH”和带领学生去西班牙文化交流后，我对学生们有了更多新的看法。那些我一开始认为成绩平平、性格一般的学生，其实在其他方面有着巨大的潜力。例如，有些在课堂上显得有些萎靡、不太爱说话的男生，在陌生的西班牙环境中，能够勇敢自信地用新学的还不太熟悉的西班牙语配合着手势和当地人交流。在宏润博源，我重新认识了孩子们的成长，也让我首次深刻感受到，教育不是修剪个性的剪刀，而是发现火种的放大镜。

边界法则，保持权威的松弛感：

最后一点也是最重要的一点，保持与学生之间的边界感和权威性。可以与他们讨论轻松的话题，但在涉及原则性问题时，必须坚守底线。我秉持着“5G冲浪、2G管教”的原则，并始终坚持保护学生隐私，这不仅是获得学生尊重的基础，更是我们建立良好师生关系的关键。作为教师，我们不需要伪装成同龄人，而是要做一个能够与他们一起刷短视频、玩游戏、交流爱好，但同时也是一个值得信赖的榜样，能够在关键时刻为他们提供帮助的成年人。

教育不是单方向的公式推导，而是师生共同配平的人生方程式。在宏润博源这片教育的沃土上，希望我们能够继续做有温度的观察者、有创意的点灯人，陪伴孩子们写出属于他们的青春求证过程！

谢谢大家！

Dear Leaders and Colleagues,

Good morning! It is a great honor to stand here and share my growth and journey over the past year as a "semi-new" teacher. Today, I will share around two key words: growth and dialogue.

The first key word: Growth

I clearly remember my first day at Hongrun Boyuan as an intern, when I stood in front of a classroom as a teacher for the first time, facing students who were a year younger than me. I was so nervous, and I remember my hands and voice trembling during the first few lessons.

Every day at Hongrun Boyuan, I’ve felt the warmth and support of my colleagues, who have always generously shared their teaching experiences. At the beginning, Teacher Chu Man taught me how to use lesson plans when she first started teaching. Later, when I took over the math class, David and Frank provided detailed teaching tips that helped me a lot. Davy often shares his experiences and practical advice for working with students, and in the office, Lynn and William are always patient and offer solutions to the challenges I face. Later, the weekly mock teaching sessions with the science team inspired me with new ideas. These warm details have made me realize that teacher growth is never a solo journey, but a result of the entire educational environment supporting and nurturing us.

Over the past year, I’ve experienced a shift from the “intern perspective” to the “educator mindset.” Now, when preparing lessons, I naturally think: how can I connect this knowledge to real-life situations? How can I design activities to help students develop certain skills? This change in thinking is thanks to the continuous and generous sharing and support from every colleague at the school.

The second key word: Dialogue

Over the past year, working with students from the Z generation, I have developed some communication principles. Today, I will share three of them:

1. Speak their language and use their communication style to make teaching happen in softer moments

In this fast-paced, tech-driven world, most students have grown up with the internet, and this affects their attention and thinking patterns. Therefore, visualizing concepts and softening the rules is often a better way for them to understand. For example, when teaching Newton’s three laws, I use the game *Zelda* to demonstrate the relationship between force and the motion of objects. I also try to incorporate their interests, like games, idols, and anime, into the lessons. Additionally, using short and symbolic language and giving immediate, specific feedback often works better. For example, I add their favorite emojis in our conversations or write unique and specific examples in their praise cards.

2. Deep communication and avoid the “read but not replied” stage of adolescence

When communicating with students, I’ve learned to avoid certain pitfalls. For instance, I never criticize their idols or hobbies publicly, even if I don’t understand them. I avoid probing too deeply into their private lives, but instead I maintain a “I’m always here to listen if you want to talk” approach to create a sense of safety. Once I’ve earned their trust, communication becomes much smoother. After leading students to Spain for a cultural exchange and participating in two “Building SH” activities, I have a deeper understanding of my students. Some students whom I initially thought were average in both grades and personality actually have a lot of potential in other areas. For example, a boy who seemed quiet and uninterested in class was able to confidently and courageously communicate with locals in Spain using Spanish he had just learned. At Hongrun Boyuan, I’ve redefined my understanding of student growth, and I truly feel that education is not about cutting away their personalities, but about discovering and amplifying their strengths.

3. The boundary rule: maintain a relaxed sense of authority

The final and most important point is to maintain a sense of boundary and authority with students. It’s fine to discuss casual topics with them, but when it comes to principles, we must stand firm. I follow the rule of “5G surfing, but 2G discipline” and always ensure students’ privacy is protected. This is not only the foundation for gaining their respect but also key to building a good teacher-student relationship. As a teacher, we don’t need to pretend to be their peers, but rather be someone who can enjoy short videos, play games, and talk about hobbies with them while also being a trustworthy role model who can help them when needed.

Education is not a one-way process like solving a formula, but a life equation that both teachers and students work together to balance. In the fertile soil of Hongrun Boyuan, I hope we can continue to be warm observers, creative lightbearers, and accompany the children in writing their own journey of youth and self-discovery!

Thank you, everyone!