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.   

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!

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!