At the beginning of the training workshop, Principal Chris meticulously planned the Holland Occupational Personality Card Test and shared his personal life story, aiming at assisting new teaching staff members to gain a deep understanding of their own personality traits and behavioural styles. This activity not only quickly help these colleagues bond with each other, but also promoted deeper mutual understanding among them.

Chris (foreign principle) emphasized that our new teaching staff members possess diverse educational backgrounds, work experiences, and skill sets. This diversity provides an important learning platform for the SHBS teaching team and is also a crucial source of influence in shaping student growth. He advised new teaching staff members to cultivate the ability to observe students and the teaching environment in their daily educational work, delve deep into the logic and reasons behind everything. At the same time, he encouraged teachers not to be limited by existing educational trajectories and cognition, but to dare to explore the potential possibilities of students and fully unleash their creativity. Furthermore, he encouraged teachers to actively participate in collaborative lesson planning within subject groups and engage in interdisciplinary collaborative lesson planning to enhance the quality of education.

Chief Principal Bowen Chen delivered an important speech, expressing sincere hopes for the new teaching staff members. He hoped that new teachers would utilize the resources and the platforms provided by the school, join hands with new colleagues, establish themselves firmly in new positions, and expand a new chapter of life. Executive Principal Ms Liu led the new teaching staff members in reviewing the history of the school’s establishment, educational philosophy, and student development, from SHBS version 1.0 to establishing standards for the version 2.0. This helped new teachers construct value identity and presented corresponding growth requirements.

Following that, various school departments organized workshops on multiple themes for new teaching staff members, covering several major areas: team building, classroom management, differentiated teaching, GIA curriculum and lesson plans, school culture & student activities, moral education management, etc.

In terms of daily teaching activities and classroom management, academic Principal Chris designed a creative teaching task aimed at stimulating the creativity and teaching abilities of new teachers. This task required new teachers to pair up and, from the perspective of a teacher, teach a simple concept to a group of extraterrestrial beings who have never set foot on Earth. This task not only challenged teachers' creativity but also required them to use diverse teaching methods to ensure effective knowledge acquisition by the extraterrestrial audience.

In terms of daily tasks such as lesson preparation, delivering class and organizing classroom teaching activities, the new teachers conducted targeted discussions. This collaboration allowed them to learn from each other's experiences, share teaching methods, and continuously improve through practice. Moreover, the creative and challenging nature of this task provided new teachers with a valuable learning opportunity, enabling them to try different teaching strategies, cultivate innovative thinking, and continuously enhance their educational and teaching abilities in daily teaching.

Regarding classroom management and differentiated teaching management, Director of Academic Affairs Chuman Lin brought in-depth discussions and specific case analyses for new teachers. She emphasized that classroom management is not only about maintaining normal teaching order but also about creating a comfortable, organized, engaging, and respectful learning environment. Such an environment helps students focus on learning, actively participate, and create conditions conducive to learning, thereby maximizing teaching effectiveness.

To better illustrate this point, new teachers discussed and shared their experiences and viewpoints through specific classroom management strategies and cases, contributing to a deeper understanding of classroom management. This interactive discussion not only deepened new teachers' understanding of classroom management but also allowed them to comprehend and apply classroom management strategies from different perspectives, sparking more creativity and practical ideas.

In the workshop on differentiated teaching management, Chuman guided new teachers to delve into Professor Tomlinson's advocated differentiated teaching methods. From curriculum content, teaching processes, learning outcome presentations, to creating a learning environment, teachers engaged in in-depth discussions on different levels and carried out practical exercises. This allowed teachers to design customized lessons based on individual students' interests, needs, and strengths, truly achieving personalized instruction.