The Physics Teacher’s role

The A-level program, established in 2008, is part of a high school with a national reputation for academic excellence. As a Physics teacher, you will join a workplace ideal for a teacher looking to enhance his or her career portfolio. Additionally, you will be part of a team of educators committed to providing a holistic education.

About the school

Ningbo Zhenhai High School has a long and interesting history with parts of the campus devoted to artifacts excavated on site. It has an excellent reputation and high academic standards.

Students

Students are confident, gregarious, and highly motivated. Examination results are outstanding and the majority of students achieve Grades A* to C at IGCSE, AS- and A2-level. The majority of students go to university in the United States and the United Kingdom, with a smaller number going to Canada, Hong Kong, and Australia.

The Cambridge program

The international center follows Cambridge International exams for its A-level program.

Overseas teachers in the center come from a variety of countries and work in partnership with Dipont Education college counselors and school class tutors to provide a variety of experiences for students.

Salary and benefits

• Competitive salary levels
• Accommodation allowance
• Annual return airfare + bonus
• Worldwide medical cover
• Favorable cost of living
• High disposable income
• Internal and external professional development
• Internal career paths

About you

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Here Jon talks about the lifestyle benefits of Beijing, the work-life balance he enjoys at RDFZ, and the ways that the school respects and cares for its teachers.

1.How long have you been working in China for?

The first time I came to China was right out of business school, so that would be 2002. There has been quite a bit of change. There were no blue skies in Beijing at that time. Now Beijing is absolutely beautiful. There are blue skies almost every single day.

Beijing has abundant green spaces where you can slow down and detox from the pace of city life.

China does a really good job, at least in the bigger cities, of creating these big central parks that allow you to navigate back into nature and detox from city life. I enjoy that.

2.What makes RDFZ stand out from other schools that you’ve worked at?

A big reason why I like working here is the work life balance. Here you are primarily a teacher. Of course, there is some administration work, but you are not doing extra things like homeroom teaching. This can occupy a lot of a teacher’s time in other schools.

The Forbidden City is just a subway ride from the RDFZ main campus. Photo by Wong Zihoo on Unsplash.

I love being in the city, and the campus is close to downtown Beijing, not far from my home. The Summer Palace is a ten-minute taxi ride away. The Forbidden City and the Hutongs are also nearby. Sanlitun, which is a nightlife and shopping hotspot, is about 45 minutes away. The location is amazing.

Chinese and expat teachers in the ICC school at the RDFZ main campus perform Auld Lang Syne during a New Year’s Eve gala performance.

My colleagues are great. RDFZ is one of the top high schools in China, so the students are of the highest caliber, as you would expect.

3.What is it like to teach students who are among the best in China?

I’ve sometimes felt that, in other schools that I’ve worked at in China, I really needed to teach students the fundamentals of English communication, especially writing skills, in addition to the subject I’m teaching.

Students display a presentation on ‘Metacognition” as a capstone to an elective course which Jon facilitated.

At RDFZ I feel like I’m a full-time humanities teacher. I do have to teach them some basic writing skills, but nowhere near where I had to at previous schools. Being able to focus on your subject, rather than needing to also teach English in your lessons, is something that I’ve really enjoyed about this school.

For IB, and for A-levels, there’s a lot of writing and reading involved. Teaching this curriculum can be very challenging if the students don’t have the required English proficiency.

4. What subjects are you teaching? 

I teach Economics and AP Seminar. I am also the AP Coordinator.

Another thing that I really enjoy about the school is that they allow you to do an elective course. You are given time during your schedule where you can just teach whatever you’re super interested in. For example, this year I’m helping out with an ultimate Frisbee club. It’s a great way for teachers to share what they are passionate about, as well as adding diversity to the curriculum.

Jon was able to share one of his interests with his students by helping out with the school’s Ultimate Frisbee club. Photo by Patrick Reynolds on Unsplash.

5. What would you say to someone to encourage them to join the team at RDFZ?

For me, the biggest selling point is that the school really cares about us as individuals. The school understands things like work-life balance, because they want you to be at your best. The school wants to give you some creative freedom, because they appreciate what we have to offer as teachers.

Because entry to the school is highly competitive, the students are exceptional in ability and commitment to learning.

I’m Korean American, and I’m the AP coordinator. To me, that says a lot about the culture of RDFZ. This is a school that respects and cares for its teachers. If you are willing to put in the work, they are willing to invest in you. Working at RDFZ has been great for my career, and my life.

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Faye receives the award for Most Outstanding Panel Member, 2022, from Tanya Jordaan, Center Principal at Zhenhai High School, and Stephen Fulton, Director of Education for Dipont High School Programmes.

Here she talks about how she got involved with the Science Subject Panel, and why it is a great way for Dipont teachers to grow their knowledge base and expand their career horizons.

1. Can you tell me a bit about your background? Where are you from? What brought you to China?

I’m originally from South Africa. I grew up and went to school there, including completing my undergraduate degree at a local university. After graduating, I went to the US for eight years. I did my PhD there, and then taught at a college in Oregon for a couple of years. After that I returned to South Africa for a year.

The Zhenhai High School campus is renowned for its lavish gardens and ambient surrounds.

An opportunity came up for me to go to China, working with Dipont. I was in Chengdu for three lovely years, teaching AP physics with a great group of colleagues. After that I moved to Zhenhai, Ningbo. Since then I have made new friends, broadened my horizons, taught new curriculum, and thoroughly enjoyed living in another beautiful part of China.

2. What is the Science Subject Panel?

It is a selection of teachers from all the different science subjects and different curriculums. The primary function is to serve as a resource, providing materials for teachers as needed. It also works to establish Dipont-wide science initiatives, such as Science competitions, and gives advice to the wide community of science teachers in Dipont.

Science students in the Dipont High School Programme at Zhenhai High School are engaged, hard-working, and deeply inquisitive.

If teachers have any questions about equipment or curriculum, or even how to do labs, we are there to help. Every year the panel members are involved in presenting a live demonstration of subject labs and demos. You could say the main role of the science subject panel is to encourage and inspire.

3. How has the Science Subject Panel changed for you over the years?

The first year I was on the panel we all met in person in Shanghai. When we judged the posters, we had the finalists’ posters all spread out on a table for us to discuss and grade together. Due to the impact of COVID, we have had to meet virtually instead. We have had to perform tasks like judging poster competitions online.

An example of an entry in the Subject Science Panel Logo competition for 2022. Works are evaluated on the basis of creative merit as well as the reasoning behind their depiction of science related global concerns.

The members on the panel have also changed. It has been lovely to meet different people as time goes by. It is inspiring to be in a room of experienced science teachers and be able to bounce ideas off each other.

Students at Zhenhai High School proudly display the fruits of their intellectual and creative labours.

In terms of the competitions, the categories have been continuously evolving. For example, we added an artistic category to encourage the more “arty” students to get more involved with science.

We will also be doing a chemistry detective competition for the first time this year. In this event, students are given clues, and they have to use their scientific reasoning, especially their chemistry reasoning, to come up with answers to solve a crime.

4. What are the unique challenges of teaching science classes online?

The biggest challenge is making sure the students are engaged. As a teacher you need to utilize and adapt the technology to make the transition from face-to-face to online as seamless as possible.

For example, I like to use Plicker cards in my classroom. Every student has to choose an answer from a multiple-choice question. As an online equivalent, there’s usually some sort of voting option or comment section that students can use to do the same thing. We know what works in the classroom. The challenge is how to carry what works into an online environment.

Screenshot of PhET, a virtual simulation website developed by the University of Colorado, in action.

Running labs online is an added layer of challenge. A good option is to use virtual simulations. PhET, a great website developed by the University of Colorado, has many interactive simulations of science topics. You can select a particular simulation from this website, design a lab or investigation objective on it, and then ask students to follow the investigation process and write a lab report just as if they were in a physics lab.

Of course, the challenges of experimental error are minimized due to the simulation design, but students still get to work through the lab process, albeit remotely.

5. What have you gained personally out of being on the science subject panel?

From the competition side, it has given me a lot of insight into the work that goes into creating a rubric for assessing the submissions, and the issues that can arise from certain wording. Having been a competition advisor before, I’ve experienced the challenges of interpreting the requirements and rubric firsthand.

While travel restrictions have limited the opportunities for the Science Subject Panel to meet face to face, they are still able to enjoy regular ZOOM catch ups.

Now, seeing it from a planning and coordination perspective, I can experience different challenges. For example, the need to accommodate different school calendars. You could say I am getting more experience with project management, and problem solving.

6. What would you say to someone to encourage them to join the science subject panel?

One great thing about being on the science panel is you are more up to date on current events. It helps you to get to know other experienced teachers that you otherwise might not have had the opportunity to speak with.

If you are in a room with four physics teachers and two chemistry teachers, and your time is limited, it is likely that teachers will gravitate to and talk with the other teachers of the same subject. The Science Subject Panel creates the opportunity to have conversations across disciplines, working together towards a common goal.

Faye has experienced the full gamut of opportunities provided by her involvement with the Science Subject Panel, from helping students as an advisor to directly contributing to the planning and implementation of Dipont-wide initiatives.

Sharing ideas helps you keep up to date in the  techniques involved in the teaching of different science disciplines. This in turn inspires you to be more knowledgeable in your own discipline, which makes you a better teacher.

The post Faye Wins Science Subject Panel Award appeared first on Dipont Education.

Here, Yin and Sophia share how they first became interested in this field, and how they see this important movement in education growing and evolving in China.

1. What was your inspiration for first getting involved in the field of pastoral care?

Yin: Before DSAS, I worked at St. Pauls School, a high school in the US, for about ten years.  St. Paul’s is one of the top private boarding schools in the US. Everyone there is involved in pastoral care, so you are not only a teacher, but also an advisor and a coach. From that experience I learnt how important pastoral care is. The academic development of students is only a small part. Pastoral care relates to their overall development.

Pastoral Care initiatives are designed to engage students across all grade levels in the school.

Sophia: I grew up in a very holistic environment. My mother was a head teacher. She was one of those heads in the UK during the 90’s tasked with raising the academic attainment and achievement of at risk schools in North and South London. Both of my parents were very much into the arts. They encouraged my brother and I to try out lots of different hobbies and pursue music. I grew up in a very positive environment.

Primary student council supporting Earth Day preparations.

Sophia: I believe that children should be encouraged and have opportunities to do exciting things in order to develop their character. I was really encouraged by my own primary school music teacher, who was an opera singer. She motivated and nurtured both my brother and myself through developing a love of music.

Launched in 2021, Primary’s Got Talent gives students the opportunity to perform in front of their peers and DSAS judges.

Sophia: Having experienced a professional music career, as well as becoming a mother, drove me to want to work with children to help develop their confidence, self-esteem, values and character. This, to me, is the essence of pastoral care.

2. How has pastoral care evolved since you were a middle school student yourself?

Yin: When I was in middle school, if you talked about pastoral care, it was more about discipline. If you did something wrong, they punished you, and that was pastoral care. Now we can say discipline is still part of the system, but it’s only a small part.

Head of the Community Service Department of the Lower Secondary Student Council making a presentation at the school assembly.

Yin: Here at DSAS, we realize that students are multi-talented, and there are many types of intelligence. As teachers and educators we see and understand students as individuals. We need to try our best to support and help them to develop, and to help every child to be the best that they can be.

Sophia: I had a really good primary school experience. I think both my schools were quite good at pastoral care. I learned values such as empathy, compassion, and kindness through the religious aspect of the school curriculum.

Mental Health Week included lessons on how to recognize and deal with stress.

Sophia: However, I don’t think we ever discussed topics such as mental health, as it has been quite ‘taboo’ until recent times. At school we didn’t specifically learn about how to deal with stress, or methods of personal responsibility, or even time management. I think a lot of that teaching came from home.

3. What are some specific pastoral care initiatives that you’ve been a part of at DSAS?

Yin: The Student Council at DSAS Lower Secondary School is a very active student organization that promotes student service, self-management, and independent learning. It consists of the Head Boy, the Head Girl and six departments. The Student Council provides a forum for students to express themselves and serves as a bridge between the school and students to facilitate effective communication.

Students take a lead in school events such as the weekly flag raising ceremony.

Yin: By joining the Student Council, students develop their leadership and organizational skills and gain recognition from their peers, teachers, and the school. These play a very important role in the overall development of students. In collaboration with colleagues across several departments, we created locations on the campus grounds called “compassion corners”. The leader of this program is Amy Loveday Hu, our Head of Kindergarten.

The ‘compassion corners’ are represented by flags around the campus. If you feel lonely, or if you need someone to talk to, you can stand under the flag, and a volunteer or a faculty teacher will come and help you with what you need.

During Mental Health Week students were invited to share their ideas about caring for themselves and others in an effort to define 2000 Acts of Kindness.

Yin: Recently DSAS organized a series of activities for Mental Health Week. One activity was the Tree of Kindness. Students were invited to write ways that they thought kindness could be put into action, and attach these ideas as notes to the tree. This is another example of how our school tries to get our students thinking about and sharing ways to take care of themselves and take care of others.

Sophia: We have our PSHE (Personal, Social, Health, Economic) curriculum that is delivered during our homeroom morning period. The curriculum covers topics such as relationship education, mental health, growing and changing, anti-bullying, kindness, personal safety and responsibility. Children have the opportunity to discuss these topics in a supportive environment with their homeroom teachers and peers. A recent focus has been on teamwork. Within this topic, students learn how to be active listeners, and how to collaborate more effectively.

Reflecting on school culture, such as the importance of school uniform, gives students a deeper understanding of how they can positively influence their environment.

Sophia: This year we have also developed our flag raising ceremonies. Rather than just having school leaders make speeches, we have student ambassadors lead reflections on topics we have focused on during the semester. We also help to build self-esteem and promote leadership with our weekly ‘Star of the Week’ award. To do this, we nominated students within each grade based on demonstrating school values, leadership, positive behaviour and academics. We have also put a stronger focus on the importance of school uniform this semester. Students now understand how it supports being a team and creates a proud school culture.

4. Are there any cultural differences related to pastoral care when comparing China to other countries?

Yin: St. Paul’s School was a high school, so parents were very hands off. The consensus was “no news is good news”. Here at Lower Secondary of DSAS, parents expect a lot more information about how their kids are doing. A lot more communication happens between the school and the parents.

Coco Fan, Primary School Principal and Director of Teaching and Learning (Grade 1-9), presents a star of the week award, celebrating students who best exemplify the schools culture and ideals.

Sophia: When I first came to China, I had the perception that academics was the sole focus. I have been pleasantly surprised that, in our school, more and more parents are becoming engaged and invested in what we provide for their children. They want their kids to be happy. They also have high expectations about behavior, which goes beyond purely academic performance.

Sophia believes that, through the support of a positive holistic learning environment, students can truly thrive in their studies.

Sophia: I am thrilled that there is a greater focus on well-being and learning in a positive environment with smaller class sizes such as at Wuxi DSAS. Students thrive if they have a positive mindset and continue to receive excellent pastoral care throughout their childhood. Through a positive holistic learning environment, they can become the best that they can be.

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William Arnold has proudly taught Mathematics in the Dipont High School Programme at Hangzhou Foreign Languages School (HFLS)since 2012. Here he talks about his inspiration for getting in to a career in education, as well as his thoughts on what makes Chinese students a pleasure to teach.

William Arnold, seen here reviewing the game schedule with a fellow official during a touch rugby competition.

1. What has kept you at HFLS for all this time?

The main thing has been the quality of the students. I’m very much a nerdy mathematician, and my students have just been really good. I have taught in good private schools in England, and this experience has just surpassed that.

Hangzhou is widely regarded as being close to “heaven on earth” in China.

Aside from that, Hangzhou is a really nice city. It’s close to other cities, and I’ve been able to pursue hobbies that I already had in the UK. I’ve been able to enjoy my life here, and enjoy my teaching.

2. How would you compare students in the UK with students in China?

I think the maths levels are much higher in China. I’ve given a lot of thought as to why that is. One possibility is maybe the counting system. Right at the beginning, in China, when kids start learning language, they get used to numbers very quickly.

For example, instead of saying 35, they are saying three times 10, and five times one. I think the structure of the language might make them better at math.

William Arnold wishing his students a “Happy New Year” in 2021 with maths.

They also have specialist math teachers when they are much younger than students in England. That might also be a contributing factor.

3. What has been your experience of student behavior at HFLS?

I think I’ve raised my voice about once in my 10 years in China! Back in the UK I worked in independent schools where the behavior was pretty good, but I’ve also heard from a lot of teachers who say that teaching in comprehensive schools in the UK includes a lot of crowd control.

William Arnold coached the HFLS touch rugby team, the mighty Orcas, to first place in a Hangzhou Schools championship.

I think if you come to teach in China, the students respect you. They might test you out with your subject knowledge sometimes, but they rarely misbehave. If they don’t like you, they might just give you the cold shoulder.

4. What was your initial inspiration for moving into a career in education?

I started out in a very strict Catholic primary school where things like multiplication tables were drummed into you. Then I had quite an eccentric teacher in my first year of secondary school. I still use some of his silly puns, I’m sorry to say.

Refereeing rugby has been a passion of William’s for many years, seen here officiating in a game between Hangzhou locals and expats.

My A-level teacher was also very encouraging. I’m sure that these role models had a big influence on my choice of career.

5. Do you encourage your students to take part in maths competitions?

Yes. They differ from regular maths classes in that they give you a chance to work on slightly more imaginative questions. Often it’s the same math theory, but they are not standard examples. They give you a chance to show a little bit more initiative.

William encourages his students to extend their already strong math ability through after school maths clubs and by taking part in high level maths competitions.

The majority of our students have great scores, but, if they do something like entering a Euclid competition, it helps with my reference writing. I can not only say, oh, they got an A for a level, but I can also say they have got this score in Euclid. It will impress some universities. If you’ve got 70 something percent in Euclid, that says something very special about how good you are as a mathematician.

6. How have you grown professionally in your time at HFLS?

I have had the opportunity to be a head of department, which I wasn’t in the UK, but my main role is still as a teacher. I think my problem solving skills have gotten better because I’m working at a higher level. I’ve become a better mathematician during my time working at HFLS.

HFLS regularly hosts cross departmental events, such as Sports Days, to bring teaching and administrative staff together in a spirit of fun and community.

I’ve also had the opportunity to work with more people within the wider Dipont community. I have had such a wide network of other teachers to communicate with, and that has been really good. I have really missed the annual teacher conference this last couple of years, but those events will come around again. It will be great when they do.

7. What would you say to encourage a teacher to come and join the team at the A-level Center at HFLS?

I think if you don’t enjoy teaching maths, you won’t enjoy it anywhere. Regarding working at this school in particular, the admin is not too demanding, and you will get a chance to really develop yourself professionally.

Sport is a big part of William’s lifestyle at HFLS, seen here after enjoying a few games of racquetball with friends and colleagues.

The students are the highlight for me. A lot of them will be applying to Oxford, Cambridge, or the top American universities. Working with students like these will absolutely make you a better teacher.

8. You have had some success in referring teachers. How did that come about?

That was just a really nice string of coincidences. At the time we were looking for an economics teacher to join our team, and I just happened to bump into one in Starbucks! I invited this fellow in to do an interview, and then he did a demo class. That all worked out, so he got the job. Eventually, after he passed probation, I got a nice referral bonus for that.

William Arnold has been a mainstay of the HFLS Mathematics department for many years.

I’d recommend any teachers to do the same. Apart from any financial reward, which can differ from place to place, it’s a good feeling to know that you’ve helped someone else find a good school to work for. Your school gets a new teacher if they need one, and you get a colleague that you, hopefully, enjoy spending time with. It’s a win-win situation.

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Over 50 workshops and sharing sessions were hosted over 4 days, attended by over 600 teachers representing Dipont partner schools from right across China, from Changchun to Shenzhen, and from Shanghai to Chengdu.

Photo by lucas law on Unsplash

Here are some of the highlights of what was a tremendous showcase of talent, expertise, collaboration and community.

Science Coffee Corner

Hosted by Mia Dela Cruz (Chemistry / Biology AQM), Althea White (Physics AQM) and Faye Cai (Chemistry AQM), the Science Coffee corner was a chance for new and returning science teachers from right across the Dipont High School Programmes to touch base before the new academic year commences.

Examples of past Science Poster Competitions proudly adorn the walls at Dipont Education HQ.

Highlights included an invitation for teachers to apply for positions on the Science Subject Panel. This cross discipline initiative enables teachers to take a lead in delivering workshops during conferences. It also provides an opportunity to give input and share experiences on curriculum changes. Finally, subject panel are able to create and participate in nation-wide projects such as the science poster competition and the hugely popular Science Olympics.

Ideas for Delivering a Successful Lesson

Mark Quayle (Humanities AQM) and one of the most experienced members of the HSP team, delivered a guided sharing session on the features of a successful lesson. The importance of signaling highly differentiated objectives at the start of a class, and of deploying activities that are clearly linked to these goals, was discussed, as were strategies to ensure and assess total participation among students.

Good classroom practice has many facets that come together in lasting and powerful learning expereinces for students.

These and more facets of lesson delivery were modeled with what was a large and engaged group of attendees from across several disciplines. The chat box thrummed with insights and discussion, including a memorable quote from a teacher known only as iPad (6), who remarked that “Students can sniff out busy work like a pack of snarling jackals”. There be dragons!

Effective Technology in the Mathematics Classroom

Two new members of the AQM team, Bogdan Muraru and Greg Marthews, introduced a slew of handy APPs and programs to assist teachers with delivering Maths lessons and preparing exams papers.

New AQM Greg Marthews explaining how he uses LaTex, the software system and not the rubber clothing material, to prepare exam papers.

A couple of good examples were an APP called Plickers and the docx2latex.com website. Plickers provides a mechanism for instantaneous evaluation of multiple choice questions. This enables teachers to scan responses to a multiple choice question.  After doing this, teachers can ascertain immediately if there is a need to clarify a learning point. docx2latex.com is a website for converting Word and Google.doc files to LaTeX format, a convenient platform for preparing math exam papers.

Cognitive Load Theory

Common sense met neuro-science in what was a fascinating and accessible introduction to this widely applicable model of learning. Greg peppered his presentation with quotes from leading theorists as well as providing practical examples to a rapt audience of over 60 attendees.

The journey from unconscious incompetence to unconscious competence describes the parallel journey of new information from working to long term memory.

Highlights included an explanation about the dangers of over-stuffed PPTs when introducing content PPTs. They can be a useful mechanism to deliver a lot of information to students. However, too much information at once can overload the working memory. This leads to anxiety, and inability to convert this information to long term memory.

Games in Teaching Economics

Mark Avery, Deputy Director of the AQM team, presented a series of games that can be used when teaching economics. These activities  encourage participation, develop communication and critical thinking skills, and create a context for practical discovery of abstract concepts.

How to make specific paper shapes with loads of paper but no technology, and vice versa, is the core challenge of the International;Trade game.

A fascinating example was the International Trade game. Groups of students are allocated “technology” (pencils, rulers, scissors) and “raw materials” (sheets of paper) in differing combinations and amounts. These represent wealthy, middle income, and poor countries. The task is to construct paper shapes with specific design parameters. The goal is to sell these to each other at a price that is decided by the teacher. Via this task, students learn about wealth inequality at a global scale. They also learn about collusion, cartels and coalition forming, all while making some money out of shapes.

Fundamentals of Conflict in the Workplace

One of the final workshops addressed the different forms of conflict that can occur in a workplace. These can be functional or dysfunctional, and their are a range of strategies that can be adopted to address them.

Mark Quayle, AQM, seen here peacefully hosting a conflict workshop.

Delivered by Mark Quayle a key takeaway was the need for flexibility. That is, when reading a situation, one should always adjust one’s approach accordingly. It is important to take a step back from any emotional responses when experiencing conflict. Also of note was the possibility of “positive conflict”. This occurs when an initial difference of ideas creates the opportunity for a fresh, constructive, outcome for a workplace challenge.

As Mark Quayle noted, the driving purpose of the HSP team is “to make people, not break people”. The genuine enthusiasm on display throughout the four days of the conference was a testament to this ideal. The community remains strong, energized and ready for a new academic year.

The post Dipont teacher conference review appeared first on Dipont Education.

Here Anne talks about her journey to CACS, the key skills needed to be a successful education consultant, and the most satisfying aspects of her job.

1. When did you first become interested in living and working in China?

I wasn’t really interested in China when I was younger, but I did like to travel. After spending a year working on the French island of Corsica I wanted to go to Asia next, so I applied to three different teaching jobs, one in Korea, one in Japan, and one in China. The job in China replied first, so that’s where I went.

Anne’s interest in the traditional folk art of leaf blowing marked the start of her deep dive into Chinese culture.

I started out in a regional city in Fujian Province, which I chose because I wanted to go to a smaller, more traditional place. Playing violin had been an interest of mine from a young age and wanted to get involved with classical music in China. I went to a music shop and started playing a violin that was hanging on the wall, and soon struck up a conversation with a fellow patron who happened to speak English. He introduced me to another instrument in the shop that I’d never seen before called an erhu. Before I knew it, I was learning how to play that as well as how to make music by blowing on a leaf, a traditional folk art which has a rich heritage in Fujian.

While living in Fujian Anne developed such a fascination with Chinese tea culture that she stopped drinking coffee. Photo by Sergey Norkov on Unsplash

That was in 2009, and I’ve been in China ever since. In addition to spending several years as an college counselor, I’ve also worked as a program manager for global study abroad programs and done SEO and digital marketing for a Chinese language school in Guilin.

2. What are the key skills you need to succeed as a college counselor?

You need to be able to help students articulate what they are most interested in, and also help students to see that certain aspects of their lives that they might think are uninteresting are actually very relevant when it comes to explaining who they are. This is especially important when helping students brainstorm ideas for their personal statements, which are a very important part of their applications to US universities.

At the beginning of the brainstorming process, it’s common for students to have difficulty thinking of compelling personal stories. They often don’t realize that some experiences they’ve had that they think are super boring can be really unique or interesting to someone from outside their cultural background.

Mind mapping is one approach Anne takes when helping students identify the interests and activities that express their unique personalities. Photo by Jason Goodman on Unsplash (edited)

A good example of this is a student I once worked with who had spent time learning traditional Suzhou opera with her grandmother. She thought this was a relatively common and dull experience, but I was able to help her to see how cool it was and to understand how the experience had helped her learn more about her own identity. Helping students realize the unique aspects of themselves is an important, and really satisfying, part of this job.

It’s also important to be patient, to have a passion for teaching and learning and to enjoy working with students. Since we help students select which universities they will apply to based on their abilities and interests, it’s also helpful to have a strong knowledge of US universities, but this is something that can be developed over time.

A strong knowledge of US universities is desirable, but it is also something that can be developed over time. Photo by Tim Alex on Unsplash

When I started out in this field years ago, I just had a passion for teaching and learning. Over the years, I’ve taken advantage of various professional development opportunities by doing things like getting a Certificate in International College Advising through UPenn’s Graduate School of Education and by joining professional organizations like the International Association for College Admission Counseling (IACAC). These activities have definitely given me a better understanding of how the admissions process works. They have given me the skills to counsel my students more effectively.

3. What are some of the challenges you face in your work?

All students applying to US universities need to write a personal statement as part of their college applications. This essay is basically a personal narrative and it requires story-telling skills. Students need to find a way to make their readers feel like they are there with them in the moment.

Writing personal narrative essays can be challenging for students who are unused to talking about their thoughts and feelings. Photo by Green Chameleon on Unsplash

Students who have only studied in China don’t have much experience with this writing style, so it can be very hard for them at first. They may not be used to talking about their thoughts and their feelings, and it can be hard for them to understand why universities would even care about an essay like this. So that can be a big hurdle. It’s necessary to introduce them to this kind of essay and also help them to discover the possible stories they could tell about themselves.

Another challenge is educating parents about the concept of holistic admissions. Parents in China are used to college admissions being based solely on test scores. However, US universities also want to know about students as people. They want to know about students’ interests and character traits as well as about the unique aspects of their personalities. They are always trying to build a well-balanced class. A particular school might not even be looking for the same student profile every year.

The admission process can be confusing for parents who think of test results as the main criteria for academic success. Photo by Jeswin Thomas on Unsplash

This unfamiliar admissions process can be confusing and difficult to navigate for parents. Oftentimes their mindset  is that test scores are the key to their children’s educational future. It’s important to be able to educate the parents and adjust their expectations if necessary.

4. What do you find most satisfying about your job?

Definitely the feeling of helping students find direction in their academic lives. An example of this was a student I once worked with who had no idea what he wanted to study. His dad was a chemical engineer, so he thought, maybe I’ll do chemical engineering. He wasn’t strong in that subject, however, and he really was unsure about where his interests lay.

We started exploring different majors. Since he had done some volunteering work in the past that he had really enjoyed, I suggested sociology. He had never heard of sociology before, so I introduced him to Fei Xiaotong, who is a famous Chinese sociologist. I encouraged him to do more related volunteering and research projects. The more he found out about it, the more excited he got. In the end, he was admitted to Cornell as a sociology major, which was a great result for him. He absolutely loves the program. I’m still in touch with him. He recently told me that he is getting ready to apply for PhD programs in sociology. It’s tremendously satisfying for me to know that I helped him discover this interest.

From no clear direction to sociology at Cornell. Helping students discover and cultivate their interests is the aspect of the job that Anne finds most satisfying. Image by Guillermo Galmes from Pixabay

I really enjoy keeping in touch with all my students and seeing how they are continuing to pursue their dreams. Helping students discover an interest they might not have had, or realized they had, is very rewarding.

If you would like to join Anne in the CACS team follow this link to read more about the position and to apply.

The post Meet Anne: Mentor and Inspiration appeared first on Dipont Education.

Here Nuala reflects on her time working with Dipont, including her experience of 21^st– century learning, harmonious bilingual education, and shaping the future of student well-being in China.

What has been the most memorable thing for you about working for Dipont?

Dipont has contributed a lot to my educational development and growth, so it is hard to choose what to mention. I joined the company in 2017, and I have never looked back. Dipont has a very ‘can do’ approach. The company acknowledges the value of trying new ideas and thoughts and learning from mistakes to move forwards.

My experience has included teacher training, curriculum writing, textbook writing, developing and delivering professional development, academic quality management, coaching and mentoring.

If I must choose one experience to highlight, it was developing and creating a teacher training course for bilingual teachers. I felt this particular aspect of my work was the most rewarding. I also developed strong friendships with the very first cohort of teacher trainees.

Which achievements are you most proud of from your time with Dipont?

Working with teachers in Dipont’s Independent schools, building strong relationships and working collaboratively with teams to view teaching and learning from different perspectives.

I truly enjoyed sharing early learning theories and approaches with new early years teachers. It was enlightening and encouraging to see teachers embrace theories of play, child development, SEN and observe them applying these theories through the early year’s national standards.

It is always encouraging when your audience takes the time to send an email of appreciation as well as photographs to show how they apply the theory in their learning environments. Those occasions make me proud and make the job worthwhile, but even more so when it is clear that the children benefit most from the experiences.

What challenges do you see in creating a harmonious bilingual working environment in schools?

Most parents want their children to engage in learning a new language. The challenge can be finding the balance between the use of the native language and the new language. The learner’s mother tongue and local culture have to be valued.

Language and communication are strongly linked with identity and emotional development. For this to happen, there must be mutual respect between all parties. Supporting the native language through communication and literacy development is essential for academic achievement. Sharing thoughts and school policy on the bilingual approach can help diminish challenges as they arise.

How has Dipont changed over the last five years?

There is more of an understanding and recognition of the importance of developing 21^st Century skills such as collaboration, cooperation, creativity, questioning, use of technology, active and project-based learning.

I’ve always felt that Dipont is a pioneer in the field of education in China, introducing these skills through its teacher training, support in schools and provision of high-quality professional development. We are now reaping the benefits if the training we started five years ago. That has been very satisfying.

What progress have you made regarding student well-being and pastoral care in the past five years?

Firstly, I believe that kindness, understanding and passion for your learners are essential. When working with people of all ages, we do not know what emotions, troubles, and burdens they bring to school daily. Therefore, I believe that PSHE (Personal Social Health Economics) education should weave into every aspect of our daily teaching.

We need to allow learners opportunities to share, discuss, collaborate and cooperate, but we also need to develop their sense of empathy and teach both teacher and learner to empathise. Teaching is no longer about purely academic achievement. It is about viewing all aspects of learning holistically. This approach helps children to experience joy in learning.

All our teachers are required to undertake safeguarding training. Our teachers are fantastic at coming up with innovative and caring ways to care for our learners’ wellbeing in safe, warm, caring, and holistic environments, both indoors and outdoors. Some examples include

• Development of sensory gardens
• Friend spot in the playground- a child, can go here if looking for a friend with whom to play.
• A reflection area- a quiet space to calm down, be quiet, be reflective.
• A safe environment for letting off steam

I know we’ve made a difference when I see a four-year-old child approaching another child and wiping away their tears.

What would you say to encourage a professional educator like yourself to leave their home country, journey to China, and work for Dipont?

You are better equipped to educate learners about various cultures when you have truly experienced a culture by living within it. By sharing cultural experiences, children learn about diversity and become culturally aware, have better social skills, increase confidence and are often more accepting of people who are different from themselves.

China is a beautiful place in which to work. Dipont offers various opportunities for those willing to embrace all that China and its learners have to offer. Come with an open mind and a willingness to make a difference, and you will be enriched by the experience.

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He shares his first impressions of life and work in Dalian, and how he prepares his students to be powerful lifelong learners.

1. How did you find out about Dalian No. 24 High School?

I asked around in my network, and three different people directed me toward this place. To me, that’s a good indicator, when you hear about a place from a wide variety of sources who are not necessarily connected to each other.

2. What are you teaching now?

I teach English as a Second Language for their IGCSE program, and EAP or English for Academic Purposes. In addition, I’m also teaching Global Perspectives, which is kind of a social studies course designed to give the students a more holistic education, one that is not just about tests and exams.

▲ The international center in Dalian provides a holistic education to students

3. What skills, in particular, do students develop in Global Perspectives?

For a lot of these students, it is the first time they have been introduced to academic research. They learn by doing. They have a team research project and an individual research project. The stakes are lower than they would be if they were in university. There’s more guidance, and there are more explicit examples given. For many students, this is their first exposure to this important academic skill.

4. What kind of improvements have you noticed?

You can definitely see significant progress as students go from Grade 10 to Grade 12. The first drafts are often either absolutely terrible or, conversely, absolutely perfect, which is also not good. This is where we can say, “Hey! We noticed that these might not be your words. Let’s talk about what plagiarism is!” and “Let’s talk about what I expect from you.”

When we ask Grade 10 to resubmit, what we get back is often not pretty. But that’s OK, because it’s a work in progress, and they are learning. Once they get it, that light bulb goes on. Then you know you have made a difference. Once it clicks, it is an amazing thing to see.

▲ Dalian No. 24 High School has a collaborative and supportive atmosphere

5. How is the environment at Dalian No. 24 High School?

The school does a great job of fostering a collaborative and supportive atmosphere. On my first day, as I was trying to figure out what I needed to do, I probably had six or seven different teachers come up to me and offer little tips. Even now, colleagues say, “Good Morning” when you walk into the office every day. I really appreciate that.

Mutual respect is part of the school culture, where you greet each other and you treat each other with respect. This is not only among staff but also between teachers and students. I’ve been extremely impressed by the culture here.

6. What was your first impression of life in Dalian?

The winters are cold! But Dalian during spring, summer and fall is a beautiful, beautiful place. I think it’s big enough that there is something for everyone, but it’s also small enough that you don’t feel the rush or pressure that you might in some of the bigger cities.

Dalian has a little bit of everything. It has some mountains nearby, and some places you can go hiking. It’s got the seaside. It’s not necessarily a sandy beach, but you can certainly go swimming in there. Well, I have, anyway!

▲ Perfect city fengshui: leaning against mountains and facing the sea

7. What do you like to do in your free time?

In my free time, I love to get outside and be in nature, and when I’m home I love to read. I’m kind of a bookworm. Within the expat community here there is a group for everything. If you want to be in a book club, they’ve got a group for that. If you want to go hiking on the weekends, they’ve got a group for that. Do you want to go cycling? Do you want to go paddleboarding? Do you just want to get together with a group of friends, and meet some new people? They’ve got events for a whole range of interests. There’s something for everybody. You don’t have to look too hard.

8. What would you say to someone to encourage them to go to Dalian and work in No. 24 High School?

If you want to work with a collaborative team at a school that promotes and encourages professional development with a group of highly-motivated students in a great city in China, and you are willing to work hard, this is a great place to be.

We still have positions left in Dalian for an August 2022 start. Visit our careers section to find out about these and other great jobs within the Dipont network.

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