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.

The post Respect and Care @ RDFZ 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.

The post Pastoral Care: Helping students be their best appeared first on Dipont Education.

Presented by Stephen Keown, Executive Principal, the theme of the event is “Welcome to Our Learning Community”. Representatives from the school’s leadership team will cover topics such as the pursuit of academic excellence, professional development, and what it’s really like to live and work in Hangzhou, the jewel of the Yangtse delta.

The event promises to be a great opportunity for you get direct insights about teaching and learning at Hangzhou DSAS, while also having the chance to speak directly with key representatives from the school.

Speakers at the event include the following:

Stephen Keown, Executive Principal

Stephen, who has worked in education for over 20 years, knows that the effectiveness of any school is related to the quality of its teachers.

In his keynote address, Stephen will share his belief that to truly unlock the potential of every student they must feel valued individually. High quality teachers embody this belief.

Celia Zhang, Head of Finance and Administration

Celia and Harry bring a wealth of international and Chinese education experience to their respective roles.

Harry Roberts, Head of International School, Student Support, and Pastoral Care

In a presentation on professional life at King’s They will share a fascinating overview on how the school supports the professional development of staff, including orientation, well-being and continuing professional development.

Thomas Merchant, Head of Mathematics

Tom and Jasmine are experienced members of our learning community.

Jasmine Wilkinson, Head of Grade 5,

 They will share their experience of living in Hangzhou, the jewel of the Yangtse delta. They will also share their perspectives on working in Dipont Hangzhou School of Arts and Science.

School Leadership Q & A

After the presentations, you will have the chance to ask questions about employment at our school. These will be answered directly by the school leadership group. Led by Stephen Keown, Executive Principal, representatives from the executive committee welcome the chance to communicate directly with quality teachers who are interested in joining their team.

Meet the Subject Leaders

Subject Leaders from a range of disciplines, including English, Maths, and Science, and specialist courses such as drama, will attend. They will be available to field your queries about joining our learning community that aspires to excellence.

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Hangzhou Dipont School of Arts and Science was founded through partnership between world class schools. These include the RDFZ group, The High School Affiliated to Renmin University of China (commonly known as RDFZ) and King’s College School, Wimbledon (KCS). The mission of Dipont Hangzhou School of Arts and Science is to create a learning community which integrates the best of international and Chinese education.

We welcome education professional across all disciplines and grade levels. Join us in the great work we are doing In education in China.

To register for the Hangzhou Dipont School Online Teacher Recruitment Open Day, click here.

Places are limited. Register soon to avoid disappointment!

Learn more about Hangzhou Dipont School of Arts and Science here.

The post Welcome to our learning community. appeared first on Dipont Education.

Here she talks about what makes Zhenhai a great place to live and work. Tanya also shares her vison for creating a holistic learning environment.

1. What is life like in Zhenhai?

It is very peaceful. It’s got that small town vibe, even though it’s a fairly big district. What struck me when I first arrived was how quiet the streets are, with these big overhanging trees lining the roads, and nice, shaded walkways.

I would say it’s not for people who like the hustle and bustle of the big city but, even so, there is a subway line about 20 minutes walk from the school that can take you into Ningbo in about 40 minutes.

And it’s getting closer and closer. When I first arrived (in 2018) the nearest subway station was a 15 minute taxi ride away!

2. What has been your experience of working as a teacher at Zhenhai?

It has been very positive. The Center Principal when I arrived was very enthusiastic and supportive, and he was very engaged with the students. We are a small staff. Next year we will have 14 expat teachers, so there is definitely a community vibe to the team.

The school itself has about 200 students, so it’s not a huge school by any means. The advantage is that you can engage easily with the students, and get to know them quite well.

Another advantage of this relatively small size is that, if you have an idea for an activity or an initiative, you can get the support to see the idea into action.

Making changes is not always easy, but I found that if you can prove that you are willing to work hard and get things going then, gradually, you can get there.

3. What is an example of a new initiative that you have been able to implement?

I had an idea about getting more culture into the school, something in addition to the usual sports and clubs. So I started with the idea of a Thanksgiving Day event, which was popular.

Although it is American, I knew from experience at other schools that it was familiar to everyone, so it would be a good starting point.

The next direction I can see it taking is building a calendar of cultural events that really expresses the great cultural diversity we have within the teaching team. We’ve got teachers from all over the world, from places like Ghana, Kenya, USA, the UK, Malaysia and Pakistan, so through these cultural sharing events we really can give our students a unique international insight.

Events like these can also provide students with the opportunity to develop leadership skills, which we can then refer to when writing recommendation letters for them. Real life skills like organizing events, planning, implementation, reviewing and cleaning up afterwards, all serve to make the school more colorful, and the education we provide more holistic.

4. How has the transition to the Center Principal role been for you?

I have always felt that working in a school is more than just arriving at 7:15 and leaving at 4:30. For me what is important is the whole school life.

Education doesn’t end at the doorway to the classroom, or start and end when the bell rings. I am really passionate about education outside the classroom.

I have only recently been promoted to the role of Center Principal. In fact, today is my first officual day! My path to this role really started when I was promoted to the position of Dean of Students, last year.

In that position I was doing pretty much what I had been doing anyway, but with a recognized title. This gave me that bit of authority to organize things more effectively, and also to communicate more directly with the management team.

5. How have you grown professionally in your time at Zhenhai?

Besides the professional development courses offered by Dipont, such as the marking course that I took last year, I have grown a lot in my career. There are a lot of opportunities available, and you can get the support that you need if you persist and persevere. It takes ambition and dedication. What is important is that, in Zhenhai, your ambition is recognized.

For example, the Dean of Students role wasn’t even a role that existed at our school. It was a role that was created in recognition of what I had been doing. It gave me the opportunity to transition into the position I have now.

I am really excited about the coming academic year, and what our great team at Zhenhai can achieve together.

The post Holistic Education at Zhenhai High appeared first on Dipont Education.

The Dual Diploma Program (DDP) at Tianyi High School, Wuxi, in partnership with the prestigious Shattuck-St. Mary’s school in the US, combines project management, career counselling, software design tuition, leadership, collaboration, creativity and community engagement.

Here Mark talks about the DDP, and what he has gained in this part of his career journey.

1. How does the course relate to the idea of 21st century learning?

The traditional model for education is like a factory system, what you could think of as a cells and bells model. This is where you keep students in a cell for a certain period of time, until the bell rings, and then they move to a different cell. It is very teacher-centered, with the teacher being the primary source of the learning experience.

A goal of 21st century learning  is that students become the  drivers of their educational journey

Central to our approach is that students should be the primary drivers of their own educational experience. We facilitate this by giving them lots of opportunities to try new things, to experience new things, to take actions, and then reflect on those actions.

That way they can discover more about themselves: their strengths, weaknesses, and their own interests, and then use that to grow and inform their next actions.

2. What facilities do you have to support the course?

The design of our initial setup came from our partner school, Shattuck-St Mary’s.  They developed what they call a “WeCreate” space, which is an environment dedicated to self-directed exploration and learning. This space includes things like AV rooms, sewing machines, and even 3D printers.

Industry professionals visit the school to share their expertise

This year, we polled our students to see what other types of equipment or material they would like to have or use, so they have input on the facilities that are provided.

3. How do students choose the goals of their projects?

We give students a fair deal of independence, but there is also structure. In our WeCreate classes, there is a dedicated teacher who assigns specific tasks to get students familiar with the idea of project management.

A good example of this is the board game design project. At a practical level they learn about industry standard software, but they are also learning about managing their time, setting deadlines, resource allocation and sharing ideas with others. This part of the course serves as an introduction to the skills they will be applying later.

Students get hands-on experience using industry standard design software

Beyond this the projects become increasingly more open-ended. For example, we’ll tell students that we expect them to use the design software tools they have learnt about, but what they create is really up to them.

We definitely want them to develop their own creativity, so they can go crazy, but there is some structure.

4. How do you assess students during this course?

As the focus is on empowered, student-centered learning, we have our students set goals for themselves. We work with students to make weekly plans, and monthly plans, and on defining their final targets.

Every two weeks, they write a reflection on how their studies are going, what issues they have been having, what progress they are making, and what they can improve on.

5. What kind of progress have you noticed in your students?

It’s a very new experience for many of our students, so they are a bit shell shocked at first.

Although we do scaffold the process, it still takes them a while to adjust and to realize that they do have a voice and that they are expected to be the drivers of their own experience.

The WeCreate classroom allows students to explore their own interests and develop new skills

I’ve seen a lot of kids take that on beautifully. By the time we got to the independent projects in spring, I feel like many of the students really have their feet under themselves. They took on the responsibility really well.

6. What has been the most satisfying thing for you as a teacher?

For me, it was also a brand new experience. Like the students, I also just had to jump in.

I remember when we returned after the Spring Festival break, I had been worried that all the projects would be behind schedule. But then I found all the students had beautiful plans written up, and they had used the time really well.

Each semester students receive exclusive presentations from industry professionals

When I walk around the lab and see my students really into their projects, I think it really is the ideal of what you want to see in school: kids who are really engaged by their work, and excited about their learning.

The post 21st Century Learning Comes to Wuxi appeared first on Dipont Education.

Here Sasi offers some advice on being a successful principal and shares his experience as a community volunteer during the recent Shanghai lockdown.

What are the most important skills to be a successful Center Principal?

The most important thing is having regular, open and transparent communication. Keeping your center director updated with all the academic or pastoral problems you may be having will ensure that you are supported and get what you need.

The other important skill is listening. You need to be able to understand what your Chinese colleagues want while also respecting the host nation’s culture. Then you can make suggestions, rather than being a barrier or an obstacle to anything that they say.

How would you describe your own management style?

It all starts with earning the trust of your center director. Once they recognize that you can do the job, they usually just let you get along with what you’re good at.

I treat my teachers and heads of departments in a similar way. While you still need to drop in on them from time to time to provide support and guidance as needed, you are not going to be micromanaging them. They are the experts in their area. I trust them to do what they are experts at.

I will always ask for their suggestions when it comes to implementing changes or dealing with issues. I like to think that I have created an atmosphere in my school in which everybody’s voice can be heard. It is always worth hearing from multiple perspectives, especially when you have teachers from different nationalities and different educational backgrounds. All success comes from team effort, because only together can we truly thrive.

▲ Sasi’s close knit-team of teachers and staff is made up of many different nationalities

A lot of people stay with Dipont for a long time, why do you think that is?

For me, it’s about respect and inclusivity. Some schools have an inclusion policy but aren’t actually that inclusive when it comes to recruitment. When it comes to Dipont, however, once they find someone who is correct for the job, they will hire that person. This attitude of respect makes people loyal to the company.

You volunteered as a tester during the COVID lockdown. What motivated you to do that? And how did you find the experience?

I love Shanghai, it’s been my home away from home. To my mind, if you are in a city that has kept you and given you what you needed, you need to give back. So I wanted to do what I could to help my community.

Before the lockdown, no one knew my name. They only knew that I’m a foreigner. But now everybody knows me by name. Volunteering kind of made me popular! The local people in my community all started calling me S.A.S. Now, if I go for a walk in the evening, people smile and say hello. My experience of being a volunteer has been very positive.

▲ Sasi didn’t hesitate to volunteer as a COVID tester in Shanghai

How have you been supporting your teachers during this time?

People can sometimes forget being together during easy times, but they will never forget the time that you were together during hardships. As an IB school, and as a leader, we supported the wellbeing of our staff to the best of our ability.

As a school, we kept in regular communication with staff members and helped in any way we could. For example, we coordinated community WeChat groups to help them to buy things, or just keeping staff up to date with any instructions that they needed.

The same as with my housing community, my team is there for each other, and we all do what we can to help each other through this special time.

Imagine the supermarket is open, and you are the only customer. What is the first thing that you put in your basket?

I would start by putting a few beers in my basket, because I have a lot of food at home already, to be honest with you. My community has been great in this regard. We had Mcdonald’s a few times, we had KFC a few times, and we even had pizza a couple of times. Getting food has never been a problem.

▲ Sasi is keen to return to school to see his teachers and students

While the lockdown has been difficult in a lot of ways, it has also created some unexpected benefits. The community is stronger than it’s ever been before, at least in my experience. It’s almost like an extended family. There is even a discussion that after the pandemic is over the entire building should go out and have a party together. That side of it has been quite nice.

For now, I am just patiently waiting. I just want to get back to school to see my students and teachers in their classrooms. That’s the most important thing to me now.

The post Meet Sasi Antony: Principal and Volunteer appeared first on Dipont Education.

Here are five fun Dragon Boat Festival facts that you can drop into conversations while you are tying up a tetrahedron of sticky rice during this long weekend:

1. It’s all about a dead poet

Qu Yuan was a poet and statesmen from 2300 years ago, remembered as a great patriot and a tragic hero. He got mixed up in the political malarkey of the Warring States Period. This didn’t work out well for him, as he wrote in the largely autobiographical poem, Li Sao:

I marvel at the folly of the king,
So heedless of his people’s suffering.
They envied me my moth-like eyebrows fine,
And so my name his damsels did malign.

Despite his excellent moth-like eyebrows, he eventually lost his own kingdom. In protest at the corruption of the times, he threw himself into a river in an act of ritual suicide.

Onlookers were dismayed, and rushed to their boats to either save him or retrieve his body. They also threw sticky rice into the water to distract the fish from nibbling at him. Hence dragon boat racing, and hence zongzi.

2. You are not meant to eat the leaves or the string on the zongzi

The shape may vary, but the essentials are glutinous rice, bamboo leaves, and string. Wrapping zongzi is a family event, like dumpling folding at Spring Festival. If you get invited to join in, you are doing well at a community level.

Eating zongzi can be a bit like Forrest Gump’s box of chocolates, you are never sure what you are going to get. There are a multitude of filling options at the heart of your zongzi: pork belly, duck egg, taro paste, or even custard. Be ready for a delicious surprise.

3. Dragon Boat racing is not an Olympic sport, yet

In the Tokyo 2020 Olympics Dragon Boat racing was included as a demonstration sport in a bid to have it upgraded to medal status.

If synchronized swimming, or skateboarding, curling or even boomerang throwing* is considered an Olympic sport, it’s only a matter of time before dragon boats get the nod.

*note that one of these sports is not actually an Olympic sport.

4. It’s actually quite an unlucky time of year

As the tale of Qu Yuan might suggest, the fifth lunar month is quite unlucky in the Chinese calendar. As summer rolls in, insects spring to life. Mosquitoes boom. Frogs creep out of ponds. Humidity is on the rise.

There are some actions you can take to safeguard against bad luck. If you can balance an egg on its end at midday, you’ll be fine. To keep the bugs away you might also consider hanging mugwort leaves above your door and windows. Insects hate that stuff.

5. Realgar wine can help you identify if someone is actually a snake

Realgar wine is a traditional alcoholic drink that is thought to drive away evil spirits and kill insects. The first sip will verify these details, but it gets better after the third cup.

In the Chinese fable The Legend of the White Snake, the hero uses realgar wine to confirm that his wife is actually a snake in disguise. If you are a snake in disguise, don’t drink it. If you suspect your spouse or significant other is in fact a were-snake, have them try some and watch what happens.

Ganbei!

The post Dragon Boat Festival Facts appeared first on Dipont Education.

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.

The post Destination Dalian: Arthur’s Tale appeared first on Dipont Education.

Here she talks about living in and traveling around China, and about her experience of working in a truly international learning community.

You have worked as a teacher in a few different countries around Asia. In which country have you enjoyed working the most?

“I’ve actually enjoyed China the most. I think Thailand is brilliant for a holiday, but probably not so great for working. Japan was great. I mean, Japan is an amazing country, but the cost of living is quite expensive. But China has been great, because I’ve been able to save a lot, and I’ve also been able to travel a lot. Even with COVID, not being able to travel outside of China so easily, but being able to travel around China itself, has been incredible. So I’ve definitely enjoyed China.”

What qualities do you think you need to succeed as a teacher in China?

“Open-mindedness. Acceptance. Communication. Humor. Just to be aware of the fact that you are stepping into a different culture. As a teacher at RDFZ you just need to talk to people. Communicate. Get to know people. Work hard. No-one likes a shirker!”

Visible learning in a wall of words

Is it hard work?

“Yes, it is. We have quite a few classes. There are high expectations. This is fine, there should be high expectations if you are teaching children anyway. It’s nothing that you wouldn’t expect from a school that really values positive student outcomes.”

Are there any teachers or educators who have influenced your teaching style?

“I think I’m probably influenced by a great range of people. We have quite a few really good teachers here, and when I’ve gone in and observed them I’ve picked up some really good teaching tips.

“Thinking back to my own primary school teachers I remember a couple of teachers that were really horrible to me. You always remember the horrible ones. But then I remember another one who was really funny, and he was kind, and he was a good teacher.”

How would you describe your students?

“They are great! They are really good. I wouldn’t say that I’ve got any naughty students. I’ve got some that can get a bit hyperactive sometimes. In my experience, most of my students are quite hardworking, and they enjoy studying, and they enjoy succeeding, so it’s not hard to get them to do their homework. Every now and then someone forgets, but it’s never on a consistent basis of not doing the work.”

You can tell how much the students love Rebecca’s classes by the smiles on their faces

How do you interact with your Chinese colleagues in your daily work life?

“We have tutor group every morning, and so my co-tutor is Chinese. Some of our English teachers are Chinese as well. So we work together quite closely. We have a teacher from Singapore. We have teachers from all over the place. America, UK, Turkey, Serbia, Australia, New Zealand, South Africa. It’s interesting, to get to learn about different countries, different cultures.”

What would you say to someone to encourage them to come to RDFZ Hangzhou to work?

“I would say that you will never be bored here. It’s a really stimulating environment. You will learn a lot. You will develop as a teacher. And there are always opportunities for leadership so, if you want to develop in that area, there will be opportunities for that. The school has got a really great professional development program. Also, if you start doing some post-grad studies, they will also help you out with the cost of that as well depending on how long you have been working for the school. It’s a really good salary. All in all, it’s a great place to work.”

Can you give an example of some kind of professional development training that you’ve taken?

“We have regular PD days. For a whole day, there won’t be any students here, and there will be a series of PD sessions that we can choose from. For some of them, we get Dipont instructors to come in, and others are from our internal teachers who want to develop their training skills and share their ideas. The last PD session I went to was about Socratic Questioning. It was really good. That was led by Leanne Grundy, from Dipont HQ.”

What do you like to do in your free time?

“I love walking around where I’m living. There are little tea plantations, and I went for a long walk one day, just roamed endlessly, and I ended up in this tiny little village surrounded by tea plantations. And there was a big reservoir, and I almost stepped on a snake. It was great.”

What is a special memory that you have of traveling around China?

“Last summer I went on an Amdo art tour, that’s a place on the Tibetan plateau. It was with a very small group. We started off in Xining, and we ended up going to a far-off Tibetan city that is basically considered the home of Tibetan art. We went there, and we did a two-day workshop on how to paint in the style of Tibetan art. That was really special. And then we did a little hike in Ganan, so we were up quite high.

“I also went to Shangri La. I did a great hike into Yubeng village. That was pretty special as well. Just to see a small place like that. It was amazing.”

Yubeng village in Yunnan province with Meili Snow Mountain in the distance

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We have positions available for qualified and energetic teachers at RDFZ King’s College School Hangzhou for an August 2022 start. Visit our independent schools jobs section to review these and other open positions across our broad network of exceptional schools in China.

The post An English teacher in China: “You will never be bored here!” appeared first on Dipont Education.