Collaborative writing and peer feedback
Designed a sequence that progressed from grammar and vocabulary practice to original writing, peer encouragement, and guided editing. The approach made feedback part of learning rather than a final judgment.
Teaching Experience
Classroom practice and professional recommendations
Selected teaching examples demonstrate how I approach learner participation, language practice, and feedback across age groups and professional contexts.
Grammar in authentic contexts
Connected phrasal verbs and informal English to literature, film discussion, and conversational examples, encouraging learners to interpret and use language in context.
Accessible elementary English instruction
Developed a story-based lesson focused on everyday verbs and simple present tense. Visual matching, role-play, drawing or speaking options, and an exit ticket provided several ways to participate and demonstrate understanding.
Workplace English and communication
Designed professional language practice around technology-security scenarios, emphasizing precise vocabulary, pronunciation, qualified claims, and reasoned communication about risk and trust.
Professional recommendations
Teaching references
Three letters from former supervisors describe my teaching practice, professional communication, and contributions to their institutions.
Academic recommendation
Nanyang Institute of Technology
Rea Zhou · Lead Teacher, Department of Foreign Language
Highlights instructional resourcefulness, student motivation, and collegial communication.
Read recommendation (PDF)Academic recommendation
Sias International University
Claudia Yim · Foreign Faculty Academic Coordinator
Describes oral-English teaching, communication, and positive engagement with students and colleagues.
Read recommendation (PDF)Professional recommendation
KELLY Education Center · Chengdu
Jerry Luo · Director
Recognizes engaging lessons, flexible teaching, and effective cross-cultural communication.
Read recommendation (PDF)These examples document teaching approaches, and the letters reflect supervisors’ observations; they are not presented as measured student-learning outcomes.