Knowledge
Documents:
Currently, I am holding valid teaching licenses on Chinese and Special Education from the State of Minnesota.
Education:
I graduated from the University of Missouri Baptist with a Bachelor degree of Art. The courses I took focus on sociology and psychology. My graduate work was on social work with a focus on behavioral modification. I graduated from the Washington University in Saint Louis, Missouri with a Master degree in Social Work.
I completed the course work on special education license program from the Minnesota University at Mankato; and I also completed the TESL certificate program. As Chinese became more popular in the state of Minnesota, I went to the University of Minnesota to complete the Chinese license program.
Experiences:
Case manager for Chinese family:
Family case manager for the Chinese American Service League in Chicago Area for three years. I taught the new immigrants from China, South East Asia areas the basic surveil skills living in the United States. Most of the them do not have any language skills.
My “Teaching career” started as a teacher assistant for the special education department for the Mankato Areas School District in Minnesota for six years. I also was a substitute teacher for the district for three years as well. I have subbed for all levels and all subjects in the district. During the teacher sub years, I started the Chinese enrichment program for the elementary students after school and for the adult in the evening throughout the community education in the district. After I finished volunteering for the Chinese initiative project for the Department of Education; in 2007 I became an online Chinese teacher for the District 287 in Plymouth, Minnesota.
Teaching Chinese:
In the year of 2010, I took a three months sub position and taught Chinese to the junior high students at the Saint Paul Academy in Saint Paul, Minnesota. It gave me an opportunity to experience the classroom teaching at the junior high level. The following year, I took the part time teaching Chinese job at the Saint Paul Academy and taught Chinese to both junior high and high school students. The job taught me how to relate to the junior high and high school students and their parents.
I took a full time teaching Chinese job for the Saint Paul Public School District at the Washington Technology Magnet School in the 2011-12 school year. There was not any Chinese program at the Washington school before I was hired. I have learned that the teacher connection is important to pull the necessary resources together to start the program from zero. It has been a meaningful journey to teach Chinese to students who have a diverse background. I have also learned from teaching to diverse student groups that I need to be energetic and positive to work with my student group; besides that I also learned that flexibility is also a key to help students to adjust their learning habit and attitude.
Teaching other language:
In the summer of 2007 I taught Japanese to high school students at the Concordia Language Village for a month. It was an interesting experience to work with a group of students who were so interested in language and came from different States. Those counselors came from all over the United States for working in the camp as well.
Language learning discovery
Learning Japanese and living in Kyushu, Japan for eight years provided me the opportunity to learn about the process of learning another language. It is a valuable experience that allowed me to relate to the language learner.
Living briefly in Zhenzhou and Beijing gave me the opportunity to see the pivotal relationship between target language and the culture. It also gave me a realistic picture on how the “one child policy” affects the family how to raise up their only child.
Professional Development
Teaching and learning are “twins” and are “growing” together.
I attend monthly professional development events at Washington Technology Magnet School, my teaching location. I also attend the district wide world language teacher meetings through out the school year.
I have attended the following STARTALK for Chinese teachers.
a. STARTALK for teacher mentor residency program at the University of Iowa, Ames IA, 2008.
b. STARTALK for language assessment from NCLRC at the Center, 2009 (It was a combined online workshop before 2 days
live workshop at the center)
c. STARTALK for language and culture, residency program at the University of Minnesota, MN, 201.
d. STARTALK for technology instruction, residency program at the University of Boulder, CO, 2014.
e. STARTALK for technology instruction, residency program at the University of Boulder, CO, 2015.
I attended and completed the National Consortium for Teaching about Asia Seminar (NCTA) at Saint Paul location in spring 2013.
I attended and completed the National Consortium for Teaching about Asia Teacher Study Tour to China and Japan in summer 2016.
I attended the BestPrep Technology Integration 4 days workshop at the University of St. Thomas at Minneapolis, MN, summer 2016.
I attended and completed the social media worksop from Language Acquisition Resource Center from the LARC from the San
Diego State University, summer 2013.
Documents:
Currently, I am holding valid teaching licenses on Chinese and Special Education from the State of Minnesota.
Education:
I graduated from the University of Missouri Baptist with a Bachelor degree of Art. The courses I took focus on sociology and psychology. My graduate work was on social work with a focus on behavioral modification. I graduated from the Washington University in Saint Louis, Missouri with a Master degree in Social Work.
I completed the course work on special education license program from the Minnesota University at Mankato; and I also completed the TESL certificate program. As Chinese became more popular in the state of Minnesota, I went to the University of Minnesota to complete the Chinese license program.
Experiences:
Case manager for Chinese family:
Family case manager for the Chinese American Service League in Chicago Area for three years. I taught the new immigrants from China, South East Asia areas the basic surveil skills living in the United States. Most of the them do not have any language skills.
My “Teaching career” started as a teacher assistant for the special education department for the Mankato Areas School District in Minnesota for six years. I also was a substitute teacher for the district for three years as well. I have subbed for all levels and all subjects in the district. During the teacher sub years, I started the Chinese enrichment program for the elementary students after school and for the adult in the evening throughout the community education in the district. After I finished volunteering for the Chinese initiative project for the Department of Education; in 2007 I became an online Chinese teacher for the District 287 in Plymouth, Minnesota.
Teaching Chinese:
In the year of 2010, I took a three months sub position and taught Chinese to the junior high students at the Saint Paul Academy in Saint Paul, Minnesota. It gave me an opportunity to experience the classroom teaching at the junior high level. The following year, I took the part time teaching Chinese job at the Saint Paul Academy and taught Chinese to both junior high and high school students. The job taught me how to relate to the junior high and high school students and their parents.
I took a full time teaching Chinese job for the Saint Paul Public School District at the Washington Technology Magnet School in the 2011-12 school year. There was not any Chinese program at the Washington school before I was hired. I have learned that the teacher connection is important to pull the necessary resources together to start the program from zero. It has been a meaningful journey to teach Chinese to students who have a diverse background. I have also learned from teaching to diverse student groups that I need to be energetic and positive to work with my student group; besides that I also learned that flexibility is also a key to help students to adjust their learning habit and attitude.
Teaching other language:
In the summer of 2007 I taught Japanese to high school students at the Concordia Language Village for a month. It was an interesting experience to work with a group of students who were so interested in language and came from different States. Those counselors came from all over the United States for working in the camp as well.
Language learning discovery
Learning Japanese and living in Kyushu, Japan for eight years provided me the opportunity to learn about the process of learning another language. It is a valuable experience that allowed me to relate to the language learner.
Living briefly in Zhenzhou and Beijing gave me the opportunity to see the pivotal relationship between target language and the culture. It also gave me a realistic picture on how the “one child policy” affects the family how to raise up their only child.
Professional Development
Teaching and learning are “twins” and are “growing” together.
I attend monthly professional development events at Washington Technology Magnet School, my teaching location. I also attend the district wide world language teacher meetings through out the school year.
I have attended the following STARTALK for Chinese teachers.
a. STARTALK for teacher mentor residency program at the University of Iowa, Ames IA, 2008.
b. STARTALK for language assessment from NCLRC at the Center, 2009 (It was a combined online workshop before 2 days
live workshop at the center)
c. STARTALK for language and culture, residency program at the University of Minnesota, MN, 201.
d. STARTALK for technology instruction, residency program at the University of Boulder, CO, 2014.
e. STARTALK for technology instruction, residency program at the University of Boulder, CO, 2015.
I attended and completed the National Consortium for Teaching about Asia Seminar (NCTA) at Saint Paul location in spring 2013.
I attended and completed the National Consortium for Teaching about Asia Teacher Study Tour to China and Japan in summer 2016.
I attended the BestPrep Technology Integration 4 days workshop at the University of St. Thomas at Minneapolis, MN, summer 2016.
I attended and completed the social media worksop from Language Acquisition Resource Center from the LARC from the San
Diego State University, summer 2013.
I am a Chinese and culture teacher.
我是中文老师。
Before become a teacher:
My first profession was a social worker, working for Chinese immigrant in Chicago areas.
My second profession was a homemaker.
My current profession is a teacher. (visit my turning point page for detail - click below I am a teacher)
I am a teacher:
Teaching is my profession and my passion.
Working with younger students make my heart beat faster and working with high school students makes my brain works harder. At the end of each school year I am overjoyed to say good-bye to all my dear students who stuck with me all year long and grew together as a class.
Expectations and performance in my class are always clear, and are measured according to the world language standards.
Connecting with the family and the community are also important for I am teaching the future leaders of the community we live in.
Preparing students to be proficient Chinese learners means that cultural activities in my class are a must. I explore every opportunity to provide my class with an authentic learning environment in order to unlock the relationship between the language and culture.
我是中文老师。
Before become a teacher:
My first profession was a social worker, working for Chinese immigrant in Chicago areas.
My second profession was a homemaker.
My current profession is a teacher. (visit my turning point page for detail - click below I am a teacher)
I am a teacher:
Teaching is my profession and my passion.
Working with younger students make my heart beat faster and working with high school students makes my brain works harder. At the end of each school year I am overjoyed to say good-bye to all my dear students who stuck with me all year long and grew together as a class.
Expectations and performance in my class are always clear, and are measured according to the world language standards.
Connecting with the family and the community are also important for I am teaching the future leaders of the community we live in.
Preparing students to be proficient Chinese learners means that cultural activities in my class are a must. I explore every opportunity to provide my class with an authentic learning environment in order to unlock the relationship between the language and culture.