From September 2025 to the end of June 2026, I have been An English as a Second Language (ESL) teacher at Henan Institute of Science and Technology. Over the course of the academic year, I have gained valuable insight into teaching at a university level. As well as this, I have been able to continue to develop my current skills and understanding as a teacher, in addition to how to make my classes an engaging and enjoyable experience for my students. This resulted in greater engagement from the students as the academic year progressed, the students gaining a greater understanding of the English language, as well as plenty of opportunities to apply their learning within the lessons. As well as this, I also took part in several school activities that allowed me to build a strong, positive rapport with the students in my class as well as with the university as a whole.
At the start of the academic year, I was feeling excited and nervous about teaching Chinese university students.The reasoning behind these feelings was twofold. I was excited that I was able to continue my career as a teacher in a new learning environment and that I would be able to further develop my skills that I have currently developed even further. As well as this, I was excited to be able to teach English again as I enjoyed my previous experience teaching this subject and wanted to continue teaching the subject. Despite this, I simultaneously felt nervous at the start of the academic year. This was because I wanted to make sure that I started of strongly and would be able to give the students the high level of education that they deserve.
As the academic year progressed, I felt more confident in my ability to teach at a university level. This was seen through including more activities that gave students greater freedom in how they proceeded with the activity. A key example of this was the use of setting up debates, either in groups or as a whole class. This worked by using the topic being taught in class as the template then putting them into two groups to argue their points with arguments that they researched and presented themselves. This shows that as the year progressed, I became more comfortable with teaching the students and built a strong enough rapport with them that I could give them a task where they were able to research and present their own arguments to the whole class without the need to constantly monitor them in order to see if they were doing the task or if they were stuck and needed help.
To conclude, throughout the academic year of 2025-2026, I have undergone great development in my skills as a teacher. I have become more effective with the implementation of activities, which has made my learning more engaging for my students. This has resulted in the students becoming more confident with the use of the English language and can be seen in the lessons by them being able to speak English confidently as well as being willing to share their opinions and arguments with the class, either in a class discussion or as part of a class debate. As well as this, I have become more confident in my teaching as well as shown my commitment as a teacher through helping the students become more confident in their English skills as well as building positive rapport with the students and other members of staff.
Going forward, I will ensure that my teaching remains high quality through the use of activities such as think, pair, share, and class discussions in my lessons. As well as this, I will ensure that I continue to build a positive and strong rapport with my current and future students as well as the other members of staff that I work with.
从2025年9月到2026年6月底，我在河南科技学院担任英语教师。在这一学年的教学工作中，我对大学阶段的英语教学有了切实的认识和体会。同时，我也得以继续提升自己作为教师的现有技能和教学理解，并不断探索如何让课堂对学生来说既有趣又有收获。随着学年的推进，学生在课堂上的参与度明显提高，他们对英语语言的理解更加深入，也有大量机会在课内将所学内容付诸实践。此外，我还参与了学校的多项活动，这让我与本班学生以及整个学校都建立了积极、融洽的关系。
学年伊始，对于即将给中国大学生上课这件事，我既感到兴奋，也有些紧张。这种心情源于两个方面。兴奋的是，我能够在一个全新的教学环境中继续我的教师职业生涯，并且能够进一步打磨自己目前已掌握的技能。同时，我也很高兴能再次教授英语课程，因为我非常享受之前教授这门课的经历，也希望能继续在这方面深耕。尽管如此，学年刚开始时我也确实有些紧张，这是因为我希望确保自己有一个良好的开端，能够为学生提供他们应得的高质量教育。
随着学年的推进，我对自己在大学阶段的教学能力愈发有信心。这种信心体现在我设计了更多给予学生更大自主完成空间的活动上。一个典型的例子是组织辩论，形式可以是小组辩论或全班辩论。具体做法是：以课堂所讲的主题为基础，将学生分成两组，让他们用自己搜集并展示的论据来论证各自的观点。这表明，随着学年推进，我对给这些学生授课越来越得心应手，也与他们建立了足够牢固、积极的关系，以至于我能够给他们布置任务，让他们自行研究并向全班展示自己的论点，而无须我不断监督他们是否在完成任务，或者是否遇到困难需要帮助。
总而言之，在2025至2026年整个学年中，我的教学能力得到了很大的提升。我在活动设计及实施方面更加得心应手，这也使我的课堂对学生来说更具吸引力和参与感。随之而来的是学生在英语使用上变得更加自信，这在课堂中体现为他们能够自如地用英语表达，并且乐于在课堂讨论或辩论中分享自己的观点和论据。除此之外，我在教学方面也变得更加自信，并通过帮助学生提升英语能力以及与学生和其他教职员工建立积极融洽的关系，展现了我作为一名教师的敬业精神。
展望未来，我将通过课堂中运用“思考—配对—分享”以及课堂讨论等活动，确保自己的教学质量始终保持高水平。除此之外，我将确保继续与现在和未来的学生以及共事的其他教职员工建立积极、牢固的融洽关系。
（撰稿/Shaun Anthony Hudson 初审/宋福琳 复审/王君君 终审/冯霞）
