Born and Bred in St. Paul's -
Our Teacher-Alumni

Q: Did you manage to blend into the ‘boys community’?

A: “I wouldn’t say that I blended into the ‘boys community’ right away. It still took time to adapt. Just like in the boys’ classes nowadays, there are different small groups in a class where the classmates are more familiar with each other. Similarly, classmates sitting close to each other would get familiar faster at that time. As for the girls, there were only a few of us, so it made getting to know each other easy. We all came from different schools with different backgrounds. Some boys were friendlier to us and some preferred to live in the ‘boys community’, so I became familiar with different classmates at different times. In general, the whole class blended together in around three months due to the huge number of  class activities, like the interclass competitions organised by the Students’ Association. We all competed in the competitions or supported our classmates.”

Q: Did anything intriguing happen during your SPC school days?

A: “This activity has vanished now, but there used to be  a Christmas Classroom Decoration Competition. The whole school valued this competition very much, including Form 6 and 7. Students would begin designing the classroom more than a week before Christmas and try to decorate the classroom ‘three-dimensionally’. Everyone in the class was dedicated to the competition and we all had roles. Some of us helped cut paper, some of us helped stick up the decorations, while others climbed up and down to set up the ornaments. All of us were committed to the competition and we eventually won, which was really a memorable event for our class! We also won the Interclass Singing Contest and the Chairman of the Music Union was in our class. After we were crowned champions, our class got the chance to perform in assembly!”

Q: How does it feel to be the most experienced teacher in SPC?

A: “I don’t necessarily focus on being the most experienced teacher. It’s just about how the time has flown by so quickly–in the blink of an eye–and gradually I have gained seniority at the school. To keep it short, I am still taking up the role of a teacher in nurturing students through education. When facing each different cohort, it is my duty to adapt to their needs and offer a helping hand when they need it. Getting back to the question, yes, I don’t and won’t emphasise being “the most experienced teacher”, but indeed I am more familiar with the school environment than most teachers in SPC. I have also witnessed the switch in the mode of education from then til now.”

Q: How has the mode of teaching changed throughout the years?

A: “It goes without saying that the mode of teaching has changed a lot! Back then, we used blackboards and overhead projectors as the major educational tools. We often had to draw pictures simply by hand, and even during lessons, we needed to hand-draw a multitude of graphs! Of course, we use PowerPoint nowadays, which takes much less time and effort. Another point worth mentioning is that I have to keep myself IT up-to-date and remain IT literate to keep up with modern teaching, such as using Google Classroom as a teaching platform.”

Q: How have you coped with the changes?

A: “My primary way to cope with them is to use them. As soon as something new pops up,  you have to use it in order to get familiar with them. In my case, in the early stages of my teaching career, Microsoft Word was not even available yet and I used a typewriter for my teaching: Test papers, exam papers — all depended on my typewriter. An electronic typewriter was a very advanced teaching tool at that time! As time passed, I had to learn how to use Windows to enhance my teaching efficiency. Of course, I was not alone in this—most of the teachers attended tutorial lessons provided by the school regarding the use of newly-launched software applications. Recently, we have been learning how to use and incorporate various apps on our electronic devices as education tools during lessons, for instance, Goodnotes or Notability. Needless to say, it takes time to get used to them, but as long as they aid my teaching, I am all for these educational methods.”

Q: What did you gain from the experience of being a Head Prefect?

A: “Believe it or not, I was not the head prefect originally. Had the former Head Prefect not left St. Paul’s for further studies at CUHK, I wouldn’t have reached this position. 

Anyways, back to your question, I acquired more leadership skills. For instance, there were female prefects back at that time. Due to the difference in gender, there were boundaries when it came to communicating with them. Being a head prefect allowed me to learn how to think for others, not just from my own point of view.”

Q: What did being the head prefect mean to you?

A: “I think being a head prefect allowed me the opportunity to acquire knowledge, or to gain a deeper understanding, whether in terms of interpersonal skills, or our society. Looking back, I am really grateful for this chance and I definitely cherish it. Nonetheless, it isn’t necessary to look back at the good things when we are eager to step forward. I tell myself, ‘I have done this already’ and there is no need of looking back at the experience of being a prefect.”

Q: We heard you are into collecting stamps. What got you into this?

A: “When I was young, my aunt gave stamps to my cousins and me. When she fell ill and discontinued this habit, I was the only one who kept on practising philately, in no large part thanks to my frequent stealing of my brother’s share (laughs). But as to why I kept on collecting stamps, I honestly have no clue. You see, sometimes in life, rather than actively choosing to take part in something, you are destined for that thing, as if the activity has chosen you. It seems that this is the case for me; I don’t recall why I liked stamps that much. To be frank, I had no particular reason to like it. It just happened naturally, but to this day, the hobby has a special place in my heart.”

Q: What do stamps mean to you?

A: “To me, stamps are powerful tools to reflect history in unique and fascinating ways. Through the images and designs featured on them, I’ve gained insights into significant events, cultural traditions, and political movements that have shaped our world. Some stamps commemorate particular significant moments in history, providing a snapshot of the cultural, social, and political context of a particular time and place. By examining stamps from different countries and periods, I have garnered a deeper understanding of global history. Interestingly, this ability to reflect history doesn’t end there – it kind of shows my past too. It’s less about the stamps themselves, but more about their cutting and how they’re processed. You see, for these stamps in particular, they’re for some reason poorly cut. Some are even pasted upside down on my blog, I must’ve been having a hard time back then!”

Q: How does digitalization affect teaching and learning nowadays?

A: “I think it’s a double-edged sword. Students can “disturb” teachers through social media. However, teachers can also “disturb” students by distributing homework during holidays through apps like Google Classroom. To me, it is quite “fair”. I think we are establishing a new set of rules under digitalization. For example, how we submit assignments has undergone big changes. We used to hand in our homework during class, but nowadays the term “2359” is no stranger to you all, right? 

Another phenomenon that I have noticed is the shift in roles of teachers. Teachers used to be the ones to pass on their knowledge to students, but now they have become the ones who facilitate discussion in the classroom. When I am reeling off knowledge in class, you can find out instantly whether I am right or wrong by consulting your electronic devices. However, as a facilitator, I promote discussions. When a group of students talk about ways to create atomic bombs, no matter how long the discussion lasts, they may not really learn much about it. If I give them some hints, they will sooner or later acquire some knowledge. This is how education should take place. Teachers should not be telling students what’s important and what isn’t. Instead, students should discover by themselves.”

Q:  How do you think digital learning has changed the mode of learning or affected students?

A: “I think digital learning is a double-edged sword. Undeniably, it allows more flexible use of time. For instance, when I had to hold extra lessons, I had to ask students to stay behind after regular lessons finished, and most of them felt it was burdensome. In recent years, with the aid of technology, I tend to arrange them in the morning through Zoom during the weekends, allowing students to arrange their time more flexibly. But on the downside, it is more challenging for me to monitor the students’ progress through the computer, as some of them may be ‘AFK’ (Away From the Keyboard). Students who are self-disciplined tend to excel. Those who can only concentrate in face-to-face lessons may find it difficult to perform well when it comes to digital learning.”

Q: What attributes do students need in the era of digital learning?

A: “I think one of the most important attitudes is that students should pluck up the courage to acquire knowledge by themselves. True, secondary education prepares students for university. But in the long term, the mode of learning is not as spoon-fed as it once was. Students have to incorporate further studies or readings to excel academically. What I aim at is to let students get prepared for this norm, and I will ask them to accomplish more tasks in order to gain hands-on experience. I want them to acknowledge the fact that they should learn by themselves, because this skill is a prerequisite for success.”

Q: You have experience in teaching maths and physics, are there any similarities in terms of the teaching style for these subjects?

A: “If you want to do well in these subjects, you must have a solid foundation. Most advanced concepts taught in senior forms are based on easier ones in junior forms. If you have no idea what's going on with the basic theories, you’re going to be lost when tackling harder problems. That’s why I stress the importance of having a deep understanding of the fundamentals and I try to make sure everyone understands before I move on to more challenging topics. Let me give you a mathematical analogy to illustrate my point: 

0 x ∞      = 1

1 x 2      = 2

2 x 1.5   = 3

3 x 1.33 = 4

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The increment in the product remains 1 throughout, but the multiplier gets smaller and smaller as you progress. Indeed, this approach might be rigorous and tough for students at the beginning, but they will definitely have an easier time further down the line. With a weak foundation to start with, students might be able to handle homework and chapter tests in the short term, but they will struggle to put the relevant concepts to use in exams.”

Q: Both maths and physics are notorious for their rigorous supplementary lessons. What is the motivation behind teaching students after school?

A: “To put it simply, I don’t have enough time in class. I don’t know whether this is the case for the other subjects as well, but maths and science require a solid understanding of the fundamental concepts. For teachers, we could go over a topic in a rush in two periods, but there’s a huge difference between “reading aloud” and “teaching”, and I believe that only through “teaching” will students learn and understand concepts thoroughly. Without effective teaching, most students are unable to turn what’s written in textbooks into knowledge they can apply in exams. After all, at secondary school level, the time spent on studying has a positive correlation with exam results. If you are willing to go that extra mile and put in extra time and effort into studying, you’re going to do well in the DSE.”

Q: Buried under hectic study schedules, should students continue participating in extracurricular activities ?

A: “That’s definitely a green light for me. During your 6 years of secondary school life at SPC, I believe you don’t want to spend all your time studying, just to be an ‘exam machine’. If students participate in ECAs, I can’t see why I shouldn’t support them. Although knowledge acquired through ECAs might not be useful for your exams, it can benefit your everyday life and become a lifelong treasure. Not to mention the fact that  ECAs can develop your character and personality!  I understand that students might encounter hurdles when trying to strike a balance between academics and ECAs, given that Hong Kong’s education system is notorious for its hectic study schedules. Students and teachers alike constantly struggle to learn how to manage time to attain a better work-life balance. But all in all, ECA participation among students is a definite ‘yes’ for me, and I believe that the vast majority of teachers would have the same answer.”