In my classroom, I often use Class Dojo as a classroom management tool. This reward system teaches students self-regulation, allowing each student to experience a sense of achievement and progress. ClassDojo can effectively motivate positive student behavior and promptly correct negative behavior. Students are eager to see their little monster emerge from its egg! It is particularly motivational for students in grades 3 and below. This blog shows my ability to use technology in my daily teaching. 

I am determined to be a teacher who combines Chinese language teaching with American teaching methods. In this blog post, I introduced the importance of language application. There is an ancient Chinese poem: "Paper knowledge always feels shallow, and to truly understand it, one must practice it." When knowledge is connected with other knowledge and the environment, individuals can apply what they have learned and create value. This blog post demonstrates that I can not only teach specific subject knowledge in Chinese but also incorporate the use of language into the classroom.

This is my survey, results, and possible solutions for the application of multicultural education in Chinese immersion classrooms. As Chinese teachers, our students come from diverse cultural backgrounds, and it is very important to make students feel safe and happy. My research shows that teachers have a relatively rich knowledge of multiculturalism. If more seminars can be held for teachers and parents, it will be beneficial for students' growth. This blog post showcases my multicultural knowledge and my ability to use appropriate educational research methods to achieve relevant research outcomes.

How do we teach students to think and try to solve problems on their own? In this blog post, I mentioned cooperative learning (students checking each other's workbooks) and choosing exercises and assignments that serve only the teaching objectives. These two points are particularly helpful for new teachers. Being unfamiliar with the students, they may feel uneasy about facilitating cooperative learning. Additionally, being unfamiliar with the curriculum, they may be unsure about which teaching methods, classroom activities, and assessment techniques to use. This blog post demonstrates that I can use appropriate assessment methods to conduct teaching evaluations.

The theory of the Zone of Proximal Development (ZPD) can help teachers identify each student's learning zone. This is more challenging for Chinese teachers because each student's learning zone varies due to different language proficiency levels. This blog also mentions the importance of contextualized learning. Allowing students to grasp language points through dialogue practice is both efficient and meaningful. This blog post showcases my understanding of the Zone of Proximal Development and my ability to apply it in my teaching.

I am very interested in multiple intelligences. Everyone has a different learning style, and finding the method that suits oneself and one's students is very beneficial for both. This blog post shares the eight types of intelligences and some of my own insights. Understanding this, as a teacher, you will gain a better understanding of each student and can group them and design learning plans based on their learning habits. Take a look and see which one you are! This blog post demonstrates my understanding of multiple intelligences and helps me conduct teaching activities more effectively.

In this blog post, I mentioned three crucial factors for learning a second language: connecting the language to daily life, enhancing students' grasp of language points through classroom activities, and adapting teaching methods to suit the specific age group of students. Teachers should provide timely feedback to students and focus on enhancing their thinking skills, not just the language itself. This blog post demonstrates my in-depth understanding of second language acquisition.

Constructivism and constructionism are well reflected in the lesson planning process for teachers. Using the "Chinese New Year Unit" as an example, I explained how to use constructivism to make our courses more organized. The three main questions are: What is the final goal? What is the assessment method? And how many lessons are needed to complete it? This blog post demonstrates how I use constructivist theory to better prepare lessons in my practical teaching.

Newcomers in the class (students without a Chinese background in a Chinese immersion classroom or students who do not speak English in an English-speaking school) often need extra help and support. So how can we better help new students?Kaufman’s Model of Learning Evaluation to assess the performance of newcomers in the Chinese immersion classroom. This model consists of five aspects—Reaction, Learning, Behavior, Results, and Societal results. Different learning strategies can be designed according to each student's learning situation.  This blog post demonstrates how I use theoretical knowledge to help newcomers make progress.