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Simon Kwan
<Only Chinese version is available>
現在回想，我教學實習時的畫面全都是一些可愛及有趣的片段。
（一）名字
我的學生們很喜歡在小息時大叫我的名字，叫我過來後，反問我他叫什麼名字。有時候我都記得某一兩個學生的名字，但當一大班五六個戴著口罩問我他們叫什麼名字時，場面一度熱鬧。那一刻我切身體會到他們平時測驗唔識答題目的心情。
（二）生日
一次正常的課堂之中，我偶然得知班中一位同學生日。而我亦偶然地在那課堂安排了測驗。當時我派測驗卷派到生日的那位同學時，我和他說了聲生日快樂，然後我便把測驗卷放在他枱面。我還記得當時他帶著可憐的眼神，委屈憔悴的臉容和我說了聲多謝。呢一聲多謝絕對是我自出世以來聽過最奇怪的多謝。測驗完結後，他轉眼變得龍精虎猛，雙眼烱烱有神，似足生日壽星的模樣。我發現學生測驗前後的心情轉變比我掀書更快。
（三）熱誠
我的第一堂自介後，我的學生很快便問我為何轉行教書，我笑著對全班說「俾啲熱誠！朝氣！抱負！」自此我的學生便將這一套詞語掛在嘴邊，小息及午休時見到我時便會對著我舉著手大叫「熱誠！朝氣！抱負！」，然後便問我他叫什麼名字。
（四）感謝
感謝中華基督教會燕京書院給予我這次的實習機會，亦感謝我的指導老師在我的實習過程中給予我的照顧，建議及信任。感謝在實習期間遇到的兩位和我一起實習的同事，和他們在空堂期間一起去小賣部買零食吃是一種簡單的快樂。雖然我並沒有在我最後的課堂和學生說，但其實我很感謝他們是我第一批的學生。我希望他們現在及未來依然充滿熱誠，朝氣和抱負地學習會計。
（五）寄語
我相信每一位老師的教育理念都有所不同。對我而言，我希望大家（包括我自己）現在及將來能在教育工作時繼續保持樂觀及正面，能不斷寫下教書時有趣的回憶。
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Teaching practicum marks a transition between roles for Education majors like us. It is the period when we convert from being a student to a pre-service teacher. In the previous two years, I have conducted both teaching practicums and had the opportunity to hone my teaching techniques in authentic classroom settings. The experience was truly inspiring, and the insights my mentors shared were invaluable.
“Teaching practicum is the time for you to explore and experiment with different teaching strategies” This was a piece of advice my mentor from STFA Leung Kau Kui College, shared with me when we were discussing the lesson plans I designed for my class. He encouraged me to be ambitious and creative in making new attempts so that I can test how students respond to various teaching activities. With this notion in mind, I was motivated to incorporate a diverse teaching style in my classrooms and observed how students reacted. Each lesson was taking me a step closer to providing a more personalized lesson which caters to the students’ learning styles.
On top of planning for the lessons, my mentor’s attitude in teaching was what I find most uplifting. Teaching a class of young and active learners, there were times when things did not proceed accordingly. It can be devastating when we could not deliver what we planned due to the excessive time spent on classroom management, and this was very common with my class. My mentor noticed my struggles and shared his perspective with me on the importance of being optimistic in teaching. He helped me see how English teachers in Hong Kong play such a vital role in promoting English learning. Every encounter with an English teacher can shape how students perceive the language and subject in the long term. Therefore, instead of sticking strictly to the teaching schedule, it is more meaningful if we can provide students with a pleasant learning experience.
My teaching practice experience was rewarding for I had the chance to learn from my mentors and receive so much constructive feedback from my supervisors. Learning how to teach is a lifelong journey and I am grateful that the ELED programme and the teaching practicums had equipped me with a solid foundation. I would like to take this opportunity to thank my mentors who supported me throughout the teaching practicum as well as all the people who helped me through the ELED programme. To those who are currently or soon will be conducting their teaching practicum, I genuinely wish you the best of luck and hope you will enjoy your teaching practicum as much as I did.
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My journey throughout this programme has been challenging yet rewarding, and I have grown both professionally and personally.
I would like to extend my heartfelt thanks to my course instructor, Dr. Alice Chow, for her invaluable guidance, support, and encouragement. I still remember after my first TP visit, her caring words really instilled confidence in me.
During my teaching practicum at my Alma mater, I faced many challenges such as adjusting to the pace of working in a school setting, making lesson plans and materials, and bonding with the students. However, I was fortunate to have a wonderful mentor, Ms Pinky Ng, who provided me with invaluable support and encouragement. She helped me to navigate these challenges and provided me with all the tools that I needed to succeed. She poured her heart and soul into this mentorship and I could not express enough gratitude to her.
Pinky inspired me to become a better educator. When I observed her lessons, she danced in the classroom. It made me rethink about my own methods and practice. More importantly, she made me reflect on why I wanted to pursue the path of becoming a teacher when I was confused, frustrated, and lost. Literally, many blood, sweat and tears were shed. Despite the hardships, I do not regret going through this gauntlet called my “TP”. When my students told me, “Miss Wong, you know what? I sleep in all of my lessons, except English.” The sheer joy and satisfaction were incomparable to anything else I’ve ever experienced, and it made everything so worth it.
I am incredibly humbled to have met two wonderful classes of students whom I will never forget. In fact, I discovered that even though I was a teacher to my students, I actually learned more about myself from them. I realized that I was actually less patient than I thought, but I also found that I was more resilient than I ever imagined. Every single one of them reminded me of how I should interact with people, exposed me to new slangs and cultures and inspired me to become a better teacher each day.
Once again, thank you to my alma mater who gave me this precious opportunity to learn about being a teacher and thank you to all of my colleagues, friends and family who also witnessed my growth. Without everyone’s support, I could not have done it.
I am excited to see where this journey will take me, and I look forward to continuing to learn and grow as an educator.
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Simon Kwan
