undergraduate | graduate | students' achievements
Teaching Statement

In writing this teaching statement, I look back to my own learning experience and how I have been applying them to my teaching methodology. This teaching statement is about my reflection on learning and teaching. According to a traditional definition from the dictionary, to “teach” means “to impart knowledge or skill to somebody by instruction or example.” However, I question this definition of teaching in today’s context. In the digital age we live in, students can easily obtain information from various channels without ever leaving their home. In this context, I as a teacher don’t just impart knowledge. I have to delve deeper to understand how learning occurs within my students. I have been looking at my own learning experience for some answers.

Learning for me is a process of discovery and understanding along with a healthy dose of curiosity, practice and persistence. It is a life-long process, in which each individual has his/her own pace of development and interest. Having had the opportunity to teach in Hong Kong and United States before, and now at the York University, I have had the good fortune to interact with a culturally diverse student body. It has made me very aware of and interested in cultural differences and how it affects the way people learn. I respect every individual’s cultural background as much as I value my own upbringing steeped in Confucian and Buddhist philosophy. I see each student as an individual with potential. I don’t believe that a “teacher” is the absolute authority of “knowledge” because I often find myself learning from my students. I see myself as a facilitator for learning rather than a person brings knowledge to the class. To return to the proverb, my role is to attract students to walk through the doors of knowledge. <...>

(download the full version < pdf: file size 376 KB)