在这段期间内， 我收到了来自深圳的很多邀请所以我决定来到深圳教学。在2013年的六月份我来到了深圳，很快我就参与了在深圳教学商务英语的项目中。当我的这份工作合同到期后， 我很期望可以重新回到教育高中生的行列因为我非常享受这个教学的过程，而且我觉得自己的教学经验与教学技巧更加适合这个年龄段的孩子。
I am from the U.K. I have been teaching for nearly 5 years now in China and have taught at many levels all across different societies and people in China.
My first 18 months was a big learning curve for me what with adapting to Chinese culture and familiarizing myself with the students and their goals, for the first 18 months my teaching assignment was in South Hunan Province based at Chinese Public School, This was a great introduction to teaching and I found it both enjoyable and successful.
During this period I had many offers to come and teach in Shenzhen, I first arrived in Shenzhen in June 2013 and I quickly got involved in teaching Business English to professionals from all across the city, after completing my contract period I had a strong desire to return to teaching High School Students as I enjoyed very much teaching them and I felt that my skills were more suited to this age group.
In September 2014 I undertook a promoted teaching position based at an International School in Nanshan, Shenzhen, All students were preparing for the TOEFL or IELTS exam and were mostly students that were going to study abroad, My role at this school was Geography, Literature and ESL teacher and I was also head of Social Sciences, I enjoyed this role very much and was a great experience and privilege to teach there.
Throughout my teaching career my methods of teaching and styles have varied according to the Student/Students being taught. I always like to try and gain a better understanding of what the student is hoping to achieve and also get a better understanding of their personality, once I have achieved this I can adjust my approach. My Main style is the Student-Centered Approach to Learning.
While I am the authority figure in this model, teachers and students play an equally active role in the learning process. My primary role is to coach and facilitate student learning and overall comprehension of material. Student learning is measured through both formal and informal forms of assessment, including group projects, student portfolios, and class participation. Teaching and assessment are connected; student learning is continuously measured during teacher instruction.