Qiaohui Zhuang

• Taught Mandarin to multicultural student groups from diverse cultural and linguistic backgrounds, fostering a welcoming and inclusive classroom that respected cultural differences.

• Designed interactive, student-centred lessons (games, storytelling, role plays, cultural tasks, videos) to ensure high levels of involvement and active participation.

• Applied bilingual instruction (Mandarin–English) to provide clarity and immersion, enabling students to acquire language skills while developing cross-cultural awareness.

• Encouraged students to actively experiment and practice, using a learning cycle of pre-class preparation, in-class exercises, and end-of-lesson reviews to consolidate knowledge and reinforce progress.

• Engaged with students beyond classroom time and communicated regularly with parents and colleagues to provide feedback, align teaching strategies, and support student confidence—reflected in consistently positive evaluations.

• Delivered IELTS preparation courses across all four skills (listening, speaking, reading, writing) using communicative and task-based learning approaches to develop academic English proficiency.

• Integrated digital platforms (Quizlet, Padlet, Kahoot) with interactive classroom activities (group debates, peer review workshops, role plays) to create multimodal, student-centred learning experiences.

• Designed and administered weekly mock tests and diagnostic assessments, providing targeted written and oral feedback; students achieved an average +1.0 band score improvement in 8 classes.

• Implemented differentiated teaching strategies in multicultural classrooms, fostering inclusivity and respecting cultural differences; enhanced student engagement, confidence, and sense of belonging through scaffolding, pronunciation support, and peer collaboration.

• Taught in both classroom and one-to-one settings, tailoring lesson plans to individual needs, and collaborated with colleagues in team-teaching environments to align assessment practices and share best teaching strategies.

• Diagnosed student weaknesses in reading comprehension and essay writing through diagnostic tasks, identifying gaps in grammar accuracy, logical flow, and textual analysis.

• Scaffold writing instruction, guiding students step by step in thesis development, paragraph organisation, and cohesive devices, while embedding grammar in authentic writing practice.

• Taught reading strategies (skimming, scanning, inferring, summarizing) to improve speed, accuracy, and critical understanding of complex texts.

• Managed classroom dynamics by setting clear expectations, organising group activities, and maintaining discipline to ensure a collaborative and focused learning environment

• Consistently provided constructive feedback to motivate and support students in every class.