My two-year teaching experience at the National Cheng-kung Senior High School of Taitung--the beautiful eastern costal county of Taiwan-- includes many stories between my students and me.  The most unforgettable stories are not those that occurred in the classroom activities but, rather, those of my exploration into the understanding of my students' life experiences, worldviews, learning attitudes, and future goals by means of teacher-student confidential communications, extracurricular activities, and home visits. 

In addition to teaching, I also served as the class advisor of the students studying aquaculture (水產養殖科學生).  It was an enormously tough challenge to encounter the teenaged students who were skeptical, rebellious, willful, and irresponsible.  By good interactions with my students, however, I won their trust and established the bonds of affection with them.  I have many memories about the interactions between my students and me.  What I recall most deeply is that some of my students wanted to improve their behavior because of my high expectations of what they could do to better know themselves and develop their potential.  I realized later, nevertheless, that each student needs more than one single teacher's support to encourage him to improve his behavior and character.  Those around him play a crucial role in his character-building development, including his close friends and, significantly, the persons whom he loves and respects, such as parents and teachers. 

The following photos only present part of my teaching experiences, each displaying the scenario that refreshes my memories.  Although each photo is just a glimpse of my memories, it keeps track of the stories--joyful and sorrowful alike--which my students and I have experienced and shared on those days.        

I gave the best photos to the students who kept making progress in their studies and deeds.
Below are some of the patchworks made by my students from a variety of unclear
photos for the display on the classroom board.  Because my students regarded them as funny
combinations, they didn't want them.  Accordingly, I collected them at the end of each semester; 
they later became my favorites because they always make me laugh whenever I have a look at them.

The next photo is the classroom design that shows students' creativity;
it won the class the third place in the semester.

The following pictures were taken from different angles of the campus.

The photo below is the view from my campus dormitory.

The final picture posted on the back wall of the classroom
displays my students' creative design
for the Buddhist principle as shown in the words "率性而為"
that I hope my students will follow.
By doing so, my students--I also hope--will eventually
better know themselves and fulfill their potential
as shown in the words "找到自我"
displayed on the front wall of the classroom. 
 

Thanks for coming.

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