Looking back at 2024: I find myself in a position I never anticipated: teaching at Shanghai Ocean University. Before embarking on my teaching journey at this university, I dedicated time to thoroughly research its structure and environment. This preparation was crucial in understanding the unique characteristics of the institution, particularly its division into two distinct campuses: Lingang and Yangpu. Each campus has its own identity, resources, and student demographics, which significantly influence the teaching experience. Shanghai Ocean University is a vibrant academic institution. It presents an extensive array of programs, with a strong focus on ocean related disciplines. The campus is equipped with state-of-the-art facilities. From well-equipped laboratories for scientific research to modern classrooms facilitating interactive learning, a lively and engaging learning atmosphere pervades. The faculty at Shanghai Ocean University is highly committed. They are dedicated to delivering high quality education, not only imparting knowledge but also mentoring students throughout their academic journey and future professional endeavours. The university places great emphasis on hands on learning. Through internships in relevant industries, such as fisheries companies or food processing plants, and practical projects, students can acquire real world skills. This approach better equips them for the challenges of their future careers. Moreover, Shanghai Ocean University fosters innovation and creativity among its students. It encourages them to break traditional boundaries, think innovatively, and contribute meaningfully to the development of ocean-related fields, as well as broader scientific and technological advancements. These programs artfully blend theoretical knowledge with practical applications, whether it's in fisheries, aquaculture, or food science. Unfortunately, based on what I've heard from my colleagues at Shanghai Ocean University, the university currently has only one campus, namely the Lingang campus. In the past, it was indeed originally composed of two campuses: the Lingang campus and the Yangpu campus. The Yangpu campus had its own unique charm and played an important role in the university's development for a long time. It was home to various academic departments, research facilities, and student activities. However, regrettably, after 2008, due to a series of factors such as educational resource reallocation and strategic planning adjustments, the Yangpu campus ceased to operate. The decision was not an easy one and was met with a tinge of sadness among those who had deep connections to the place. Subsequently, the campus was taken over by another university. This transition marked the end of an era for Shanghai Ocean University's multi campus setup, and now all of the university's educational, research, and administrative functions are concentrated at the Lingang campus, which has since undergone further development and expansion to meet the evolving needs of the university community. My primary focus is at Lingang campus. The journey to this point was unexpected. Initially, I had no idea that I would be assigned to this prestigious institution. However, my boss explained that this opportunity was beneficial for me due to the convenience of transportation. Commuting to the university can significantly impact my teaching experience and overall well-being. The staff bus, although not conveniently located near my home, offers a manageable solution for accessing the university. As I settled into my role, I realized that my teaching assignment was limited to just four months. This timeframe allowed me to immerse myself in the academic environment and engage with students eager to learn. The classroom has become a familiar and cherished space. While the possibility of continuing to teach here after these four months of 2024 is alluring, the path ahead is uncertain. But for now, I focus on the present, pouring my heart into teaching and hoping that the decision will become clearer with time. The experience was enriching, as I had the chance to share knowledge and foster discussions around critical topics. I was entrusted with the responsibility of teaching six classes, each comprising students who are required to complete a Speaking course as an integral component of their major degree for their postgraduate in order to graduate. As I embark on my teaching tenure at Shanghai Ocean University, the excitement and anticipation are palpable. The photos I took at Shanghai Ocean University Lingang campus Lingang campus during my initial days serve as a visual representation of this new chapter in my professional life. They capture not only the physical environment of the university but also the emotions and aspirations that accompany the start of a teaching career.<br>These photographs symbolize not just a beginning but also a commitment to growth—both personally and professionally—as I navigate this new role at Shanghai Ocean University. They encapsulate my hopes for creating an engaging learning environment where students can thrive academically while developing a passion for their majors.<br>As I look at the photos of myself around this university, I'm reminded of the collaborative spirit that exists within the university. I'm excited to work alongside my colleagues and students, sharing experiences, and learning from their expertise. We can develop interdisciplinary projects that bridge different departments, such as combining marine biology and environmental science to study the impact of climate change on ocean ecosystems with Spoken English. This collaborative approach will not only enrich my teaching but also provide students with a more comprehensive and well-rounded education. In the long run, I hope that these photos will serve as a reminder of the journey I've taken at Shanghai Ocean University Lingang campus. As I watch my students grow, achieve their academic goals, and move on to successful careers, I want to look back at these images and know that I played a part in their development. I'm committed to using these photos as a source of inspiration, constantly striving to improve my teaching methods, and making a positive impact on the lives of my students. I believe that through hard work, dedication, and a passion for education, I can contribute to the continued success of Shanghai Ocean University and help shape the next generation of ocean-related professionals. As I stepped into the classroom at Shanghai Ocean University Lingang campus, a blend of anticipation and exhilaration coursed through me. It was my first time teaching, and the room was filled with eager students, their eyes bright with curiosity. I took a deep breath, ready to embark on this new adventure.<br>I could see a mix of excitement and apprehension in their expressions, a mirror of my own feelings.<br>I went on to share a bit about my background, my passion for the subject we would be exploring, and my hopes for our time together. I encouraged them to engage, to ask questions, and to embrace the journey of learning that lay ahead.<br>The introduction was more than just a formality; it was the start of a shared experience, a commitment to grow and learn together in this vibrant academic community. <p class="ql-block">During Autumn Semester 2024, I had the opportunity to teach one English course. It is Speaking 4 for non-English major postgraduate students. This experience was particularly noteworthy due to the unusual timing of the semester's start. The semester commenced later than anticipated, raising concerns about whether we would be able to complete all the required units within the allotted time. The interactions with the students have been like precious jewels in my teaching crown. Receiving the opportunity to teach six classes at Shanghai Ocean University Lingang campus is an exhilarating prospect. The division of these classes, with three on Mondays and three on Thursdays, creates a unique rhythm and set of challenges and opportunities. Teaching six classes in total, split between two days, comes with its fair share of challenges. One of the main challenges is maintaining high energy and engaging teaching for each class. With multiple classes in a day, there's a risk of fatigue, both for me and the students. To combat this, I'll need to incorporate short breaks, vary my teaching methods, and keep the content fresh. Every Monday and Thursday, their curiosity and energy have filled the room, making it a lively place of learning. There are those moments when a student's eyes light up with understanding, and it makes all the effort worthwhile. It's these small victories that make me consider staying on. Teaching at Shanghai Ocean University Lingang campus gives me the chance to interact with a diverse group of students who are passionate about various aspects of their studies. I can build strong relationships with them, not only guiding their academic growth but also learning from their unique perspectives. The repetition of teaching similar courses on different days allows me to refine my teaching methods, making them more effective over time. Looking at the students I teach this semester; they are somewhat different to others I taught in the past at other universities but why? Let's take a look at them and explain why they are different.</p> <p class="ql-block">Now, let's talk about the overall performance of the first group of classes of postgraduate students of 2024 whom I teach during this Autumn Semester 2024 as part of my teaching reflection. I've had the privilege of witnessing countless remarkable moments in the classroom, but nothing quite compares to the sight of my students actively engaging in discussions. What truly impresses me the most is the eagerness with which these bright minded individuals, who aren't even English majors, are able to articulate their thoughts in class. When I pose a question, their eyes light up with excitement. They immediately start brainstorming, drawing on their own experiences, knowledge, and perspectives. And then, without hesitation, they raise their hands high, ready to share their answers. Whether it's a simple opinion or a well thought out analysis, each contribution is unique and valuable. These students are not just passive learners; they are active participants in their own education. Their energy is infectious, and it fills the classroom with a positive and dynamic atmosphere. Every time I see them engaged in a lively debate or sharing a new insight, I feel a deep sense of pride. It's not just about their academic achievements; it's about their growth as critical thinkers and communicators. I'm excited to see where their journey of learning will take them next, and I'm honored to be a part of their educational experience. </p> <p class="ql-block">Here are the photos of my Speaking 4 during Autumn Semester 2024 at Shanghai Ocean University Lingang campus. These students are the Postgraduate classes of 2024. I never taught them before, and I know what the reason is. They are likely a diverse mixture of different majors who study Spoken English as a non-major component of their postgraduate degree program at Shanghai Ocean University Lingang campus. This situation presents an interesting dynamic in the classroom, as these students come from various academic backgrounds, which can enrich discussions and collaborative learning experiences. My academic manager informed me that this cohort would serve as a first group for iterations of the course, with a second group of the different or same majors scheduled to begin next semester. This context has provided me with valuable insights into both teaching and learning dynamics. However, I recalled that I had previously engaged with other students at Shanghai Ocean University Lingang campus under similar circumstances who are the first group. This earlier experience lasted for only three weeks for me as I was continuing with other stuff, and I remembered that this was conducted almost entirely online during the Autumn Semester 2022. During that brief period, I interacted with students who were also pursuing their postgraduate degrees in which they must learn Spoken English as part of their degree. I can't remember what majors they were but there appears to be similarities between them and the ones I teach for this semester. One of the most striking aspects of teaching this course was the diversity among students' backgrounds and academic disciplines. Each student brought their own perspectives, experiences, and expectations regarding communication skills. This variety not only enriched classroom discussions but also posed challenges in terms of addressing different learning styles and proficiency levels. I recognized early on that tailoring my teaching methods to accommodate this diversity would be essential for fostering an inclusive learning environment. They should remember this quote: Success usually comes to those who are too busy looking for it.</p> <p class="ql-block">This is Oral No. 19 class. The students in this class exhibit numerous strengths that contribute to their success both academically and in everyday life. They are highly regarded for their commitment to their studies, consistently achieving excellent grades while adhering to school and class regulations. Their diligence and persistence set a standard for peers, making them exemplary role models within the educational community. Their conscientious approach to learning is widely acknowledged, showcasing a serious and hardworking attitude that inspires others.</p><p class="ql-block">I sincerely hope these students harness their intelligence to delve deeper into their studies, embracing challenges with enthusiasm. It is essential for them to cultivate courage and confidence as they pursue their goals. Those who aim for greatness will not be deterred by temporary setbacks; rather, they will persevere with determination. </p> This is Oral No. 20 class. The students exhibit a proactive learning attitude, consistently establishing specific and measurable goals that guide their educational journey. They actively seek out additional resources and opportunities for growth, which not only deepens their comprehension of the course material but also equips them for future academic challenges.<br>I hope these students will maintain their exemplary work ethic while aiming for even greater accomplishments in both their academic endeavours and future careers. This is Oral No. 21 class. The students exhibit a proactive mindset, setting clear learning objectives that guide their educational journey. They not only excel in mastering the content of the Speaking course but also actively engage in speaking practice during class sessions. Their honesty and friendliness foster a supportive classroom environment, promoting harmonious relationships among peers. They demonstrate a willingness to assist others and show enthusiasm in participating in various course activities.<br>I hope they can continue to maintain and promote their excellent work style, work diligently, and strive to achieve greater results in their future work and studies. This is Oral No. 23 class. If each student in this class is a vibrant flower in a blooming garden, then they are the most colourful and resilient among them. Observing them like a nurturing gardener, always encouraging growth and collaboration. I am genuinely proud of their achievements.<br>In the future, I want to remind them that there are oceans beyond the shores, and there are dreams beyond dreams. Perseverance and kindness will always be their guiding stars on the journey to success. This is Oral No. 22 class. The empathy displayed within this class is reminiscent of a gentle breeze that fosters connection among individuals. Their ability to listen actively and support one another creates a nurturing environment conducive to growth. This collaborative spirit not only enhances their learning experience but also prepares them for future teamwork scenarios in diverse settings.<br>I encourage them to carry this empathetic approach into their future interactions, as it will be invaluable in building strong relationships both personally and professionally. This is Oral No. 24 class. The students in this class exhibit a remarkable ability to work together harmoniously. Their collaborative spirit fosters a sense of community and, encourages the sharing of ideas, which enhances their learning experience. They thrive in group settings, where they can combine their diverse talents and perspectives to tackle challenges creatively. This teamwork not only strengthens their academic performance but also prepares them for future endeavours where collaboration is essential.<br>I hope they continue to nurture this collaborative spirit by engaging in group projects and extracurricular activities that require teamwork. By doing so, they will develop essential skills such as communication, conflict resolution, and leadership, which are valuable in both personal and professional contexts. As I reflect on the latter half of 2024 during the Autumn Semester, I am overwhelmed with a sense of gratitude for the invaluable experiences I have encountered at Shanghai Ocean University Lingang campus. The interactions I have had with students have been profoundly enriching and fulfilling, allowing me to impart my knowledge and enthusiasm for teaching in meaningful ways. Although my time at Shanghai Ocean University Lingang campus was confined to just one semester, the connections I established with the students will undoubtedly leave a lasting impact on both their lives and mine. Observing their growth and fervour for learning has been one of the most rewarding aspects of my teaching journey. It is this shared passion for knowledge that creates an atmosphere conducive to exploration and discovery. The experience has not only enriched my professional life but has also deepened my appreciation for the transformative power of education.<br><br> It's understandable that my time at Shanghai Ocean University Lingang campus during the year of 2024 was just that one semester of Autumn Semester, especially since I was new to the campus. As the end of the semester drew near and our final lesson together loomed, an unexpected and delightful occurrence took place. I was donning a bright red Santa hat, spreading a bit of Christmas cheer around the classroom. To my pleasant surprise, several students approached me, their faces alight with excitement and the holiday spirit. They shyly asked if they could take selfies with me. There was a palpable sense of joy and camaraderie in the air as we huddled together for those snapshots. Each click of the camera seemed to capture not just our images but also the unique bond we had formed over the course of our time together. Their smiles were wide and genuine, and I could feel their enthusiasm radiating. <br>These simple yet precious moments became a highlight. It was a beautiful reminder of the connection between educators and students, and how a small gesture like wearing a Santa hat could create such a warm and memorable experience. I will surely cherish these memories for a long time to come, as they are a testament to the wonderful relationships that can blossom within the walls of a classroom. These students are the first cohort of Postgraduate classes of 2024 who are non-English majors from different majors whom I taught during Autumn Semester 2024 at Shanghai Ocean University Lingang campus in Autumn Semester 2024. It was truly a remarkable display of their affection and regard. Even after the festive adornment of the Santa hat was removed for the formal class photos, these students' enthusiasm remained undiminished. Their bright smiles were like beacons of warmth, lighting up the space around us. With an eagerness that was both endearing and touching, they stepped forward, unabashedly asking for a photo with me sans the holiday headgear of my Santa hat. It made me realize that it wasn't just about the novelty of the Santa hat or the Christmas spirit; it was about the connection we had cultivated throughout our time together to celebrate Christmas. Their desire to have that moment captured, regardless of the external trappings, spoke volumes about the bond that had developed between us. It was a heartening affirmation that the relationships we build in the classroom can transcend the ordinary and become something truly special and meaningful. And then there were these photos of students asking me for selfies without me wearing a Santa hat. I truly cherish this moment. It was a spontaneous and heart-warming occurrence. The students' eagerness and enthusiasm were palpable as they gathered around, their faces alight with excitement. There was an air of informality and genuine connection in those snapshots. It wasn't about any elaborate setup or a planned photo op but rather a pure and unscripted interaction. These photos capture the essence of the easy rapport and mutual respect that had developed between us. They are a tangible reminder of the simple yet profound joys that can be found in the relationships formed within an educational setting. Each smile, each pose, and every expression frozen in those pictures tells a story of a unique and memorable encounter that I will always hold dear in my heart. Each photo is a testament to the bond that we formed, albeit in a relatively short period. This campus provided a unique backdrop for this connection to flourish. The stately academic buildings, with their imposing architecture and well-lit classrooms, are a silent witness to the countless hours of learning and teaching that took place. These images freeze the moments when we walked those paths together, discussing everything from academic theories to personal dreams. Again, these students are the first cohort of Postgraduate classes of 2024 who are non-English majors from different majors whom I taught during Autumn Semester 2024 at Shanghai Ocean University Lingang campus in Autumn Semester 2024. Those photos are not just pictures; they're tangible memories of the time I spent together, the knowledge I imparted, and the moments of shared laughter and understanding in the classroom and around the campus. The anticipation of seeing them again next time adds an extra layer of excitement to this whole experience. It shows that I truly value the relationships I've begun to build with these students. And when I do meet again, those photos, regardless of whether they are pictures taken during class or selfies of students with me, hold precious memories. They capture the moments of interaction, the smiles, and the unique experiences we had together during that special semester at Shanghai Ocean University Lingang campus. Here's hoping the next encounter is filled with even more joy and memorable moments! Even though it was a relatively short period, it's evident that I made a connection with them. <p class="ql-block">As the semester draws to a close at Shanghai Ocean University Lingang campus, I had the privilege of making a final presentation to my dear students. I shared with them a timeless quote from Confucius "Is it not a pleasure to study and practice what you have learned?", reminding them of the joy that comes with learning. I wished each of them all the best on their academic journey and expressed my hope that they find joy and fulfillment in their pursuit of knowledge. It's been an honour teaching them all, and I look forward to seeing where their paths lead.</p> <p class="ql-block">As the students of the first cohort of non-English majors in the 2024 postgraduate classes who will be edging for the year ahead of 2025, they stand at a significant juncture in their academic sojourn. With merely one or two years remaining until they don their graduation caps, they are inevitably engaged in profound introspection regarding the multitude of experiences they've amassed, the personal and intellectual growth they've achieved, and the meaningful connections they've forged during their tenure at the university.</p><p class="ql-block">These students, on the cusp of embarking on their professional odysseys, whether they elect to tread the path of education or venture into other diverse fields, are poised to encounter a world replete with opportunities and challenges. It is our sincere wish that they navigate their chosen careers with aplomb, attaining the pinnacle of success and a profound sense of fulfillment.</p><p class="ql-block">The impending semester brings with it a tinge of melancholy, for it heralds the absence of Spoken English courses with me and other foreign teachers. As many of these students will soon disperse from Shanghai Ocean University to engage in research or experiments, the uncertainty of future reunions looms large. Will our paths cross again in the labyrinth of time? One can only hope. The memories of our interactions, the classroom discussions, and the shared laughter will, however, endure, serving as a testament to the transient yet impactful moments that define the university experience.</p> For the year 2025 ahead: The indication from my academic manager regarding a potential extended teaching assignment at Shanghai Ocean University in 2025 is a significant milestone in my professional journey. This prospect not only excites me but also reinforces the notion that my contributions to the university have been recognized and appreciated. Such acknowledgment is crucial for any educator, as it fosters a sense of belonging and motivates one to strive for excellence in their teaching practices. Receiving feedback that my work has been valued is immensely gratifying. It suggests that I have made a positive impact on my students and the academic community at large. This recognition serves as an affirmation of my teaching methodologies, engagement with students, and commitment to fostering an enriching learning environment. Understanding that my efforts are acknowledged encourages me to continue refining my skills and exploring innovative approaches to education. The potential for further professional development within the university's framework is particularly appealing. Engaging in an extended assignment would provide me with opportunities to deepen my expertise in teaching, expand my curriculum design capabilities, and collaborate with colleagues on research initiatives or pedagogical strategies. Such experiences are invaluable as they contribute not only to personal growth but also enhance the educational offerings at Shanghai Ocean University. In addition to the exciting prospects for 2025, I have been instructed to continue teaching the same Speaking course but with different groups of students. This continuity allows me to refine and adapt my course content based on previous experiences while tailoring it to meet the unique needs of each new cohort. Teaching multiple classes presents challenges such as varying levels of proficiency and diverse learning styles; however, it also offers opportunities for creativity in lesson planning and classroom management. As I prepare for this ongoing responsibility, I am reflecting on various aspects of my teaching practices. I aim to assess what worked well in previous iterations of the course and identify areas for improvement. Gathering feedback from students will be essential; their insights can guide adjustments that enhance engagement and learning outcomes. Additionally, I plan to incorporate more interactive elements into the curriculum, such as group discussions or role-playing exercises, which can foster a more dynamic classroom atmosphere. The prospect of an extended teaching assignment at Shanghai Ocean University represents a pivotal moment in my career. It highlights both recognition of past contributions and potential pathways for future growth within academia. As I continue teaching the Speaking course, I remain committed to evolving as an English teacher who meets diverse student needs while contributing positively to the university community at Shanghai Ocean University.