|Last Resume Update||16/08/2018|
|Address||Topeka, Hong Kong|
|Where are you living?||Outside Viet Nam|
|Expected Location:||Hồ Chí Minh, Đà Nẵng, Hải Phòng|
|Expected Salary:||25 - 30 USD per hour|
I've been a senior tutor at Pattison English in Shenzhen, China for the last eight years. I've taught nearly all of the international entrance tests, but my primary responsibilities have involved teaching English language and literature, and also grammar.
There’s a difference between knowing and understanding. I know about quantum physics, but I’m fairly certain that I don’t understand it. It’s my belief that an “educated” person has developed the ability to learn curiously, objectively, independently, logically, and empirically, placing great emphasis on experience and the utility of foundational principles to build understanding. Cultivating the ability to understand, not to know, is a teacher’s primary mission; educators cannot expect anyone to memorize very word and memorize the answer to every math problem - that’s extremely illogical and unrealistic. Thus, I strongly encourage the ‘understanding” of knowledge, including the mastery of basic arithmetic and grammar, as the golden keys to education.
As a composition and literature teacher for the past eight years, I have chosen to elicit discovery as a deconstructionist. A good teacher facilitates experience but elicits discovery; however, discovery requires acknowledgment, a recognition of something familiar in something unfamiliar. Inevitably, we use what we know to discern what we don’t. The Roman emperor Marcus Aurelius communicated this by suggesting the question: “What is a thing in and of itself?” In other words, by focusing on, observing, and substantially questioning what we know, or think we know, we find “facts" that can be further explored to deepen our understanding of the unknown. It seems to me that other attempts at discernment may not only be illogical and non-empirical but also impossible. The beauty of education lays in the “known unknown” becoming a “known known.” There is great joy in this transition, perhaps one of the greatest joys in life, but the transition is bound and limited by experience. Essentially then, in my approach to education, for both myself and my students, I also encourage the process of guided discovery to unravel hidden meanings and to arrive at deeper understandings. Sometimes this involves the reinforcement of epistemology through a bit of rational skepticism.
As a teacher I try to be objective, patient and fair and lead by example. I encourage my students to develop a life-long love of learning. I understand I can never teach them everything they will need to know just as I will never know everything - but I can teach them how to figure things out by themselves, and ultimately pass on this ability to the next generation. As Henry David Thoreau said:
“That age will be rich indeed when those relics which we call Classics, and the still older and more than classic but even less known Scriptures of the nations, shall have still further accumulated, when the Vaticans shall be filled with Vedas and Zendavestas and Bibles, with Homers and Dantes and Shakespeares, and all the centuries to come shall have successively deposited their trophies in the forum of the world. By such a pile we may hope to scale heaven at last.”