Teaching at a Chinese university had been one of the most
interesting experiences I had. As I entered my seventh week, I reflected on the
differences between teaching in China and my past experiences. Walking through
the campus to my first class, I noticed how kind and welcoming everyone
was—both staff and students. There had been a genuine sense of respect, and the
transition into this role had gone smoothly.
On the day of the sports meet, the campus transformed
into an energetic hub. The opening ceremony, filled with music and cheering
crowds, took place in the gymnasium, one of the more modern buildings on
campus. It wasn’t just for athletics—there were stages for performances and
badminton courts, showing its versatility. Seeing the students take part in the
events, I felt the strong sense of community that had set this school apart
from others.
Campus life followed a different pace. Unlike
sprawling Western universities, this campus was compact, dotted with small
parks where students could read or relax. Though it wasn’t a Tier One
university, it had its own charm, serving as an engineering trade school.
However, there had been practical challenges, such as a lack of charging
stations for e-bikes. Only one spot was available, so charging my bike
had been a competitive task at night.
When I wasn’t teaching, I often spent time in the library,
especially in the quiet, underused English section. It had been the
perfect place for lesson planning or reading. Preparing for large classes had
been one of the biggest adjustments. I was used to small groups, but here, I
often taught classes of hundreds. Creating videos, preparing PPTs
with over 100 slides, and using a variety of methods to keep students engaged
had become my norm. I couldn’t just stand at the front of the class. Instead, I
moved up and down the aisles, cracking jokes, getting students to talk, and
making sure they stayed interested.
It was a very different teaching style from what I had been
used to, but I quickly learned that keeping things fun helped students
stay engaged. Sometimes, students drifted off or checked their phones during
class. In those cases, I lightheartedly took their phones, making sure to get a
laugh from the rest of the class.
Despite the challenges, the department had given me
great support. I had complete freedom to design my own curriculum, which had
been both exciting and overwhelming. Coming up with lesson plans from scratch
required long nights and plenty of coffee, but I knew that, over time, the
effort would pay off as I built a solid collection of materials to reuse.
Living on campus had been a bonus. My apartment was just 50
meters from my classroom, making my daily commute the most convenient I had
ever had. On teaching days, I would roll out of bed, grab breakfast, and walk
to the classroom in a matter of minutes. It was a simple setup, but it made the
long teaching days much easier.
The classrooms themselves were practical but basic.
The chalkboards reminded me of school days I thought I’d left behind,
but they worked well enough. The only issue had been the dust that covered
everything. I had to get used to it again, despite the fact that it got on my
clothes and hands. The restrooms, on the other hand, were very basic—no
soap, no paper towels, and no toilet paper. I had to bring my own supplies,
which took some adjustment.
The administration had treated me well, even giving
me a brand-new TV for my apartment. They made sure I felt comfortable,
which I appreciated. The administrative buildings were nicer than the
classrooms, but that wasn’t much of a surprise.
By far, the biggest challenge was lesson planning.
Some students knew English well, while others barely understood the basics.
Creating content that engaged everyone had been difficult, especially with
classes as large as mine. I often met with other English teachers over a beer,
brainstorming new ways to make the material interesting. The workload had been
heavier than I expected, but I worked hard, knowing that I would eventually
have a treasure trove of lesson plans to draw from.
One of the best parts of teaching here was the time off. I
had long breaks during Spring Festival and summer, which allowed
me to travel. Exploring new places had been one of the main reasons I came to
China, and with this job, I had the perfect balance between work and travel.
After four years, I had started to feel more at home.
Teaching in China had challenged me, but it had also been incredibly rewarding.