Ocean Cheung was born and raised in Hong Kong, and is also a father of two children.
He has earned a BA in Chinese (second class upper honours), a postgraduate diploma in Education with credit, and MA in English Studies. Ocean has been teaching Mandarin for over 16 years, and throughout all these years he has worked with students from Grades 1 to 12 and with those who speak no Chinese to those who speak Mandarin fluently.
His professional experience has also covered IB PYP, MYP and AP programmes across Hong Kong and Korea.
This blog will be updated by 4:30 P.M. every day.
Teaching philosophy (click to view details)
It was suggested that we teachers should distribute outlines of presentations. This would be appropriate if what I am presenting is content, but what I am trying to convey is process. What I am trying to challenge are received notions of self, of discipline (which is not memorising without thinking or copying without thought), of effective writing as merely “correct” writing. As I have said to some students on more than one occasion, I am not filling the pail; I am trying to “light my students’ fire”. What fire is that? The fire of passion, of confidence, of intellectual curiosity, of imagination, of the excitement of discovery. Outlines and lesson plans do not help me accomplish my teaching goals. My students’ success in the class does not consist of being able to regurgitate the “contents” of the readings.
That is why most of my presentations are not summaries of the readings: quite the opposite. The readings are often points of discussion or targets of attack. Instead of concentrating on what I am trying to elicit from my students, they are reverting to old habits, and to old conceptions of knowledge…