During my university years, I was deeply involved in multiple cross-border e-commerce and corporate management projects, gaining a profound understanding of how global markets operate.
After transitioning into A-Level Business teaching, I aim to help students transform “book knowledge” into “real-world skills.” Business isnt merely a subject—its fundamentally a way of understanding the world and making decisions.
In my classroom, I extensively employ case-based teaching. Tailoring to student interests, I select familiar brands like Apple, Nike, and Tesla for analysis, embedding corporate strategy, financial management, and marketing within authentic contexts. This approach helps students develop a three-pronged thinking pathway: knowledge-application-reflection. Crucially, I guide students to shift from consumer thinking to managerial thinking, empowering them not only to “learn” but also to dare to “think.”

Business courses present challenges on three levels:
Broad content, deep application, and complex expression.
They span multiple domains including operations, human resources, finance, and marketing, testing not only students comprehension but also their integration skills. In exams, students must analyze corporate issues through case studies and propose actionable solutions, demanding structured expression and critical thinking. I often encourage them to treat business papers as “consulting reports for CEOs”—requiring precise language, rigorous logic, and implementable recommendations. Additionally, I provide personalized guidance tailored to each students thinking style, helping them discover their most effective communication approach. Business learning is like brewing wine—it cannot be rushed. Only through the accumulation of time, experience, and skill can one craft the fine wine of high scores.
Witnessing students evolve from initial confusion to independent judgment and clear expression—this is the very essence of why I remain committed to education.