Tsinghua University has given me more than just accumulated knowledge; it has instilled a rational, in-depth, and systematic way of thinking when confronting problems. For me, education has never been about “what to teach,” but rather “how to teach” and “why to teach.” A truly good teacher should possess two abilities: first, the capacity to help students construct a complete and clear logical framework of knowledge; second, the ability to accompany and guide them out of difficulties when they feel lost, anxious, or lose confidence. In my teaching, I place great emphasis on training students in “thinking modeling.” For instance, when teaching physics motion, I help students first construct a mental picture of the physical scene before deriving the model equations. In mathematics, I stress asking why first before deducing “how.” This pedagogical approach not only strengthens students academic foundations but also cultivates their ability to approach problems with clarity and autonomy.

One student arrived with a weak foundation in mathematics and particularly low self-confidence, often doubting herself when faced with challenging problems. Instead of resorting to high-pressure drill-and-kill methods, I focused on sparking her interest and building her confidence. I guided her through systematic training, refining both her problem-solving mindset and her pacing during exams. Two years later, she not only achieved 10 A* grades in math but also secured offers from UCL and LSE, transforming from a math-phobic student into one brimming with mathematical confidence. This experience reaffirmed my conviction: no student is born a “natural talent.” But when teachers recognize each students unique rhythm and potential, they can guide them toward their own optimal solutions. Education isnt just about academic competition—its about seeing the effort and perseverance behind every students growth.