It has been a year and a half since I became a member of the Confucius Institute in New Brunswick in 2016. Throughout the day, I, a little volunteer who knew nothing had been trained as a young and active teacher. When I look back, I would say I am so lucky. The Chinese teaching in our province has completely entered the local teaching system and realized the full coverage of the entire teaching chain from kindergarten to university. Multi-level Chinese teaching provides a broad space for teaching practice. This is an ideal "test field" for Chinese teaching. At the same time, however, pressure and opportunity are always coexisting. To hold on to this world and promote Chinese language teaching requires every volunteer to carry out efficient, innovative, and sustainable teaching practices.
In my initial teaching work, I kept using a consistent teaching method from former volunteers. For elementary and middle school students, the teaching content is mainly cultural experience, supplemented by Chinese language teaching. For high school students, mainly we focus on conversational Chinese teaching. This kind of targeted teaching plan has enabled me to begin teaching Chinese for the first time, and I have gradually entered my students' world. A variety of interesting cultural experience activities have improved students' interest in learning. Vivid and flexible oral teaching has provided possibilities for children to speak up. Over time, this way of teaching in different ways has made my classroom have more children.

In addition to Chinese culture and language, CINB also actively explores and seeks cooperation with local teachers. As nations move toward the world, they need to be inclusive and flexible. To this end, we invite professional Kung Fu teachers to teach martial art classes for children. In music classes, I teach children to sing Chinese songs and enjoy Chinese music. Music and sports have no national borders. Traditional Chinese culture elements are deeply loved by students. Tai Chi is outside soft and inside rigidity. Its form and spirit are combined. Chinese music is melodious and ethereal, and it is truly awe-inspiring. Chinese culture rests on a long-standing tradition. Each lesson is exchanges of culture, no country differences, no cultural background differences, the joy of gathering and mingling at this moment is all because of China. For this reason, I am very proud.
In art class, I hope to work together with students and local teachers to create a work with Chinese characteristics. At the beginning of the semester, I found the art teacher to discuss whether or not students could be organized and work together to create a painting with Chinese elements. The art teacher readily agreed to my request. The idea is to organize students to work together to draw Chinese dragons. Combining this theme, I will give a "Chinese Dragon Culture " lesson to describe Chinese dragon culture and compare it with Western dragon culture. Through the refinement of the "Chinese Dragon" this cultural symbol, students are invited to imagine the image of the Chinese dragon. Afterwards, they are shown pictures of the Chinese dragon. By contrast, students’ impression of the dragon is more three-dimensional. Later in the class, I showed the students the image of the Western Dragon. With the use of multimedia teaching tools, I projected the images of different dragons on the wall. Ask students to think about the difference between Chinese dragons and western dragons, and why they are different. Through in-depth systematic explanations, students' understanding of the dragon has become more and more diverse. Later, as soon as the Great Wall was displayed, the students excitedly said "Chinese Dragon". Therefore, the cultural significance of the Great Wall and Chinese Dragon was successfully introduced.
The significance of setting up an activity is to mobilize the students' enthusiasm for learning and improve their sense of participation. What's more important is to remember the knowledge learned in this lesson. Anyway, activity should serve the accumulation and mastery of knowledge. Therefore, after learning Chinese dragon culture, I took appropriate activities to build a foundation for further perception of dragon culture.
There are three girls in the class who love to draw and have artistic talents. So, I propose that they can form a drawing group, use a brush to express dragon culture, and show the dragon culture they understand. In the following time, they freely discussed, made plans, and executed plans. Each step was done in an orderly manner. Their art teacher, as art director, also participated in the drawing of Chinese dragons. I like painting so I add a few strokes to the dragon's creation.
The drawing process was long but not boring. The students were creative and exceeded my expectations. The final product appeared in front of people. The long golden dragon soared and hovered over the Great Wall, revealing majesty and silence, Protecting the Forbidden City and the tree-lined land with deep cultural heritage. The Chinese dragon, which symbolizes the auspiciousness of Jiqing, has settled in the distant Canadian land. The silent dragon on the drawing paper is breaking through the silence and brings the everlasting wishes of China to the world.
The beauty of Chinese culture is so strong and splendid that it firmly roots in foreign country and grows vigorously. People live in harmony and peace, and the Chinese dragon will also pray for the land with the wishes of the Chinese.
This picture will be permanently stored in the library of Riverview High School.
Women's Day special edition leads the trend and the Confucius Institute goddess expresses the feelings to world. Confucius Institute Headquarters (Hanban) launched a special edition on Women's Day "Approaching to the most beautiful of her! Come and praise the Confucius Institute goddess". Liu Xiaowei, a Chinese volunteer teacher in the Confucius Institute at New Brunswick, was selected among the masses of the Confucius Institutes around the world, and regarded as the Confucius Institute goddess based on her painting "Chinese Dragon" drawn by teachers and students together.