Our teaching approach
Six principles drawn from what happens in Max 老師’s own classroom.
English translation of our Chinese teaching philosophy.
Children should be able to explain their reasons. We ask how they reached an answer, rather than only check whether it is right.
We do not label a child as weak or behind. We identify the difficulty: for example, misreading a question or calculating correctly but forgetting the unit.
Stories, experiments and games are starting points. The child should still be able to say which concept they learned.
We record the child’s original thinking, what changed and what to examine next, so parents can follow and teachers can review.
AI can suggest a possible difficulty. Confirming, correcting or rejecting that suggestion remains the teacher’s responsibility.
We record and review progress, explain the evidence and its limits, and do not turn a small sample into a guarantee.
These English summaries translate the summaries on our site. The full original Facebook posts are in Chinese.
AI can produce an answer quickly. In class, the teacher keeps asking, “Why do you think so?” Children try, revise and explain their ideas through everyday examples. The aim is to keep the thinking with the learner, rather than prohibit AI.
Read the original post (Chinese) (opens in a new tab)A real ring-toss challenge brings probability, strategy, cost and decision-making together. The teacher jokes about his own investment judgement: the humour stays with the teacher, while the concepts stay with the children.
Read the original post (Chinese) (opens in a new tab)Before discussing an exam paper, we talk about dreams and setbacks. Getting stuck, receiving a disappointing score and starting again are not things to be ashamed of. Having someone beside the learner can make the next attempt feel possible.
Read the original post (Chinese) (opens in a new tab)Our stated aim is to turn difficult knowledge into confidence and stronger academic performance. The order matters: understanding comes first, then confidence, then a more secure foundation for performance.
That is why we do not teach children to spot a keyword and automatically choose an operation. A shortcut may work for a simple question and fail when the question changes. We ask the child to explain what the question means.