Hat Ceremony | 哈罗帽冠于头顶，荣誉谨记心间

Mr. Booth 有着多领域而丰富的教育和工作经历，他在林肯大学修读动画制作，后于曼彻斯特城市大学取得PGCE（Postgraduate Certificate in Education）证书和SCITT (School-Centred Initial Teacher Training) 证书。去年，他在牛津布鲁克斯大学完成特殊教育硕士（MA in Education (SEND）) 的学习。他有着超过10年的教育经验，曾任教于多所英国当地小学和中国国际学校。作为一名经验丰富的小学老师，他致力于营造一个鼓励交流、创造和合作的学习环境。在中国各地的教学经历，让他认识到建立一个安全、支持性的学习环境十分重要，以促进相互尊重、善意和理解。此外，他还曾任职于英国阿德曼动画公司，为风靡全球的定格动画《超级无敌掌门狗》建模！

Mr. Hogrefe来自美国。在西康涅狄格州立大学学习期间，他主修英语和比较文学，辅修专业为历史。他在美国和中国都有着多年教学经验，语言学专业的背景让他尤其擅长雅思、托福考试教学，因为他懂得如何带领非母语的学生学习英语。而曾组织中国学生参加美国文化研学项目的经验，让他敏锐地洞察到双语学习者的课堂所需的内容、技巧和方法，比如很基本的一点是双语学生不仅需要教材，还需要将教材按核心内容分解剖析。同时他还是汉语水平考试（HSK）1级学习者，也十分热衷使用新式教学软件等 “黑科技” 优化他的课堂。

单老师先后于武汉和香港修读国际中文教育专业，持有从幼儿园到高中多学段教师资格证。她对教学充满热情，在实施探究式教学法和以学生为中心的教学方面积累了丰富的经验，致力于创造一个能让学生充分发挥自己潜能的学习环境。她非常强调对学生的尊重、同理心和保持开放的心态，并且鼓励学生们积极参与合作，勇敢表达自己的想法，进行热烈的讨论，从而培养学生们的批判性思维和沟通技巧。

温老师本科专业为英语，后来于意大利米兰大学取得国际交流与合作硕士学位，持有意大利语和德语中级语言证书，以及多学段的教师资格证书和国际中文教师证书。她曾旅居欧洲6年，在德国和意大利执教于当地的儿童与青少年语言培训班。海内外的任教经历让她深感引导和激发孩子们学习的主动性和创造性，比传统教育方式更有意义，也让她在教学中专注于帮助学生发现自己的热情和天赋所在。

蒙老师本科主修国际事务与国际关系，后于英国格拉斯哥大学取得教育研究硕士学位。多年身处国际教育环境，让她有着坚实的学术基础、优秀的跨文化交流经验和跨学科学习的能力。她坚信教育工作者的责任不仅是传授知识，更是启发学生寻找学习的热情和志趣，使其享受挑战自我的过程并拥有解决问题的自信和能力，成为终身学习者。

唐老师于四川外国语大学取得英语学士学位和英语语言文学硕士学位，并于英国埃塞克斯大学取得TEFL（Teaching English as a Foreign Language英语作为第二语言教学）硕士学位。唐老师从事多语种学生的教学工作已近8年，在澳门和英国的执教经历让她积累了丰富的实践经验，她善于采用灵活的教学方法、设计互动活动和小组项目，寓教于乐，同时看重每个孩子的品格发展。她坚信全人教育包括智力和社会情感的共同成长，而这需要为学生创造一个支持性、有吸引力的学习环境。

Mr. Booth has had a varied education and work experience. He studied Animation at the University of Lincoln, and later obtained his PGCE (Postgraduate Certificate in Education) and SCITT (School-Centred Initial Teacher Training) at Manchester Metropolitan University. Last year he completed his MA in Education (SEND) at Oxford Brookes University. He has over 10 years of experience in teaching in primary schools in the UK and Chinese international schools. As an experienced primary school teacher, he is dedicated to cultivating a learning environment that encourages communication, creativity, and collaboration. Throughout his teaching experience across China, he has learnt the value of building a safe and supportive learning environment that fosters mutual respect, kindness and understanding. Prior to working in education, Mr. Booth has worked for Aardman Animations Ltd. in the UK, where he was a model maker on such productions as Wallace & Gromit: A Matter of Loaf and Death. 

Mr. Hogrefe is from the United States. At Western Connecticut State University, he majored in English and Comparative Language and minored in History. He has many years of teaching experience in both the United States and China. With a background in linguistics, he is particularly good at teaching IELTS and TOEFL, as he has acquired considerable skills teaching students whose mother tongue differs from his own. With his experience of organising cultural study programmes for Chinese students in the United States, he has gained a keen insight into knowing what bilingual students need in the classroom in order to succeed. He knows firsthand that bilingual students require not only a presentation of material, but that the material also needs to be broken down into its core components.  He is also a HSK Level 1 learner and is passionate about using new teaching software and other innovative technology to upgrade his teaching methods. 

Ms. Shan studied International Chinese Education in Wuhan and Hong Kong, and holds multiple teaching qualifications covering education in kindergarten to high school. She is passionate about teaching and has extensive experience in implementing inquiry-based and student-centred teaching and is committed to creating a learning environment that allows students to reach their full potential. She places great emphasis on treating students with respect, empathy and keeping an open mind, and encourages students to actively participate in collaborative work and discussions and to raise their ideas confidently, thus developing their critical thinking and communication skills.

Ms. Wen studied English as her bachelor’s degree and later obtained a Master's Degree in International Communication and Cooperation from the University of Milan, Italy. She holds intermediate language certificates in Italian and German, as well as a multi-grade teaching qualification and an International Chinese Teacher's Certificate. She has lived in Europe for 6 years, where she taught and trained both children and adolescents in Germany and Italy. The overseas and domestic experience have given her a deep appreciation for the importance of guiding and stimulating children's initiative and creativity in their learning rather than the traditional way of teaching, and has led her to focus her teaching on helping students to discover their own passions and talents.

Ms. Meng majored in International Affairs and International Relationship in her undergraduate studies, and later obtained a Master's Degree in Educational Studies from the University of Glasgow, UK. Her years of experience in an international education environment have given her a solid academic foundation, excellent intercultural communication experience and the ability of interdisciplinary learning. She firmly believes that the responsibility of educators is not only to impart knowledge, but also to inspire students to find their passion and interest in learning, so that they can enjoy challenging themselves and have the confidence and ability to solve problems and become lifelong learners.

Ms Tang holds a Bachelor's degree in English and a Master's degree in English Language and Literature from the Sichuan International Studies University, and a Master's degree in TEFL (Teaching English as a Foreign Language) from the University of Essex, UK. Ms Tang has been teaching multilingual students for nearly 8 years and has gained a wealth of practical experience from teaching in Macau and the UK. She is committed to providing flexible teaching methods, designing interactive activities and group projects to make students’ learning process enjoyable, and at the same time valuing the character development of each child. She strongly believes that a holistic education involves both intellectual and socio-emotional growth, which requires a supportive and engaging learning environment for students.