Chalk and Chorus
Leading with Purpose: My Journey with the English Ambassadors
During the 2024/5 school year, I had the incredible honour of co-leading and training the English Ambassadors team alongside a colleague who is also a dear friend. Together, we built a space where students could grow in confidence, develop their communication skills, and discover the joy of using English in meaningful ways. It was a shared journey filled with laughter, learning, and the kind of teamwork that leaves a lasting imprint; not just on the students, but on us as educators.
For the 2025/6 school year, I was asked to lead the team on my own; I felt a deep sense of responsibility. It wasn’t just about continuing what we had started, but it was about stepping into a role that called for vision, dedication, and heart. I take it seriously, not out of obligation, but because I believe in the power of language in shaping young minds. I believe in the potential of every student to not only learn English, but to think in it, dream in it, and use it as a tool for creativity, leadership, and connection.
My students are Chinese children in a primary school in Hong Kong, and I deeply respect and celebrate their cultural identity. They should always be proud to be Chinese, be proud of their heritage, their language, and their values. I also want them to know that being fluent in English is not just a skill; it can be like a superpower that can open doors and allow them to express themselves in ways that reach far beyond the classroom.
I encourage them to aim high, not just in grammar and vocabulary, but in fluency, intonation, expression, and creativity. I want them to be storytellers, presenters, and peer teachers. I hope they will be the kind of English Ambassadors who inspire others, who lead by example, and carry their voices with purpose.
To lead this team is a privilege. Any time I see one of them stand tall and speak with clarity, I’m reminded why this work matters so much to me.
An Ode to My Dad
Teaching young learners how to read in English is more than a job for me; it’s truly part of my calling which is rooted in my own childhood. Before I ever taught any child how to read, I was one too, of course.
I believe that reading fluently and confidently at a young age is not just about knowing the alphabet or sounding out words correctly, but it’s about practice, patience, listening, and having someone who believes in you every step of the way. You have to love the rhythm of words.
My own journey with English began with a quiet but powerful influence, and that was my dad.
He was the main character in my story. He didn’t just teach me how to read; he taught me to love reading. He encouraged me to listen to sports commentators to sharpen my ear for the language, and constantly challenged me to grow my vocabulary. His belief in me was steady and it made all the difference.
Now, as a teacher, I see how children may have the basic tools they need to learn how to read, they can be taught, those tools being, following a reader’s voice with their finger, recognising high-frequency words, and mimicking sounds. However, without a passionate and patient teacher, that spark may never catch fire. Every child needs a cheerleader. I strive to be that cheerleader, just like my dad was for me.
The Magic of Roald Dahl and Dr. Seuss
Roald Dahl’s Matilda was one of my earliest literary obsessions. The story of a brilliant girl who finds solace in books and overcomes neglect. Dahl’s writing style is rich, humorous, and layered with moral undertones. He didn’t shy away from portraying adults as flawed people, or even as villains sometimes, which made his young protagonists more special. Matilda, with the film adaptation, starring Mara Wilson and Danny DeVito, brought the magic to life, but the book’s voice remained unmatched.
Last year, I tasked my 5th graders to re-imagine a scene from Matilda in a drama/play. I showed them the scene where Bruce (after eating a slice of Ms Trunchbull’s chocolate cake) got himself into a world of trouble when Ms Trunchbull forced him to eat an even bigger cake in front of the entire school. For their re-imagined scene I thought it would be fun to have them choose which students would have superpowers as Matilda’s friends, and how they would use these superpowers to help Bruce. The students playing Matilda in each group got to keep the original superpower Matilda had, which is telekinesis.
What a time we had! Some chose invisibility, others went for teleportation, super-speed, super-strength and so on.
Ms Trunchbull illustrated by Lebo Poen
Dr. Seuss, on the other hand, was a master of rhythm and simplicity I thought. One of my favourites by him is Green Eggs and Ham. Its vocabulary is minimal, but I think it really got me when it was featured in, and inspired the name of one of my favourite movies I Am Sam (Sam I Am), starring Sean Penn, Michelle Pfeiffer, and Dakota Fanning. When Sean Penn couldn’t read the sentence: “They perched in silence for a long time” from Stellaluna, and Lucy immediately decided that she hated that book; that they should read their favourite instead Green Eggs and Ham, I cried for the umpteenth time.
Growing up, I devoured these authors’ books alongside other beloved English authors like Lewis Carroll. Alice’s Adventures in Wonderland was another portal into surreal worlds, filled with riddles and eccentric characters. Carroll’s linguistic playfulness echoed Seuss’s style, while his philosophical undertones kind of mirrored Dahl’s depth.
These authors didn’t just entertain me, but they also shaped how I think and how I teach. The best children’s literature speaks to the child and the adult alike.
A Full Circle Moment: In Song and Spirit
In 2016, I experienced one of the most profound full-circle moments of my life. I interviewed for a position at the very primary school I had once attended as a child, a school that has so much history and is deeply rooted in the heart of its community. That school made me who I am, and years later, it was calling me back. When I was offered the job, I was overwhelmed with emotion of course. I would be the new Mrs. Lewin, the music teacher.
For possibly over two decades, Mrs Salome Lewin had been a beloved figure at the school. She was known for her discipline, her passion for music, and her unwavering standards. Singing off-key was simply not an option in her class. She was so strict, but parents loved her, the students, and her colleagues. She gave us structure, melody, and taught us how to sing with a sense of pride in our voices. So, understandably, to step into her shoes felt surreal. I wasn’t just taking on a job; it felt like I was inheriting a legacy.
Each morning, I stood before the school (or, sat in front of the piano as the case was), ready to give the starting note of the day. We began with a Bible story, followed by songs that lifted our spirits. My childhood memories ran back in my mind. The joy of communal singing was the soundtrack to those memories.
Though my time there was brief, just a year; it was a season of immense growth for me. I learned, I healed, and I gave back to a place that had given me so much.
Fast forward to life abroad, where I’ve been working as an English teacher for a few years. Last year, I was asked to write lyrics for our school song. It’s a Christian school, and the theme was “Joyful Life.” I felt instantly at home in the task. Music and faith, my two worlds merging again. The song was an instant hit. My colleagues, the principal, and the students all showered me with kind words. They told me it was the first time the school had an English version of its anthem. I was so moved.
This year, the theme is “Care,” and once again, I was asked to write the lyrics. I felt the pressure. Could I deliver something just as impactful? Thankfully, the new song has resonated beautifully. I’m grateful and humbled.
Working in a nurturing environment, surrounded by supportive colleagues and wonderful students, has reminded me that when you’re aligned with your purpose, beautiful things unfold. From my childhood school to classrooms across the world, music is still the bridge that connects my past to my present.
P4 Students Gain Real-World Experience Interviewing Tourists
After weeks of classroom preparation, our Primary 4 students had the chance to step outside and practice their English in a real-world setting. The class visited Central Ferry Pier, one of Hong Kong’s busiest tourist hotspots, where they approached visitors to ask questions about their hobbies, free time, and impressions of Hong Kong.
In the lead-up to the outing, students rehearsed through role play, learning how to politely capture attention and hold a conversation. On the day, they showed great enthusiasm and confidence. While some hesitated or forgot their lines, the tourists were patient and supportive, giving the children valuable experience in communication.
The activity was both fun and educational, helping students connect classroom lessons with authentic interactions. It proved to be a meaningful learning curve, showing that mistakes are part of growth and that practice beyond the classroom can make learning truly memorable.
