Class Schedule - Fall 2025

2025秋季学期，整体课程安排为周日实体课进行新课时学习，网课巩固复习。在教学中会穿插华人传统节日和习俗的介绍。8年级课程会有相当多的中国文化文学常识背景的涉及，希望能借助一个新颖的途径-电影赏析来丰富学生的中文学习内容。让学生们对中国文化产生浓厚的兴趣

大家好，我是于婷，来自辽宁大连市，硕士主修经济金融管理，本科主修经济和英语。目前和家人在College Station 生活并工作。这是我在TAMU中文教学的第二年。

我喜欢写作，喜欢唱歌跳舞，业余时间会做中英文的翻译工作，并参与儿童活动的组织和管理工作。

我有两个孩子，我个人就很注重孩子的中文学习，会给孩子读中文绘本，带着孩子看中文的综艺，陪孩子练习书法，并参加华人社区活动。我相信中文学习是学与玩的结合，很高兴带着孩子们一起学习中文。

Lesson 1 — Orientation: “What is Congressional Debate?” (60–75 min)
Objectives: Students will know event format (bill vs resolution), roles (author, sponsor, presiding officer, judge), round flow, and core terminology. Speech and Debate
Agenda (60 min):
0–5 min — Welcome + civics hook: Why legislate?

5–15 min — Mini-lecture: what Student Congress is; difference between bills (create law) and resolutions (policy/position); chamber roles. (Cite NSDA.) Speech and Debate

15–25 min — Walkthrough of a typical session: authorship speech → Q&A → open floor constructive → POIs → motions → vote; introduce "precedence" and "break cycle" briefly. SpeechWire

25–35 min — Warmup activity: read one short sample bill (1 paragraph) and have students mark 3 questions they’d ask as a POI.

35–55 min — Mini-mock: 6 students simulate a 20-minute chamber with one short bill (roles: 1 presider, 1 author, 4 floor speakers). Coach and stop to give micro feedback.

55–60 min — Exit ticket: students write one thing they found confusing + one thing they're excited to learn.

Homework: Read NSDA short student guide (link/print). Prepare 1-page interest memo listing 3 topics they'd like to legislate. Speech and Debate

Lesson 2 — Speech anatomy: Authorship, Constructive, Rebuttal (60–75 min)
Objectives: Learn proven speech structure; practice writing a 2–3 minute authorship. Emphasize the status-quo → change → solvency → impact flow.
Key concepts (teacher mini-lecture):
Authorship speech (3–6 min in tournaments): Hook, Resolution/Bill title, Definitions (if needed), Statement of harms (status quo), Plan (if bill), Solvency, Advantages/Impacts, Call to vote.

Constructive & Rebuttal: Constructive adds new arguments; rebuttal synthesizes, answers, and weighs. Use explicit signposting (“First I’ll show… Second, I’ll respond to…”).

In-class (60 min):
0–10 min: Quick recap & model a 3-minute authorship (teacher reads).

10–25 min: Teach the CASE TEMPLATE (below) — students annotate the model.

25–45 min: Students write a 2–3 minute authorship for a provided simple bill (use one you created).

45–60 min: Volunteer speeches + immediate peer-feedback using a 3-point rubric: organization, clarity, evidence use.

Case template (handout to students):
Title & Resolution line (one sentence).

Hook (15–30 seconds).

State the status-quo (what’s wrong now?).

Plan/Change (what you propose?).

Solvency (how it works).

Impacts (why it matters — numbers/people).

Ask for the vote.

Homework: Refine their authorship into a typed/printed copy (prepare to present next class).

Lesson 3 — Research, Evidence & Source Literacy (60–75 min)
Objectives: Teach what counts as credible evidence, how to make evidence cards, quoting vs paraphrase, and how to attribute sources on the floor (oral citation).
Mini-lecture highlights:
Credible source hierarchy: academic journals → reputable news → think tanks/universities → government sites → NGOs → blogs/op-eds (use sparingly).

Evidence cards: Author, Title, Publication, Date, Quote (≤25 words ideally), Page/URL. (NSDA guidance stresses fairness & device rules; show NSDA manual excerpt). Speech and Debate

In-class (60 min):
0–10 min — Demonstration: teacher shows 3 evidence cards for a sample claim.

10–30 min — Workshop: students research (teacher gives tablets/library) to find one source supporting their authorship’s solvency or impact; create 1 evidence card.

30–50 min — Evidence reading practice: how to read a card, how to embed an oral citation (“According to The New York Times, June 2023…”) and how to avoid over-quoting.

50–60 min — Quick peer review of evidence cards (accuracy & reliability).

Homework: Build an evidence folder (3–5 cards) for their bill.

Lesson 4 — Framing, Weighing, & Impact Calculus (60–75 min)
Objectives: Teach how to frame an argument, establish a weighing criterion (how judges should choose between competing values), and quantify impacts.
In-class:
0–15 min — Teach framing (value/criterion approach). Example: “We should weigh by national safety because…”.

15–35 min — Impact calculus: comparing magnitude, probability, timeframe, reversibility, and stakeholders. Practice with examples (climate policy vs education funding).

35–55 min — Activity: students write two impact comparisons and present a 60-second weigh statement.

55–60 min — Exit: students list 3 metrics they will use to weigh impacts in their critiques.

Homework: Add 2 comparative impact statements and find 1 extra evidence card supporting impact magnitude.

Lesson 5 — Clash & Rebuttal Techniques (60–75 min)
Objectives: Teach structured refutation, turning arguments, and how to prioritize responses in limited time.
Key moves to teach:
Direct refutation (answer the claim + evidence + impact).

Turn: show the negative of the opponent’s claim helps you (link turn, impact turn).

Weighing: explain why your impact outweighs theirs.

Flowing: how to take efficient notes (flow templates provided).

In-class:
0–10 min — Model rebuttal of a 2-point constructive.

10–35 min — Pair practice: 4 min constructive by A; B gives 2-minute rebuttal; swap. Coach circulates.

35–55 min — Teach & practice flows (left column: arguments; right column: rebuttals). Provide printable flow sheet template.

55–60 min — Assign partners to prepare for next class chamber.

Homework: Prepare a 90-second rebuttal against a short sample constructive (writing + practice).

Lesson 6 — Points of Information (POIs), Q&A & Yielding (60–75 min)
Objectives: Teach how to ask/answer POIs, best practices for Q&A segments, and yielding protocols.
Rules & etiquette:
POIs are brief (one question/short clarification) and should be respectful. Students stand, ask, then yield if allowed. Presiding officer grants POIs. (Show NSDA expectations.) Speech and Debate

In-class:
0–15 min — Teacher models asking and fielding POIs (do’s & don’ts).

15–30 min — Controlled practice: students take turns at podium; audience gives 2 POIs max each. Teacher times and intervenes.

30–55 min — Q&A workshop: students learn to transition from POI to full answer; practice bridging an answer back to your main arguments.

55–60 min — Reflection: write 3 “killer POIs” to use in future rounds (trap questions).

Homework: Watch 1 recorded student congress session (link provided) and note effective POIs.

Lesson 7 — Drafting Legislation: Bills, Resolutions, & Amendments (75 min)
Objectives: Students will draft a tournament-style bill or resolution using official templates and learn amendment procedure. Congressional Debate
In-class:
0–10 min — Show official bill template and a completed sample bill. Congressional Debate

10–25 min — Mini-lecture: components of bills (where/when it will take effect, implementing agency, penalties, funding, effective date).

25–60 min — Drafting workshop: students work in pairs to draft a one-page bill/resolution. Teacher circulates and edits language for clarity, specificity, and enforceability. Use legislative subject terms if needed. Congress.gov

60–75 min — Peer authorship: pairs swap bills; each writes 3 quick POIs or clarifying questions.

Homework: Finalize their bill (typed), bring 5 evidence cards relevant to it.

Lesson 8 — Presiding Officer Training & Chamber Procedure (75 min)
Objectives: Train students to preside: calling the docket, recognizing speakers by precedence, ruling on points, motions, managing time, and cycle rules. SpeechWire
In-class:
0–15 min — Give a full presiding script (walk through opening, calling the docket, asking for an author, asking for motions). Provide printed script & gavel signals.

15–35 min — Teach precedence (choose who speaks next based on who has spoken least) and rules for breaking cycle and previous question. Cite NSDA/speechwire rules. SpeechWire

35–60 min — Practice presiding: three students take turns presiding 10-minute mini-sessions (teacher and peers act as chamber). Presiders manage POIs, yields, time calls, and votes.

60–75 min — Quick debrief: what worked; peer feedback using presiding rubric.

Homework: Study presiding script and prepare a 3-minute preside for next mock chamber.

Lesson 9 — Advanced Argumentation & Strategic Moves (60–75 min)
Objectives: Teach strategic devices used in advanced circuits: topicality, inherency, disadvantage, counterplan, kritik, and offense/defense balancing.
In-class:
0–15 min — Short lecture on each advanced device and when they are appropriate in Congress (vs. other formats).

15–40 min — Strategy lab: given a bill, groups develop one offense (advantages) and one defense (disadvantage or turn). Practice presenting in 2 minutes.

40–65 min — Clash practice: groups exchange strategies and give timed rebuttals.

65–75 min — Reflection & homework assignment: write a 1-page brief for a counterplan or disad to a chosen bill.

Homework: Prepare a 1-page “advanced brief” usable as a 3-minute speech.

Lesson 10 — Judging, Ballots & Giving Feedback (60 min)
Objectives: Students will learn how judging works, how to fill ballots, and how to give constructive, growth-oriented feedback.
In-class:
0–15 min — Show sample judge ballot (criteria: argumentation, research, delivery, POI handling, presiding) and explain scoring. Provide a printable rubric.

15–30 min — Students role-play as judges for 2 short speeches; practice writing a ballot and 2-3 constructive comments.

30–50 min — Teach best judge comments: be specific, actionable, start positive, then corrective, then a clear decision & one next step. Provide a bank of sample comments.

50–60 min — Homework explained: students will judge next class’s mock chamber.

Sample rubric categories (to hand out):
Content / argument quality (1–10)

Evidence & research (1–10)

Organization / clarity (1–10)

Crossfire / POI handling (1–10)

Speaking & delivery (1–10)
 Total = 50; convert to placements.

Lesson 11 — Mock Chamber I (two-session plan; 90–120 min or two 60-75 classes)
Goal: Run a full mock chamber using student-authored legislation. Rotate students through roles; judges evaluate with ballots.
Preparation:
Pre-assign authors (students who drafted bills). Bring printed dockets and copies of all legislation. Recruit 2–3 judges (or peers who studied judging rubric).

Structure (if 90–120 min single block):
0–10 min — Opening by teacher (set expectations).

10–70 min — Session 1: 3–4 bills debated (authors present authorship, open floor, POIs, yields). Judges fill ballots.

70–85 min — Short break + judges submit ballots.

85–120 min — Session 2: remaining bills debated. End-of-session votes and judge feedback.

Teacher:
Intervene only for safety/etiquette; allow students to preside and lead. After each bill, judges give 2-minute feedback.

Homework: Each student writes a 1-page self-reflection: what worked, what to improve.

Lesson 12 — Mock Chamber II + Targeted Coaching (60–75 min)
Objectives: Run another chamber; coach targeted skills (POIs, rebuttal, presiding) based on observed weaknesses from Lesson 11.
In-class:
0–5 min — Quick debrief on common errors from Mock I.

5–60 min — Second chamber: restructure so students face opponents they didn’t face before. Rotate judges. After each bill allow 90 seconds of judge feedback and 60 seconds author reflection.

60–75 min — Coach pulls small groups for micro-lessons based on performance (e.g., 3 students practice turning an argument, 3 practice presiding).

Lesson 13 — Final Mini-Tournament & Reflection (OPTIONAL; 2–3 hr event or two class periods)
Goal: Culminating assessment — mini two-session tournament (docket of 8–12 bills), full ballots, rankings, awards.
Structure:
Day 1: Preliminary session (half the docket). Judges submit ballots; standings posted.

Day 2: Finals / elimination sessions (top-scorers) OR another chamber for the full group. Provide certificates and public feedback. Assign season follow-up: local tournaments to attend.

Deliverables: Official ballots, judge comments, certificates for top speakers (1st–3rd) and best presider.

Assessments & grading
Formative: weekly authorship, evidence cards, POI logs, reflections (pass/fail + comment).

Summative: Mock chamber ballots averaged = 60% of final grade; judge rubric + written reflection = 40%.

Rubric example (50-pt total): Content/Evidence 18, Clash & Rebuttal 10, Style/Delivery 8, POIs/Q&A 6, Presiding/Professionalism 8.

Templates & handouts (copy & paste these into printable PDFs)
Evidence Card (one per source): Source author / title / org / date / short quote (≤25 words) / page / URL / one-line explanation how it supports your argument.

Flow Sheet (vertical columns): Header: bill title; columns for each speech with time stamps; space for cross-references.

Authorship Speech template (fill in blanks) — see sample below.

Judge Ballot with categories & space for comments.
 (You can use official templates from NSDA/congressionaldebate.org to match tournaments exactly.) Congressional DebateSpeech and Debate

Sample authorship speech (3 minutes)
“Madam Presiding Officer, members of the chamber — I rise as author of ’A Bill to Increase Federal Funding for Community Broadband’. Today, rural families and students are denied reliable internet, which prevents educational access and job opportunities — that is the status quo. My bill directs the Department of Commerce to establish a competitive grant program to connect underserved communities within 3 years.
 Evidence shows that closing the connectivity gap raises rural incomes and student test scores (see Pew Research, 2022). My bill is funded by reallocating existing rural infrastructure funds and includes oversight provisions to prevent waste. The plan solves the problem by giving matching grants to local co-ops, which are proven implementers. The impact is clear: increased economic activity, better schooling outcomes, and long-term cost savings for emergency services. I urge a “yes” vote to pass this bill and ensure all Americans can participate in the digital economy. Thank you.”
(Teachers: annotate the speech to show each case element: hook, status-quo, plan, solvency, evidence, impacts, call to vote.)

Sample POIs / trap questions (teach students exactly how to make them)
“Can you point to one statute your bill requires Congress to change?”

“How will you ensure federal funds won’t be diverted to unrelated projects?”

“What is a measurable metric you’ll use to know your plan worked in 2 years?”
 Good POIs are short, specific, and force authors to show solvency or funding details.

Flowing & note-taking best practices (teach explicitly)
Only record claims & key evidence words (author/date/claim). Don’t transcribe.

Use abbreviations and arrows for turns. Column per speaker, new column per speech.

During rebuttals, box your best 1–2 arguments to prioritize.

Ethics, civility, and academic integrity (short policy to read aloud)
No hateful speech or demeaning language. Respect fellow students and judges.

Evidence must be properly attributed; plagiarism results in sanctions (loss of speaker points). Follow NSDA device & fairness rules for evidence. Speech and Debate

Materials & tech checklist
Printed bill/resolution packets (one per student), printed evidence card templates, flow sheets, judge ballots, pens, highlighters, podium, timer app, laptop/projector for research, whiteboard, gavel.

Extra resources (links to download / read)
NSDA Congressional Debate Guide & lessons (PDF). Speech and Debate+1

CongressionalDebate.org — legislation templates & drafting resources. Congressional Debate

SpeechWire / tournament guides (procedural rules, session sizes). SpeechWire

Sample national tournament dockets & legislation (use as model bills). Speech and Debate

National Archives/DocsTeach civics lesson banks (contextual primary sources for research). National Archives

Ready-to-use 12-Week Calendar (compact)
Week 1 — Orientation / What is Congress? (Lesson 1)

Week 2 — Speech Anatomy & Case Template (Lesson 2)

Week 3 — Research & Evidence (Lesson 3)

Week 4 — Framing & Impact Calculus (Lesson 4)

Week 5 — Rebuttal & Flowing (Lesson 5)

Week 6 — POIs & Q&A (Lesson 6)

Week 7 — Drafting Legislation (Lesson 7)

Week 8 — Presiding & Procedure (Lesson 8)

Week 9 — Advanced Strategy (Lesson 9)

Week 10 — Judging & Ballots (Lesson 10)

Week 11 — Mock Chamber I (Lesson 11)

Week 12 — Mock Chamber II & Reflection (Lesson 12)

Optional Week 13 — Mini-Tournament & Awards (Lesson 13)

Customization notes (for younger students / shorter classes)
Shorten author speeches to 90–120 seconds for middle school. Simplify evidence requirement (1 evidence card). Use more time for presiding training and civics context.

Two sample handouts I recommend you print immediately
Authorship checklist (one-page) — Hook, Problem, Plan, Solvency, 2 Evidence Cards, Impact, Vote Request.

Judge quick ballot (one-page) — Top 3 speaker comments, ranking, and one specific next-step.

If you’d like, I can now (pick one):
 A) Generate 8–12 realistic sample bills (ready for your students to debate) in tournament format (bill/resolution templates), or
 B) Build printable PDFs: judge ballot, evidence card, flow sheet, presiding script, authorship checklist (ready to print), or
 C) Produce a full minute-by-minute 90-minute script for each of the first three lessons (so you can teach verbatim).
Which extra pack would help you teach this week?
You said:
Do C, for all 12/13 lessons you listed above
ChatGPT said:
Thought for 4 seconds
Nice — I’ll expand Option C into full, minute-by-minute 90-minute scripts for Lessons 1–13 (the full course). Each lesson includes: exact times, a teacher script (what to say), student activity prompts, transitions, materials to prepare, assessment checks, and homework. Everything is written so you can teach verbatim. I keep the same learning objectives from the syllabus and tailor timing for a 90-minute block (you can shorten to 60–75 by trimming practice segments). Let’s go.
Note: I assume a 90-minute class each week. If you want 60 or 75 minutes instead, tell me and I’ll compress them.
Lesson 1 — Orientation: “What is Congressional Debate?” (90 minutes)
Goal: Students learn event structure, roles, flow, and basic etiquette.
Materials: printed short sample bill (1 paragraph), whiteboard, timer, podium, index cards, “roles” slips (author/presider/judge/floor), printed glossary.
0:00–0:03 — Opening (3 min)
 Teacher script: “Welcome! I’m [Name]. Today we learn what Student Congress is and why it matters. By the end you’ll know the event flow and chamber roles.”
 Do: quick name roll + one-sentence personal debate goal from each student written on index card.
0:03–0:10 — Civic hook & relevance (7 min)
 Script: “Legislators shape daily life. We’ll simulate that power — peacefully.”
 Activity: 2-minute think-pair-share — “Name one public policy that affects your life.”
0:10–0:20 — Mini-lecture: format & definitions (10 min)
 Script (verbatim): “Congressional Debate is a mock legislature. There are bills (create law) and resolutions (state position). Roles: author (writes bill), presider (runs chamber), judge (evaluates), floor speaker (debates).”
 Write terms & short definitions on board. Hand out glossary.
0:20–0:30 — Walkthrough of a round (10 min)
 Script: “Typical sequence: authorship → Q&A / POIs → open-floor constructive speeches → rebuttals → motions & vote.” Walk students through each step; model a 30-second author intro line.
0:30–0:45 — Vocabulary warmup & quick quiz (15 min)
 Activity: Put students in pairs. Give sample bill. Each pair lists 6 things they’d want clarified (POIs). Circulate. After 10 min, collect 3 best questions per pair and display.
0:45–1:00 — Mini-mock demo (15 min)
 Set-up: 6 volunteers (1 presider, 1 author, 4 floor). Use the sample bill. Run a condensed 12-minute session (3-minute authorship modeled by teacher earlier or student), then 2 minutes POIs, 7 minutes open floor. Teacher pauses at key moments to explain ruling decisions.
 Script prompts for presider: “Call the chamber to order. The docket item is… Author, you have the floor.”
1:00–1:15 — Debrief (15 min)
 Ask volunteers: What felt weird? What surprised you? Teacher gives targeted corrections (“POIs must be brief… presider manages precedence…”). Hand out “first-week checklist” with items to prepare.
1:15–1:25 — Role signup & homework explanation (10 min)
 Students sign up for roles next class. Homework: read a 2-page NSDA primer (or teacher-supplied one-pager) and write a one-paragraph “interest memo” listing 3 topics they’d like to legislate.
 Script: “Bring your memo next class; you’ll be drafting bills later.”
1:25–1:30 — Exit ticket (5 min)
 Each student writes one thing they found confusing + one thing excited about on an index card and drops it in box.

Lesson 2 — Speech Anatomy: Authorship, Constructive, Rebuttal (90 minutes)
Goal: Teach the case template and produce a polished 3-minute authorship.
Materials: case template handout, timer, projector (optional), sample authorship speech, rubric.
0:00–0:05 — Warmup (5 min)
 Script: “Today: how to build a speech. Quick warmup — read your index card exit-ticket from last class and pair up to share your top policy interest.”
0:05–0:12 — Teacher model (7 min)
 Read a 3-minute sample authorship (prepared). After reading, annotate on board: Hook, Status-quo, Plan, Solvency, Impacts, Call to vote.
 Verbatim line: “Notice how the hook links a human story to the policy — that keeps judges engaged.”
0:12–0:22 — Mini-lecture: the CASE TEMPLATE (10 min)
 Hand out and explain the template; show timing suggestions for 3–6 minute speeches. Emphasize signposting language (“I’ll show…”, “First… Second…”).
0:22–0:35 — Writing work time (13 min)
 Students draft a 3-minute authorship for a provided short bill (teacher supplies simple prompt). Circulate, give written notes.
0:35–0:55 — Student speeches with peer rubric (20 min)
 Select 6 volunteers; each gives full 3-minute authorship. After each, two peers fill a 3-point rubric (organization, evidence, clarity). Teacher gives 30 seconds of corrective feedback.
 If class larger, run more rounds into next segment.
0:55–1:05 — Micro-teaching: transitions & signposting (10 min)
 Teach phrases for transitions (e.g., “First, I will show…”). Practice in pairs: each student gives 30-second hook + transition and partner rates clarity.
1:05–1:20 — Practice refinement (15 min)
 Students rework their authorship using rubric feedback. Teacher provides 1:1 coaching for 5 students (rotate).
1:20–1:25 — Homework assignment (5 min)
 Homework: finalize a typed authorship (3-4 minutes) with 2 evidence cards supporting solvency / impact. Bring printed copy to next class.
1:25–1:30 — Quick performance tip & close (5 min)
 Teacher says: “Practice out loud. Time yourself and begin with your hook.” Exit with one breathing technique to control nerves.

Lesson 3 — Research, Evidence & Source Literacy (90 minutes)
Goal: Credible sources, evidence cards, oral citations, and building an evidence folder.
Materials: internet access (classroom laptops / devices), evidence card template printed, sample sources, highlighters.
0:00–0:05 — Warmup (5 min)
 Ask: “What’s the single most persuasive kind of evidence in debate?” Quick group share.
0:05–0:15 — Mini-lecture: hierarchy of sources (10 min)
 Script: “Reliable: peer-reviewed research > govt reports > reputable press > think tanks > local newspapers > blogs.” Show examples and explain why.
0:15–0:25 — Evidence card demo (10 min)
 Teacher projects three filled evidence cards. Read aloud and show how to condense a 300-word article into a 20-word card and one-sentence explanation.
0:25–0:55 — Research workshop (30 min)
 Students work on laptops to find sources for their authorship (homework task). Goal: create 3 evidence cards — at least one for solvency and one for impact. Teacher circulates, helps with attribution and paraphrase vs quote.
0:55–1:05 — Oral citation practice (10 min)
 In pairs, students practice reading an evidence card aloud with a proper intro: e.g., “According to a 2021 report by the U.S. Census Bureau…” Provide feedback on clarity & concision.
1:05–1:20 — Evidence-in-speech drill (15 min)
 Small groups of three: A reads their authorship (2 minutes), B gives two POIs using evidence, C judges whether the author integrated evidence correctly. Rotate.
1:20–1:25 — Homework briefing (5 min)
 Homework: assemble a 5-card evidence folder (2 pages printed per item) and write one-sentence oral citations for each.
1:25–1:30 — Close & quick metacognition (5 min)
 Ask students to write down one thing they learned about trusting sources and one citation they found persuasive.

Lesson 4 — Framing, Weighing, & Impact Calculus (90 minutes)
Goal: Teach framing, judge paradigms, and how to weigh competing impacts.
Materials: sample two-argument cases, whiteboard, weigh-statement worksheet.
0:00–0:05 — Warmup (5 min)
 Prompt: “If two policies both say they help people, how should a judge choose?” Quick pair discussion.
0:05–0:18 — Mini-lecture: framing & judge paradigms (13 min)
 Script: “You can frame by value/criterion (e.g., maximize liberty, minimize harm, economic efficiency). A weigh-statement tells the judge the standard to use.” Provide 3 sample weigh-statements.
0:18–0:35 — Interactive modeling (17 min)
 Teacher models comparing two impacts (education gain vs economic cost). Walk through magnitude, probability, timeframe, reversibility, and affected population. Fill a comparison chart on board.
0:35–0:55 — Small-group activity: make a weigh-statement (20 min)
 Groups pick one of three sample bills. Each group writes a 45-second weigh-statement and two impact comparisons using the chart. Groups present; teacher gives targeted critique.
0:55–1:10 — Speed weighing drill (15 min)
 Round-robin: give groups five 90-second rounds where they must produce a weigh-statement for a surprise opposing frame. Builds mental agility.
1:10–1:20 — Apply to students’ bills (10 min)
 Students write two weigh-statements they would use against common critiques of their authored bill. Teacher circulates.
1:20–1:25 — Homework (5 min)
 Homework: finalize 3 comparative impact statements with supporting evidence cards (one per statement).
1:25–1:30 — Reflection & close (5 min)
 Quick exit prompt: “Write the single best metric you’d use to measure your bill’s success.”

Lesson 5 — Clash & Rebuttal Techniques (90 minutes)
Goal: Teach efficient refutation, turning arguments, prioritization, and flowing basics.
Materials: flowing sheets, sample constructive paragraphs, timers.
0:00–0:05 — Warmup (5 min)
 Ask: “What’s the purpose of rebuttal?” Short group share.
0:05–0:18 — Mini-lecture: three-step refutation (13 min)
 Script: “A good refutation = (1) identify the claim, (2) briefly rebut with evidence/explanation, (3) show why your side still wins (weigh).” Provide a one-sentence model.
0:18–0:40 — Flowing instruction + demo (22 min)
 Show a flowing template. Teacher reads a 2-point constructive; students flow. Teacher models shorthand techniques (abbrev, ticks, arrows). Practice with a second short speech.
0:40–0:55 — Pair exercise: 4-min constructive / 2-min rebuttal (15 min)
 Pairs: A gives 4-minute constructive; B has 2 minutes rebuttal. Timer enforces. Switch roles. Teacher gives spot coaching.
0:55–1:10 — Prioritization drill (15 min)
 Teacher gives a 90-second time constraint scenario: students list which 2 arguments to answer and why (use impact calculus from L4). Groups present their prioritization and teacher critiques.
1:10–1:20 — Turning & double-turn practice (10 min)
 Teach difference between a turn (argument becomes advantage for you) and a double-turn (attack + turn). Students practice crafting one turn sentence each and reading it.
1:20–1:25 — Homework (5 min)
 Homework: write a 90-second rebuttal to one peer’s authorship (provided by teacher pairing).
1:25–1:30 — Closing (5 min)
 Teacher models a 30-second concluding rebuttal and final weigh statement. Remind students to keep flows tidy.

Lesson 6 — Points of Information (POIs), Q&A & Yielding (90 minutes)
Goal: Master POIs: asking, granting, refusing, and using them strategically.
Materials: sample POIs list, timer, podium, presiding slips.
0:00–0:05 — Warmup (5 min)
 Ask students to write one “killer POI” question they’d like to ask any author.
0:05–0:15 — Instruction & etiquette (10 min)
 Script: Explain mechanics: stand, catch presider’s eye, ask one brief question or clarification. Explain permissible content and decorum.
0:15–0:35 — Demonstration (20 min)
 Teacher and volunteer model: author gives a minute-long extract; audience members ask POIs; teacher (presider) grants or denies and explains reasoning. Highlight good/poor POIs.
0:35–0:55 — Structured practice (20 min)
 Students rotate through the podium: each student gives a 90-second excerpt of their authorship; class is allowed up to 3 POIs, each POI asker has 15 seconds to make their question. Rotate quickly.
0:55–1:10 — Answering POIs effectively (15 min)
 Teach the formula: acknowledge, answer directly, tie back to case (“Great question — short answer is X, which strengthens my solvency because…”). Practice in trios: asker, answerer, judge.
1:10–1:20 — Yielding and Q&A transitions (10 min)
 Teach yields (to the chair, to the floor, to the questioner). Practice full Q&A segment where authors must manage multiple POIs and respond succinctly.
1:20–1:25 — Homework (5 min)
 Homework: prepare 6 POIs for 2 other student-authored bills (3 each) and bring written copies.
1:25–1:30 — Close (5 min)
 Exit prompt: write down your top two POIs and one strategy for answering them.

Lesson 7 — Drafting Legislation: Bills, Resolutions, & Amendments (90 minutes)
Goal: Students create tournament-style legislation and learn amendment mechanics.
Materials: official bill template (print), sample bills, laptops/printed research.
0:00–0:05 — Warmup (5 min)
 Script: “Good bills are clear, enforceable, and specific. Today you’ll practice drafting.”
0:05–0:20 — Mini-lecture: bill anatomy (15 min)
 Walk through preamble, enacting clause, sections (definitions, funding, enforcement, effective date). Show one good & one bad sample and explain why.
0:20–0:55 — Drafting workshop (35 min)
 Students in pairs draft a one-page bill/resolution using the template. Teacher circulates, suggests precise wording, funding sources, agencies. Encourage specificity: numbers, agencies, timelines.
0:55–1:10 — Amendment practice (15 min)
 Teach how to propose an amendment: form, text, and motion process. Students swap drafts with another pair and write one friendly and one hostile amendment for the other pair’s bill.
1:10–1:20 — Author defense mini-speeches (10 min)
 Each author pair gets 90 seconds to defend their bill against the hostile amendment; the amending pair has 90 seconds to explain why it’s necessary. Teacher enforces time.
1:20–1:25 — Homework (5 min)
 Homework: finalize the bill (typed), including a one-paragraph “solvency plan” and 5 evidence cards.
1:25–1:30 — Close (5 min)
 Exit: each student writes one area of their bill they need help clarifying; teacher collects for next class.

Lesson 8 — Presiding Officer Training & Chamber Procedure (90 minutes)
Goal: Train students to preside and manage chamber: calling the docket, precedence, motions, and votes.
Materials: presiding script handout, gavel, timer, sample docket (5 items), presiding rubric.
0:00–0:05 — Warmup (5 min)
 Script: “A good presider keeps order and ensures fairness. Today we practice running a chamber.” Quick vocabulary refresh.
0:05–0:20 — Presiding script walkthrough (15 min)
 Teacher reads a full presiding script (opening, calling docket, asking for author, recognizing points, motions, voting). Hand out scripts and mark essential lines.
0:20–0:40 — Precedence & motions mini-lecture (20 min)
 Explain precedence rules (who speaks next), motions (previous question, refer to committee, divide the question), and breaking the cycle. Provide scenarios and ask presiders how they’d rule.
0:40–1:05 — Presiding practice rounds (25 min)
 Three students take turns presiding 8-minute mini-sessions. Teacher and rest of class simulate chamber debate (move through author’s short speech + 2 open floor speakers + POIs). After each, use a presiding rubric to give feedback.
1:05–1:18 — Edge-case scenarios (13 min)
 Role-play common problems: abusive speakers, mis-timed POIs, ties in votes, improper yields. Presiders practice making quick, fair rulings and explaining them.
1:18–1:25 — Homework (7 min)
 Prepare a 5-minute preside for next full mock chamber; write down three presiding rules to enforce.
1:25–1:30 — Close (5 min)
 Exit question: “What is the presider’s single most important duty?” — students respond aloud.

Lesson 9 — Advanced Argumentation & Strategic Moves (90 minutes)
Goal: Introduce strategic devices (topicality, inherency, disadvantages, counterplans, kritik) and when to use them in Congress.
Materials: brief definitions handout, sample disads/counterplans, timers.
0:00–0:05 — Warmup (5 min)
 Quick poll: name two argument moves you’ve seen that felt unfair or overly complex.
0:05–0:20 — Mini-lecture: advanced devices (15 min)
 Define topicality, inherency, disadvantage, counterplan, kritik. Explain when each is appropriate in Congress vs policy debate. Give real-world one-sentence examples.
0:20–0:40 — Strategy lab (20 min)
 Split into three groups. Each group is assigned a bill and must develop one offense and one defense: (a) advantage; (b) disad or counterplan. They prepare a 90-second pitch.
0:40–1:00 — Present & attack (20 min)
 Groups present their offense/defense. Other groups must produce a 60-second counter to either turn or refute. Teacher grades on creativity, fairness, and topicality.
1:00–1:15 — Clash practice (15 min)
 Two groups debate one bill using advanced devices — one side uses a counterplan or disad; the other side responds with an offense and turn. Time-limited rounds.
1:15–1:20 — Homework (5 min)
 Write a 1-page brief for a counterplan or disad to a selected bill, including two pieces of evidence.
1:20–1:30 — Close & ethical reminder (10 min)
 Discuss fairness: some devices can be inaccessible for novices — use them responsibly and provide clear links and evidence.

Lesson 10 — Judging, Ballots & Giving Feedback (90 minutes)
Goal: Teach students to judge and write constructive ballots with actionable feedback.
Materials: judge ballot templates, sample recorded speeches, rubric, pens.
0:00–0:05 — Warmup (5 min)
 Script: “Good feedback changes behavior. Today you learn to judge like a coach.”
0:05–0:20 — Ballot anatomy mini-lecture (15 min)
 Show sample ballots with categories: content, evidence, organization, POIs, delivery, presiding. Explain scoring and conversion to placements.
0:20–0:45 — Watch & judge (25 min)
 Play two short recorded student speeches (or teacher-read samples). Students fill ballots, provide two positive comments and two constructive ones. Collect ballots.
0:45–1:00 — Feedback clinic (15 min)
 Discuss sample ballots. Teacher projects anonymized student comments and critiques them: how to make feedback specific and actionable. Provide a bank of phrasing (“You did X — next time try Y”).
1:00–1:15 — Role-play judging (15 min)
 Three live 3-minute speeches by students (or teacher). Each class section assigns 3 judges per speech; judges produce ballots & brief oral feedback. Rotate.
1:15–1:25 — Meta-judging discussion (10 min)
 Teach judges how to adjudicate close rounds, break ties, and offer developmental awards. Discuss conflict-of-interest rules.
1:25–1:30 — Homework & close (5 min)
 Homework: judge an online collegiate/states-level clip (link) and bring your ballot next class. Reminder: judge with empathy.

Lesson 11 — Mock Chamber I (90–120 min plan; here we assume 90 min)
Goal: Run a full mock chamber using student-authored bills. Students rotate roles; judges give ballots.
Materials: printed docket, all bills/resolutions, judge ballots, timers, presiding slips.
0:00–0:05 — Opening (5 min)
 Teacher sets expectations: civility, timekeeping, real ballots. Assign judges (students or guests).
0:05–0:20 — Docket call & introductions (15 min)
 Presider calls the docket; authors briefly introduce their bills (30 seconds each). Clarify order and times.
0:20–1:05 — Chamber session (45 min)
 Run 3–4 docket items depending on class size — for each bill: Author gives 3-minute authorship → 2-3 minutes POIs / Q&A → two 3-minute constructive floor speeches with POIs and a 2-minute rebuttal cycle. Teacher only enforces time and intervenes for severe issues.
1:05–1:15 — Judge ballots submission & quick tally (10 min)
 Judges submit ballots. While tallying, teacher leads quick 5-minute peer debrief on etiquette.
1:15–1:25 — Judge feedback (10 min)
 Each judge gives 90-second oral feedback for 1–2 speakers (focus on next steps). If multiple judges, combine.
1:25–1:30 — Reflection & homework (5 min)
 Students write a one-page self-reflection: what they did well & 2 concrete improvements.
If you can run 120 min, extend to 5–6 bills and give longer judge feedback.

Lesson 12 — Mock Chamber II + Targeted Coaching (90 minutes)
Goal: Second mock chamber addressing weaknesses from Mock I and targeted micro-coaching.
Materials: new docket (or rotated), judge ballots, coach station lists.
0:00–0:05 — Warmup & quick feedback recap (5 min)
 Teacher reads 3 common weaknesses observed in Mock I (from ballots/reflections).
0:05–0:20 — Micro-lessons (15 min)
 Split class into 3 stations:
Station A: POI handling (teacher-led mini-practice)

Station B: Rebuttal & weighing (teacher demo + practice)

Station C: Presiding corrections (presider practice)
 Each station runs 5 minutes then rotate.

0:20–1:05 — Second chamber (45 min)
 Run remaining docket items with new pairings. Enforce improved rules (e.g., stricter POI limits). Judges fill ballots.
1:05–1:20 — Targeted coaching (15 min)
 Teacher pulls three small groups based on weaknesses (e.g., delivery, argumentation, presiding). Each group receives 10 minutes of focused exercises.
1:20–1:30 — Wrap-up & next steps (10 min)
 Teacher summarizes progress, hands out individualized improvement cards (one sentence + one homework). Homework: prepare for final tournament — revise bill & produce a 2-page evidence packet.

Lesson 13 — Final Mini-Tournament & Reflection (90–180 min; 90-min version below)
Goal: Culminating assessment — run a condensed mini-tournament, deliver awards, and plan next steps.
Materials: full docket (6–8 bills), printed ballots, certificates/prizes, timer, judges.
0:00–0:05 — Opening & rules (5 min)
 Teacher: “Today is assessment. Be professional. Judges decide placements; ballots are final.”
0:05–0:20 — Randomized preliminary session (15 min)
 Call two short docket items. Authors give 3-minute speeches; floor engages. Judges score.
0:20–1:00 — Finals chamber (40 min)
 Top scorers or selected bills debated in more formal chamber. Full rounds as before. Judges complete ballots.
1:00–1:20 — Ballot tally & judge feedback (20 min)
 Judges present overall observations, give speaker awards, and offer 60-second coaching notes per finalist.
1:20–1:25 — Awards & certificates (5 min)
 Hand out certificates: Best Speaker, Best Presider, Best Research/Most Improved. Teacher gives brief remarks.
1:25–1:30 — Course reflection & next steps (5 min)
 Exit prompt: write one long-term plan (local tournament to attend, personal goals). Teacher distributes optional resources list and invites students to coach or help with future sessions.

Course Description

This course introduces students to the 18 Movements of Chen-style Taijiquan, a condensed and accessible routine designed to convey the essential principles of Chen-style Taiji while being practical for daily practice. Students will learn foundational body mechanics, stances, spiraling energy (缠丝劲), breathing coordination, and martial intent as they progress through the complete 18 movements.

Learning Objectives

By the end of the course, students will be able to:

1. Perform the 18 movements with correct body alignment, balance, and coordination.

2. Apply the form for health, stress reduction, and martial awareness.

3. Establish a self-guided practice routine for continued improvement.

Assessment

• Participation (40%): Regular attendance, effort, willingness to learn.

• Practice Journal (20%): Short weekly reflections on practice.

• Final Demonstration (40%): Perform the 18 movements with correct sequence, flow, and basic principles.

I'm a practitioner of Chen-style Taijiquan with training under the lineage of Grandmaster Chen Zhenglei and Chen family disciples. With a background in health education and health promotion, I emphasize both the health benefits and martial roots of Taijiquan.

In teaching the Chen-style 18 Movements, I will focus on building a solid foundation in stance, breathing, relaxation, and spiral energy (缠丝劲), making the form accessible for beginners while preserving its traditional depth.

Students can expect a supportive, step-by-step approach that balances practice, theory, and application, with the goal of cultivating mind-body harmony, strength, and inner calm.

2025 秋季学期，整体课程安排为周日实体课进行新课时学习，网课巩固复习并进行书写练习。在教学中会穿插华人传统节日和习俗的介绍。

周日实体课会安排20分钟左右的复习和书写，十分钟的中文歌曲或视频，剩余时间为新课时的教学。

网课也会安排前课复习和周日课程复习。

总体希望带着孩子们开心的学习中文，利用歌曲游戏诗词来丰富学生的语言学习内容。

大家好，我是于婷，来自辽宁大连市，主修经济学和英语。目前和家人在College Station 生活并工作。

我喜欢写作，喜欢唱歌跳舞，业余时间会做中英文的翻译工作，并参与儿童活动的组织和管理工作。

我有两个孩子，我个人就很注重孩子的中文学习，会给孩子读中文绘本，带着孩子看中文的综艺，陪孩子练习书法，并参加华人社区活动。我相信中文学习是学与玩的结合，很高兴带着孩子们一起学习中文。

2025秋季学期，整体课程安排为周日实体课进行新课时学习，网课巩固复习并进行书写练习。在教学中会穿插华人传统节日和习俗的介绍。

周日实体课会安排20分钟左右的复习和书写，十分钟的中文歌曲或视频，剩余时间为新课时的教学。

网课也会安排前课复习和周日课程复习。

总体希望带着孩子们开心的学习中文，利用歌曲游戏诗词来丰富学生的语言学习内容。

大家好，我是于婷，来自辽宁大连市，硕士主修经济金融管理，本科主修经济和英语。目前和家人在College Station 生活并工作。这是我在TAMU中文教学的第二年。

我喜欢写作，喜欢唱歌跳舞，业余时间会做中英文的翻译工作，并参与儿童活动的组织和管理工作。

我有两个孩子，我个人就很注重孩子的中文学习，会给孩子读中文绘本，带着孩子看中文的综艺，陪孩子练习书法，并参加华人社区活动。我相信中文学习是学与玩的结合，很高兴带着孩子们一起学习中文。

大家好，欢迎来到马立平中文三年级！

本学期课程每周安排两次课：

• 周日实体课：下午 1:00–2:00，教室 407
• 周五网课：下午 5:00–6:00

请小朋友们按时上课。如因特殊情况不能参加，请提前请假。

学习目标 (Learning Objectives)

• 掌握拼音声母、韵母、声调的正确用法。
• 学习并累计掌握约 1047个常用汉字。
• 通过课文积累词汇，提高中文阅读和理解能力。
• 培养中文学习习惯，养成每日阅读的习惯。

教材与资源 (Materials)

主教材 (Main Textbook):

• 马立平中文三年级 Ma Liping Chinese Level 3

练习册 (Workbooks):

• 蓝色单周练习册 Blue Weekly Workbook
• 黄色双周练习册 Yellow Bi-weekly Workbook
• 暑假练习册Summer Workbook（上课不用带）

辅助材料 (Supplementary Materials):

• 字卡 Character Flashcards
• 排字卡 Character Card Arrangement Activities（每周在练习册上自行剪下）
• 红色阅读 Folder (Red Reading Folder for daily reading log)

• 每次周日上课带好以上所有材料，包括铅笔、蜡笔。

作业与课堂要求 (Homework & Expectations)

• 作业 (Homework)： 每周完成指定 练习册页数。
• 阅读 (Reading)：每位学生有一个红色 Folder，每天在日历上记录中文阅读时间。
• 字卡 (Flashcards)： 按要求带字卡和排字卡参加课堂活动。
• 课堂表现 (Classroom Behavior)： 上课时安静、专注，积极参与活动。
• 鼓励完成网课作业，但不硬性要求，根据家长和小朋友意愿任选

激励与奖励制度 (Motivation & Rewards)

课堂贴纸奖励 (Class Stickers):

• 出勤奖励：1 枚贴纸
• 上课安静认真：1 枚贴纸
• 完成作业：1 枚贴纸
• 带来字卡：1 枚贴纸
• 带来排字卡：1 枚贴纸

兑奖日 (Reward Days): 9/28, 10/26, 11/23

• 根据贴纸数量兑换奖品和愿望
• 每月阅读时长最长的小朋友获得额外奖励
• 学期末阅读时长最多的小朋友获得奖励

周计划 (Weekly Schedule 摘要)

• Weeks 1-4: 拼音 (音调、声母、韵母、复韵母、鼻韵母)
• Weeks 5-8: 课文《称象》《锯是怎样发明的》《狐假虎威》《小马过河》
• Week 9: 总复习
• Week 10: 考试 + 阅读课
• Weeks 11-13: 课文《公鸡蛋》《穷和尚和富和尚》
• Week 14: 节目排练与演出

（详细周安排见下表）

大家好，我是戚靖，今年是我在中文学校教学的第四年。我持有职业教育教师资格证、国际中文教师资格证，以及普通话二级甲等等证书。我希望在轻松愉快且有序的课堂中，帮助孩子们建立与中文和中华文化的情感联系，逐步培养他们对中文的兴趣与热爱。我希望通过有针对性的教学，期待小朋友在听、说、读、写各方面取得进步，并能够在实际生活中更加自信地使用中文。

13-Week Crochet Class Syllabus: Keychain Projects for Beginners (Ages 9-12)

Course Overview: This 13-week crochet class will guide students through the process of learning crochet basics and creating a different keychain project each week. By the end of the course, students will have mastered basic stitches and be familiar with amigurumi techniques, allowing them to create unique, personalized crochet keychains.

NOTE: Students in this class from last semester will be taught more advanced material (higher level material), and will not neseccarily be taught the material listed in this syllabus. This is for everyone to have an opportunity to learn this semester.

Week 1: Intro to Crochet and Basic tools

- Introduction to the chain stitch

- Learn to hold the hook

Week 2: Single crochet and work in chain

- Learn the single crochet stitch

- Work in chain project

- Introduction to half double crochet (hdc).

-How to change colors within a project.

Week 4: Double Crochet (dc) & Creating Simple Shapes

- Introduction to double crochet (dc)

- How to form basic shapes: Squares, rectangles, and circles.

Week 5: Amigurumi Basics – Creating Simple 3D Shapes

- What is amigurumi? Introduction to basic 3D crochet shapes.

- How to work in a spiral to create small 3D objects.

Week 6: Amigurumi – Working in the Round and Shaping

- How to increase and decrease stitches to shape amigurumi.

- Working in a continuous round without joining.

Week 7: Joining Amigurumi Parts

- How to join amigurumi pieces together (e.g., attaching ears, limbs, etc.).

- How to add safety eyes or embellishments.

Week 8: Review week- start new project

- Start new project

Week 9: Simple Amigurumi Keychain – A New Character

- Further exploration of amigurumi and creating a new character.

- How to adjust the size and shape of your projects.

Week 10: Combining Colorwork & Amigurumi

- How to combine colorwork techniques with amigurumi.

- How to create striped or multi-colored amigurumi projects.

Week 11: Adding Fun Details – Faces, Accessories, and Embellishments, Continue big project

- How to add details like eyes, noses, mouths, and accessories (e.g., scarves, hats).

- Introduction to using embroidery for small details.

Week 12: Creating Keychains with Different Shapes and Designs - Continue Project

- How to create keychains in different shapes, such as hearts, stars, or animals.

- How to modify patterns to create unique designs.

Week 13: Final Project – Personal Keychain Designs

- Review of all techniques learned during the course.

- How to create a personalized keychain design.

- How to finish off keychain projects: Attaching keychains and adding any final embellishments.

Week 14: Work on Final Project

- Finish up final project

Week 15: Present to class and review

- Present final projects to class and review

HI! My name is Aarav Sarguru. I am currently a freshman at College Station High School. I’ve been in the spelling world for a while — I competed twice at the Scripps National Spelling Bee, won my school bee four times (2nd, 3rd, 6th, 7th, 8th), and placed at regionals three times (two 1st places and one 2nd). I also scored a perfect score in the county online spelling bee. In UIL competitions, I’ve placed in the top three multiple times: 3rd, 2nd, and 1st in spelling, and three 2nd-place finishes in dictionary skills. For fun, I’ve read the dictionary cover-to-cover four times just because I love finding new words.

Outside of spelling, I like to keep busy in different ways — I play violin, golf in school tournaments (usually placing pretty high), and spend time gaming when I just want to relax.

Note: I will post the lesson topics on this page, and below are most of the topics we will be going over this semester.

Number Sense & Operations

• Place value up to 10,000 or 100,000

• Reading, writing, and comparing large numbers

• Rounding numbers

• Odd and even numbers

• Prime and composite numbers

• Factors and multiples

• Multiplication and division facts (up to 12×12)

• Multi-digit addition and subtraction

• Multiplication and division of larger numbers

• Order of operations

Fractions & Decimals

• Understanding fractions (halves, thirds, fourths, etc.)

• Equivalent fractions

• Comparing and ordering fractions

• Adding and subtracting like fractions

• Introduction to decimals (tenths, hundredths)

Measurement

• Length, mass (weight), and capacity (volume)

• Time (reading clocks, elapsed time)

• Perimeter and area of simple shapes

• Introduction to angles (right, acute, obtuse)

• Using appropriate units for measurement

Geometry

• Identifying and classifying 2D shapes (triangles, quadrilaterals, circles, etc.)

• Symmetry and reflection

• Recognizing 3D shapes (cube, cuboid, sphere, cylinder, etc.)

• Nets of 3D shapes

• Lines, line segments, and rays

Data Analysis & Probability

• Reading and interpreting bar graphs, pictographs, and tables

• Solving simple word problems using data

• Introduction to probability (likely/unlikely events)

Word Problems & Problem Solving

• Multi-step word problems involving all four operations

• Using diagrams and models to solve problems (e.g., bar model method)

• Logical reasoning and patterns

• Money problems, measurement problems, and time problems

Hello!

My name is Justin Wang, and I am a 9th grader at College Station High School with a deep passion for mathematics and sharing it with others. I’ve grown through years of experience in competitive math, which has given me both strong problem-solving skills and a deeper appreciation for the creativity behind mathematics.

What I value most, though, is teaching and helping others discover that same excitement. I’ve taught students in competition math settings at TAMU Chinese School and worked with peers to strengthen their skills, build confidence, and approach problems from new angles. My focus is not just on solutions, but on showing how math can be logical, engaging, and even fun.

In every class or tutoring session, I strive to create an environment where students feel challenged but supported, encouraged to think critically, and motivated to explore beyond standard approaches. My goal is to meet students where they are and guide them toward becoming more confident and independent thinkers.

Whether a student is just beginning or already exploring advanced math, I bring both experience and a genuine passion for teaching to help them grow on their mathematical journey.

Hello!

My name is Samuel Gu, and I am a 9th grader at A&M Consolidated High School. I love math, I have started to learn the aops series with TAMU Chinese school when I am 5^th grade. Now I am helping give back to the community. I love math, chess, and origami. Let’s have a fun math learning journey.