Teach for Hong Kong started by a group of young people with great passion and educational visions. It was originally based on the “Teach for” model in America and it was quite challenging to make it suitable and sustainable under the Hong Kong culture.

Our Fellow, CY Ling, implemented “Flipped Classroom” and it is proved to be effective and innovative compared to the traditional mode of teaching.

UBS works with us for the last few years to create life and career education for our students. With the COVID outbreak, we joined hands again to bring this experience into our students' homes.

Natalie (Fellow 2018-20) flipped the convention around and created the first Kinesthetic Classroom in Hong Kong to help kinesthetic learners thrive in traditional schools.

A partner school decided to make IB affordable for all. Janet (Fellow 17-18) joined hands with the school early on and shares her experience from the start.

A multi-year partnership with Rockhampton Management has proven that mutually beneficial collaboration can happen between business and education.

Teaching and business seem to be different worlds. But Kelly Lam (Fellow 17-18) manages to leverage her teaching experience into her role as a Management Trainee.

Karen, a law graduate, ponders how to get her students excited about their future. Her revelation: Teachers need to imagine a future in order for students to imagine their own.

If we can liberate underprivileged students from their confined circumstances, they can discover their purposes and imagine a brighter future, with them on the center stage.

Cross-sector collaboration also sows the seed for multiplying impact, outside the immediate classroom. They get people in various industries to become invested in education.

What is lacking in low-income students’ educational experience? Arguably, their biggest disadvantage lies in the non-academic learning. And this is where cross-sector collaboration offers highly fertile possibilities.

Lindy E. Lek, Executive Director of Social Impact Partners (SIP), shared her moment of connection with TFHK and the reason why SIP chose to work with us.

Teach for Hong Kong started by a group of young people with great passion and educational visions. It was originally based on the “Teach for” model in America and it was quite challenging to make it suitable and sustainable under the Hong Kong culture.

Discover their life-changing stories of our Fellows Fei Cheung and Ernest Wong and their students Oscar and Fiona. Get to know how TFHK Fellows are uniquely positioned to bring new perspectives and ways of thinking to their grassroots students and broaden their exposure horizons.

Cross-sector collaboration also sows the seed for multiplying impact, outside the immediate classroom. They get people in various industries to become invested in education.

What is lacking in low-income students’ educational experience? Arguably, their biggest disadvantage lies in the non-academic learning. And this is where cross-sector collaboration offers highly fertile possibilities.

Yunice believes that teaching mathematics should be interactive and engaging based on her learning experience in the UK, And she endeavors to bring innovative and creative elements to enhance both the teaching and learning experience of STEM subjects.

In primary and secondary school, STEM-related subjects are often associated with theories and complex calculations. As such, many students may develop fear towards these subjects long before discovering the fun in STEM. As a Food and Nutritional Sciences graduate herself, Percy intends to let her students explore the relatedness of STEM and daily life, and eventually arouse their interest in it.

Underprivileged students might easily get troubled by the question of what to study at university owing to their greater concerns for career prospects. This makes the role of Fellows particularly important in terms of providing these students with proper guidance and support.

Teach for Hong Kong started by a group of young people with great passion and educational visions. It was originally based on the “Teach for” model in America and it was quite challenging to make it suitable and sustainable under the Hong Kong culture.

Karen, a law graduate, ponders how to get her students excited about their future. Her revelation: Teachers need to imagine a future in order for students to imagine their own.

If we can liberate underprivileged students from their confined circumstances, they can discover their purposes and imagine a brighter future, with them on the center stage.

Teaching and business seem to be different worlds. But Kelly Lam (Fellow 17-18) manages to leverage her teaching experience into her role as a Management Trainee.

Three law graduates postpone their law career and step into classrooms. They agree that their sacrifices are worth it when students can realize their dreams.

“The 10-month experience taught me to work harder, serve better and learn faster. It made me better as a person, I’ve learned my weaknesses, shortcomings and flaws. The exposure I gained in mentorship and event organization made me discover my ultimate vision in education. In the future, I hope to further empower underprivileged students and nurture talented individuals through entrepreneurship.”

Teaching and business seem to be different worlds. But Kelly Lam (Fellow 17-18) manages to leverage her teaching experience into her role as a Management Trainee.

Three law graduates postpone their law career and step into classrooms. They agree that their sacrifices are worth it when students can realize their dreams.