Zhenduo Zhang

• Mentored 5 freshmen and organized group activities, including campus tours and off-campus Barbecues, to maintain close relationships among group members.
• Met mentees formally, informally, in person, and virtually to offer support in finding campus resources, course enrollment, and solving other personal problems. Those individual meetings helped students to adapt to their university life more quickly.
• Presented and drafted various workshops related to student life at the School of Education and the University of California, Irvine. Those workshops allowed students to build a clearer sense of the requirements of the degreeworks.
• Cooperated with other peer mentors to organize some coffee talks during midterm weeks and final weeks. Those coffee talks released students' pressures while reviewing and studying.

• Tutored 30 undergraduate students every quarter to do their learning projects about psychology in education and some discussion worksheets. About 80% of students got As with my help.
• Taught some discussion sessions, mainly focused on motivation topics and ZPD, to help students build a deeper understanding of knowledge. Under my instruction, students finished the test questions correctly.
• Commented on students' works and gave them feedback to improve. Almost all students showed progress, quantitatively at least 3 points, in their resubmissions.
• Attended weekly meetings with course instructors and other Teaching Assistants to give constructive ideas on in-class activities. I also cooperated with other TAs to finish activity plans. Students also showed high interest during classes.

• Taught 20 Pre-K students English speaking. I mainly used the Colb Cycle and TPR during speaking classes. The Colb Cycle and TPR motivated students a lot. Based on after-class interviews with students' parents, about 85% of students decided to continue learning English.
• Ensured students' physical safety and did some singing and dancing activities with them together si that they could always keep concentrating on the lessons.
• Finished other assigned tasks, including but not limited to making study plans for students and attending team teaching meetings, by my leader.

• Taught 30 teen-adult students (2 classes) TOEFL/IELTS speaking and reading. During speaking classes, I offered students some ideas to elaborate on, and I would provide some sentence structures when necessary. I effectively taught students how to find evidence to support their answers during reading classes. I also taught reading-related vocabulary to help students pave their understanding of the article. My students all received their dream offers finally.
• Monitored students' learning processes and sent feedback to them daily. I also talked with them to adjust and recreate learning plans for different students. Every student got their appropriate learning plans with my suggestion.
• Finished other assigned tasks, including but not limited to monitoring students' exams and attending team teaching meetings, by my leader.

I am mainly responsible for teaching English to adults at the Garces Foundation and adjusting the program according to the student's feedback so that they can use English more effectively in their daily lives and as a working language. The specific tasks are as follows:

• Teach English communication courses to adult beginners, including listening, speaking, reading, and writing skills and the corresponding rules of pragmatics. The students are of different age groups and come from different countries. 80% of the students can use some specific grammatical structures to communicate with others; at least so far, the others can use some simple vocabulary to achieve their communication goals.
• Design in-class activities and teaching plans with other teachers together. Some of my ideas are approved not only by my colleagues but also by my supervisors and instructors there. Students can be effectively involved in classrooms by applying those activities.
• Design and operate an additional project focusing on the empowerment of female power through language learning. Some of their difficulties are eased till now.