“寶藏老師”Riaan Nagel

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正如——

高端的食材只需要最樸素的烹飪，

那么——

到位的教學設計也只要誠實執行，

靜待花開就好了：

直到今天，6年級Leo（季準星）的媽媽都記得，孩子1年級“英文通信”活動帶來的收獲：

活動是Riaan老師發起的，

沒想到讓Leo特別著迷：

他堅持給寫信，幾乎每天一封！

還要媽媽在每只信封上畫上可愛的小圖案，

最后儀式感十足地交給Riaan，

等著回復。

一開始Leo也就寫兩三句，后來句子越寫越長，內容越來越多，語法的問題也越來越少。

結果非常驚喜——

1年級結束，Leo的英文MAP測試RIT分數增長比全球平均水平高了近2倍！

“Riaan老師真是寶藏老師！”Leo媽媽說。

Riaan Nagel

* 來自南非，教育學碩士學位

* 擁有19年教學經驗

* 在啟明星學校北皋校區工作10年

* 教授小學低年級英文課程和英文PYP課程

* 電影和閱讀的深度愛好者

好信一籮筐

Riaan老師的“寶藏”在于，他特別知道怎么和小孩子打交道，走心的教學總能戳中最重要的點：

就拿讓Leo著迷的通信活動來說，那是Riaan為1年級探究單元“我們身處什么時空”設計的學習活動：

現在的孩子熟悉微信和電郵，卻很少用到信紙和信封。

于是，Riaan給孩子們展示信紙和信封：“你們可以給我寫信，寫什么都成，放進信封里。我會讀每一封信，也會給你們回信！”

這個有意思！提筆寫信，封進信封！

還能收到回信，好玩！

孩子們紛紛給Riaan寫信。信像雪片一樣飛來，一只框裝不下：

他們會念念碎生活里的小經歷——“Today, I go to the hospital to check my eyes…It is a bad news, I have short sight.”（今天，我去醫院檢查視力了……壞了，我近視了。）

分享自己的小辦法——“I borrowed one library book, I want to keep it. Mom said: you can’t keep the book. You need to return the book. I have a good idea, I use ipad to take photo of the book. （我從圖書館借了本書，我想留下來。媽媽說：你不能。我想到一個好主意：用ipad把書的內容拍下來。）

成果如下——

1. 孩子們通過手寫信件，體驗到社會溝通媒介的發展，完成了探究單元的學習目標，又發現書寫英文可以輕松有趣！

1. 通信活動也讓孩子有機會講出心里話。

孩子們不想讓爸爸媽媽知道的小心思，倒是愿意給老師看。

有的孩子會借這個機會抒發情緒，說說開心的事，也嘮叨嘮叨不高興的經歷，有時能寫上2張紙！

1. 這個活動也讓家長有機會深入了解孩子的學習。

Riaan老師給了家長一把“鑰匙”——他把活動內容和折信封的方法告訴了家長。這樣，有心的家長可以幫忙做信封，就像Leo媽媽那樣，折信封，然后畫上各種有趣的圖案，絲滑自然地參與到孩子的學習當中，既了解了孩子的學習，又讓他們感受到得到了家長暖暖的支持！

活動簡單，而好處不少，現在明白“Riaan老師是寶藏老師”這句話的含金量了吧！

有問題，演出來

最近，Riaan老師又在課堂上用出一個新點子：

他的2年級學生正在學習程序性文本寫作，主題是怎樣刷牙。

有些過程，孩子們寫的不夠全面。但是Riaan知道，僅僅靠口頭點評“你的細節寫的不夠”，“你缺少了XX步驟”，很難讓2年級學生直觀體會到問題出在哪里。

針對孩子們更接受具象指點的年齡特點，Riaan老師把牙膏牙刷帶到課堂，把孩子們的文字現場演了出來：

原來，少了擰開牙膏蓋的信息，牙膏真的擠不出來；

沒在杯子里倒上水，或是吐掉牙膏，牙膏就要咽進肚子了！……

孩子們瞬間就Get到問題出在了哪里！

好點子，哪來的？

Riaan老師為什么能有這些到位又簡單的好點子？

因為Riaan老師珍視自己的工作，愿意為教好孩子“燒腦”：

在他看來，自己不只在進行語言教學，也在培養孩子適應未來社會的核心素養。

“無論孩子未來從事什么工作，都要講好自己的故事，把自己公司的故事講給潛在的客戶，都必須運用這樣的能力。就算是想要更好地使用AI，也需要你能完成清晰、明確的人機對話。

英文教學就是幫助孩子孩子獲得講好故事、有效溝通的工具。我熱愛自己的工作。

Riaan還是重度電影愛好者和閱讀愛好者。

電影和閱讀對他而言，就是另一個平行世界，給了他不盡的靈感，也讓他更深刻地理解孩子們的內心。

“我每天都會讀書，我收藏的電影足夠開上一間小型音像店！”Riaan說。

最信賴的人

想要最大限度地實現教學效果，光有好點子并不足夠。

孩子們常常因為喜歡一個老師而在這個老師教授的學科表現優秀，就是這個道理。

而Riaan得到了孩子們的信賴、倚靠。

啟明星開始評選最可信賴的成人活動以來，Riaan連續4年入選。他對孩子們的學習需求，總是給予支持。

比如，Riaan老師鼓勵學生堅持寫英文日記。無論長短，只要給到他，他都會認真閱讀，幫學生批改。

1年級的時候，王奕君（Esme）和其他幾個同學開始寫日記。

升入2年級之后，她們找到Riaan老師說，我們還可以繼續寫日記給你，請你幫忙批改嗎？

這時候，Riaan已經不再是她們的老師了。但他依然回答：“當然可以！”

只要她們把日記交給Riaan，他依舊像當年教她們的時候那樣，認真批改好，再還給她們。

在校園里見到她們，他也會追問一句，日記寫了嗎？

現在，幾個小姑娘已經讀3年級了，Riaan還是會時不時收到她們的日記本。

10年

從2016年開始，Riaan已經在啟明星工作了10年，在外教群體中，這樣長時間地在一所學校工作已經相當少見。

Riaan說，他看重自己對工作的承諾：“我不喜歡換來換去。”

Riaan在啟明星教的第一屆學生已經在上9年級了。“我要親眼看著他們12年級從啟明星畢業。”他說。

Riaan喜歡啟明星社區的文化，不想輕易離開。他的學生也說，因為他不想離開學校。

上個星期，一個小女孩交給他一幅畫：

“我不去I學校，也不去W學校。

親愛的 Riaan 老師，感謝你的善意和幫助。你有趣又幽默，因為有你，我想永遠待在啟明星！”

對教育者來說，這真是超過百分百的認可！

“Riaan老師是寶藏老師”這句話的含金量又上升了！

Even today, Leo’s mother (Leo now in Grade 6) still vividly remembers the “English correspondence” that took place when he was only in Grade 1.

It was a learning activity designed by Mr. Riaan Nagel, and unexpectedly, Leo became completely absorbed in it.

He insisted on writing letters, almost one every day!

And every time, he asked his mom to draw cute patterns on each envelope, then handed them over to Riaan with a sense of ceremony.

At first, his letters only contained two or three short sentences, but gradually, the sentences became longer, the content richer,

and the number of grammatical mistakes significantly fewer.

Then came an amazing surprise.

By the end of Grade 1, Leo’s MAP Reading and Language RIT growth was nearly "double" the global average!

“Mr. Riaan is truly a treasure teacher!”Leo's mother said.

Riaan Nagel

* From South Africa, holds a Master’s degree in Education

* 19 years of teaching experience

* 10 years at Daystar Academy (Beigao Campus)

* Teaches elementary English and PYP

* A passionate film and reading enthusiast

Boxes Full of Letters

What makes Riaan a “treasure” is not simply his experience,but the way he truly understands how to connect with young students.

His thoughtful design often strikes right at their hearts.

Take the letter-writing activity that captivated Leo: It was part of the Grade 1 unit Where We Are in Time and Place.

Students today are familiar with WeChat and email, but rarely use actual stationery.

So Riaan brought out letter paper and envelopes and said:

“You can write letters to me, anything you want. Put the letter into an envelope. I will read every letter and write back!”

That was irresistible: writing letters by hand, sealing envelopes, and receiving handwritten replies!

Soon letters were flying toward him like paper butterflies. One box almost couldn’t hold them all!

Students documented their daily moments:

“Today, I go to the hospital to check my eyes…It is a bad news, I have short sight.”

They also shared creative problem-solving:

“I borrowed one library book. I want to keep it. Mom said I can’t. I have a good idea. I use iPad to take photo of the book.”

1. Through this simple form of handwriting, students experienced the evolution of communication tools over time, perfectly completing the inquiry unit’s learning goals, and discovering that writing in English isn’t hard at all!
   

1. But more than that, letters became a safe emotional outlet.

Some thoughts they didn’t want parents to know, they were willing to share with Mr. Riaan.

Some wrote two full pages—sharing frustrations, happiness, secrets, discoveries.

1. And parents gained deep insight into their children’s learning journey.

Riaan even offered them a “key”:

he taught parents how to fold envelopes

so those who wished could help at home.

Leo’s mother did just that: folding envelopes, drawing patterns, quietly participating like warm backup support.

A simple idea—with meaningful academic, emotional, and family benefits.

Now we understand why “Riaan is a treasure teacher” is not just a compliment, but a truth of great value.

Act Out

Recently, Riaan introduced another new teaching idea:

His Grade 2 students were learning procedural writing on the topic How to brush your teeth.

Some students did not describe steps in enough detail. But statements like “Your details are not clear,”or “You missed a step,” don't really land with young students.

So, based on their developmental stage, Riaan brought a toothbrush, toothpaste, and a cup—and acted out their instructions exactly as written.

Without the step “open the toothpaste cap,” he couldn’t squeeze anything out.

Without “add water into the cup” or “spit out the toothpaste”, he would have to swallow toothpaste directly!

The students immediatelygot it.

Where Do His Great Ideas Come From?

Why was Riaan able to design such an effective learning activity?

Because he deeply values the meaning of his work.He constantly pushes himself to teach well.

To him, he’s not just teaching English—

he is equipping children with essential competencies for the future:

“Storytelling and creativity reinforce each other. Whatever career they pursue, they must be able to tell their story— tell their company’s story to customers. Even good interaction with AI requires clear, accurate and creative communication.

Teaching English means giving children the tools to tell stories and communicate effectively. I love what I do.”

He is also a devoted lover of films and reading.

To him, movies and books are another parallel world. They are rich sources of inspiration for his teaching and understanding of his students and people.

“I read every day. With the movies I have, I could open a small video rental shop!” Riaan laughed.

The Most Trusted Person

Ideas are one thing—having students willingly embrace them is another.

To do that, they must like you and trust you.

Often, students excel at subjects taught by teachers they love. Riaan perfectly embodies this.

Since Daystar began initiated “Most Trusted Adults,” Riaan has been selected four years in a row.

He has firm expectations but he always responds to students’ needs with empathy and care.

For example, he once encouraged students to keep writing English journals. He promised to read and mark them carefully.

In Grade 1, Esme Wang and several classmates started a habit of writing journals.

In Grade 2, they approached him again:

“Can we still write for you? Will you help correct our writing?”

“Of course!” Riaan replied, even though he did not teach them any more.

From that moment on, any journal they submitted was returned, marked with care.

Sometimes he would see them on campus and ask: “Did you write your journal today?”

Now they are in Grade 3.

And yes—Riaan still receives their journals.

10 Years

Riaan began teaching at Daystar in 2016.

Now it’s his tenth year—remarkably long for an expatriate teacher.

He values loyalty and commitment.

“I like staying with schools for a long time because I am committed to help them grow.

My first class of students are now in Grade 9. I would very much like to see them graduate in Grade 12.”

He plans to remain at Daystar because he recognizes a culture he appreciates and doesn't want to give it up easily.

His students feel the same.

Last week, a girl gave him a drawing that said:

For an educator, this is more than recognition, it is deep affirmation of impact.

So yes—the value of calling Riaan a “Treasure Teacher” has just risen to an even higher level!