She comes from a worker's family in Hong Kong. Her father is a construction worker and her mother is a housewife. In elementary school, she studied in a school full of children of workers.
In the middle school entrance examination, she entered a famous middle school with the first score in three main subjects (English, Chinese and mathematics) and won a government scholarship.
In that middle school, all the students come from the middle class, and English is used for teaching, communication and assembly, while when she was in primary school, the teachers used mixed languages.
This is difficult for Ma Lina to learn, because she can't understand what the teacher said. She knows very well that if she wants to survive in this school, she must attack English.
She not only reads a lot eagerly, but also pays attention to the English around her, including mass media, posters, slogans and road signs, so as to increase the chances of learning English as much as possible.
Her experience of "struggling for survival" in this school has a great influence on her concept of learning English and the teaching strategies formed later.
After graduation, she worked in the government and hospitals, and later entered St. Peter's Middle School. Her off-campus work experience and daily contact with all walks of life enable her to better deal with some problems related to students.
Like all novice teachers, in the first two years, classroom management and the relationship with students were the biggest problems that bothered her.
The way she handles this matter is either to learn from her colleagues or from her own experience at school. In teaching, she can always design teaching from the perspective of students.
She likes to attend seminars organized by educational institutions, and thinks these seminars are very useful and worth attending, because she can get some useful ideas or materials from them.
Besides, she also bought many teaching reference books and reference books, because she thought it was necessary to adopt new things in her own teaching during the teaching reform.
She likes reading, and often reads for hours. She also put these books on the information shelf in the teachers' lounge for her colleagues to read.
She also likes to try different activities or design activities in different ways. She is also pleased to see that students are more and more interested in classes and have made great progress.
But in the third year, she felt very depressed, because despite her efforts, she could not solve the discipline problem. She once wanted to give up her teaching career.
Later, she worked as a class teacher with the principal under the dual class teacher system. She got a lot of help from the headmaster, especially how to solve the argument with the students.
The spiritual help from colleagues and principals and the pleasant working environment made her determined to stay and continue to work hard, which was also a turning point in her teaching career.
In the fourth year, she began to study for a diploma in teaching and research at the University of Hong Kong. The investigation confirmed her own practice and provided a theoretical basis.
She said: "Many of the methods learned in the diploma course are very interesting. In fact, I have adopted these methods for a long time, but I didn't know why it was a good education law. "
When she was in the fourth and fifth grades, she reserved a lot of strategies and activities that can be used in teaching practice and serve her teaching. In this way, she has more time to explore new ideas, improve teaching behavior from a small place, reflect on her own growth and think about a wider range of educational issues.
In the fifth year, she was appointed as the director of the English teaching and research section. At first, she was not clear about the responsibilities of the teaching and research team leader. In the sixth year, she finished her vocational training and began to lead the teaching and research group to carry out some teaching reforms on the basis of the work of the head of the teaching and research group for one year.
In order to be better qualified for this position, she signed up for the advanced class of teaching and research team leader, which made her clear that the teaching and research team leader is the "leader of reform".
Ma Lina thinks that taking part in half a year's part-time courses is very important for her career development. This gives her the opportunity to read magazines, reference books and materials, as well as education policies in the library. More importantly, she can reflect on her work in a broader environment and think about improving the teaching methods of herself and her colleagues. Later, she further studied for a master's degree.
In Ma Lina's body, we can see the development process of expert teachers. In this process, she has been doing her best. She constantly reflects on her teaching, seeks new professional knowledge in order to further improve, and constantly tries to go to her own classroom teaching.
From Ma Lina's performance in classroom teaching, we can see that she is constantly making some teaching innovations, big or small, thus developing her professional knowledge.
At the same time, in order to do her job well, she has always had a sense of learning. As the head of teaching and research, she led teachers to explore innovative experiments of process writing. It is through constant innovation, seeking and meeting challenges that Ma Lina gradually became an expert teacher.
Looking back on Ma Lina's growing process, learning, practice, thinking and exploration should be very important keywords in her growing process. She didn't graduate from education, so she has been studying to make up for her shortcomings.
She always observes her classroom, finds problems, tries to improve teaching methods and solve problems, and then reserves effective teaching strategies.
She dared to accept challenges, challenged her own ability limits, made continuous progress and growth, and finally successfully transformed into an expert teacher.