While watching the documentary Dream Keepers in Eastern Tibet, the spirit of Comrade Li Chunmin, who took root in the border regions and kept watch over education, resonated deeply with me. It reminded me of my own journey transitioning from a technician at The Sixth Engineering (Xiamen) Co., Ltd. of CCCC Third Harbor Engineering Co., Ltd., to a volunteer teacher at Zilijia Primary School.

In August 2025, I embarked on my volunteer teaching journey in Fugong County, Nujiang Prefecture, Yunnan. The school's basic conditions and the heavy teaching load initially left me feeling a bit overwhelmed. However, seeing the eager thirst for knowledge in the children's eyes instantly ignited a profound sense of responsibility within me. As a young employee of a central state-owned enterprise, I understood deeply that this mission was not just about imparting knowledge, but also about helping to lift the children's dreams beyond the mountains. And so, I stepped onto the podium at Zilijia Central Primary School, becoming a first-grade math teacher.

Facing those pairs of young, innocent eyes, I settled my mind and carefully assessed the class situation. The children's foundational knowledge varied greatly; some couldn't even count, while others were very introverted and hesitant to answer questions. This situation made me realize that teaching isn't just about lecturing; it requires reaching into the children's hearts and guiding them patiently. Initially, they lacked confidence in learning and were even afraid of the classroom. So, I started with the simplest counting games and gesture-based teaching, guiding them to count fingers and use examples from daily life to understand the meaning of numbers. Gradually, I led the children to knock on the door of mathematics and find the joy in learning it.

In the classroom, tailoring my approach to the children's actual levels, I implemented a system of "nurturing the strong and assisting the weak." For students with a solid foundation, I encouraged them to tackle more challenging problems to develop independent thinking skills. For those struggling, I insisted on holding after-school tutoring sessions twice a week, focusing on reinforcing their weak areas. At the same time, I paired them with higher-achieving students for peer support, practicing oral calculations and board work repeatedly until they could write the answers independently. A strong atmosphere of mutual assistance formed within the class.

Through day-to-day interaction, my relationship with the children quietly changed. I was no longer just the teacher explaining problems in class; I became a trusted companion.

In my teaching, I employed differentiated instruction and one-on-one tutoring. One student in the class kept writing '6' as 'd' and '7' as 'Г'. Instead of criticizing him, I patiently guided him to trace the stroke directions with his finger and practice repeatedly on the blackboard. When I saw him finally write the numbers correctly, a proud little smile appearing on his face, the meaning of persistence was conveyed without words.

And beyond the classroom, we grew together. After school, I would teach the children to play table tennis, draw traffic signs, and make little model houses. On weekends, they would pull me along to play soccer, pick wildflowers, and tell stories. The children loved calling me "Teacher Brother Li." This form of address was filled with trust and reliance, strengthening my resolve to do this job well.

Volunteer teaching life extended beyond the school grounds. After school, I often visited students' homes to understand their learning and living situations. Many children lived on the mountainsides, walking for half an hour along rugged paths after school – a routine they were accustomed to, while I would be panting and exhausted from the climb. During home visits, I saw that some students' families still cooked with firewood; some homes had only one wooden table, where the child did homework under a dim light. Although life was hard, they studied with exceptional seriousness, never complaining.

The school dormitory often had water outages, requiring me to carry buckets of water for daily use. The cafeteria meals were simple, a far cry from my life before volunteering. But living alongside the children, I found immense joy. This trust and closeness became the most precious harvest of my volunteer teaching experience.

Volunteer teaching is not a brief journey, but a cultivation of the soul. It allowed me to truly understand the profound meaning of "responsibility" and demonstrated the social commitment expected of a young person from a central state-owned enterprise. On construction projects, I constantly pursued precision and efficiency; in the classroom, I learned patience and tolerance. Each lesson, each home visit – seemingly ordinary moments – were all steadfast steps taken for the children's future development. Sparks of light can gather into a torch; perseverance leads to far-reaching impact. This is the most moving answer found on the path of volunteer teaching.

Content provided by: Li Zihao