From June 18 to 22, supported by the Tsinghua International School Development Fund, led by THIS teachers Ms. Li Jingjing, Ms. Huang Ping, and Ms. Zhang Hongxuan, 32 students from grades 8 to 11 traveled to Urad Front Banner Third Primary School in Inner Mongolia to conduct volunteer teaching.
Before departure, the students, paired in teams of two, prepared meticulously through multiple trial lessons. They designed engaging courses in science, art, language, and sports, aiming to inspire the local children with interactive and thought-provoking lessons.
On June 18, the team set off from Beijing, carrying teaching aids such as science experiment kits, art supplies, sports equipment, and drones. Upon arrival, they were warmly welcomed by Mr. Wang Xingmin, Director of the Urad Front Banner Education Bureau, and the school’s leadership.
The first day began with a heartfelt welcome ceremony. The children, holding flowers, greeted the volunteers with eager smiles. As student volunteer Jasmine Li recalled, "Their eyes sparkled—not just with curiosity about visitors from the city, but with a pure thirst for knowledge."
Each day, the volunteers arrived early to bond with the local students from grade 2 to 5, before class. The curriculum was diverse: physics experiments exploring life’s mysteries, tech-driven AI adventures, drone flying, ukulele performances, plant-dyeing art, traditional Chinese painting, English idioms, poetry appreciation, oracle bone script decoding, Go strategy games, sudoku challenges, and dynamic sports like football and fencing. Every lesson was crafted to ignite curiosity and creativity.
Beyond teaching, the volunteers immersed themselves in Mongolian culture—shaping dough figurines, savoring traditional milk tea, and listening to folk songs that echoed the spirit of the grasslands. These experiences deepened their appreciation for China’s multicultural heritage.
After the teaching program, the team ventured into the desert for a research activity, learning about ecosystem restoration by crafting straw grids to combat desertification.
Though brief, the journey left lasting impressions. As volunteer Lucy Du reflected, "We weren’t just teaching—we were planting seeds of dreams. With ‘telescopes,’ we showed them a wider world; as ‘temporary dream-makers,’ we gave them courage to believe in themselves."
At farewell, emotions ran high. The children’s gratitude and the volunteers’ growth underscored the power of education to bridge distances. Kevin Chen noted, "Teaching isn’t just about knowledge—it’s heart-to-heart connection."
#Student Reflections#
Kyle Chen:
This volunteering experience taught me that teaching is not just about sharing knowledge—it’s about making heartfelt connections. The children in Inner Mongolia gave me the most precious gift: their smiles and pure hearts. I will always remember this beautiful grassland and its wonderful children.
Kevin Chen:
Though the days were demanding, every moment was fulfilling. We prepared lessons during the day, taught in class, and often stayed up late discussing the children’s progress. Despite the exhaustion, our hearts were full. Through this journey, I came to understand the true meaning of "education." It’s not just about passing on knowledge—it’s an exchange between hearts. This experience not only strengthened my communication skills and sense of responsibility but also taught me how to listen, understand, and truly be there for others.
Lucy Du:
What is the essence of volunteering? Now, I finally have the answer—we are not just knowledge-bearers, but dream-sowers. We brought "telescopes" to help the children see a broader world; we became "temporary dream-makers," planting courage in their hearts, whispering, "You can do it." The Third Primary School is full of hope because these children are bright, lively, and full of dreams. This story isn’t over—I believe the next chapter will be even more extraordinary. Together, we were a flame; apart, we scatter like stars. May we all shine brightly in our own worlds.
Alex Hou:
I met a young boy here who ran faster than anyone—so fast that none of us could catch up, so fast that the past couldn’t hold him back, so fast that the world couldn’t keep pace. He ran as if trying to break free from all constraints. I saved his number so he could run even farther. Being here made me want to run too—to sprint away from all distractions and start anew.
Taiyuan Huang:
Teaching these past few days made me realize the immense responsibility of being an educator. Teachers must manage the classroom rhythm, maintain discipline, and keep the energy alive—details I’d never noticed before. Signing autographs for the children, my fingers often ached from pressing the pen too hard, stained with stubborn ink. My back grew sore from bending down to their level, and my voice turned hoarse. After investing so much time and effort, what did I gain? The answer, as my senior said, was this: "What remains are the children’s innocence and joy."
Isabella Li:
I didn’t just teach them—I learned resilience and optimism from them. Playing with them in the endless desert, listening to their stories, gave me a unique understanding of this land. Though our time was short, this experience taught me that giving love returns even greater warmth. It taught me to cherish and strengthened my resolve to keep spreading kindness.
Kevin Jiang:
I witnessed a different approach to art education—one that blended traditional Mongolian dough sculpting into the curriculum, nurturing well-rounded students rooted in their culture. This trip deepened my reflections on society and inspired me to contribute to meaningful change. I hope to volunteer again, sharing knowledge with students in need, empowering them to become future leaders.
Royce Lee:
Standing before a classroom of colorful ice cream models, I realized: history shouldn’t be cold words in a textbook—it should be alive, something you can touch and create. Looking back, the children and I traveled through time together. We shaped history with our hands and warmed knowledge with laughter. Years from now, when these children taste real ice cream, perhaps they’ll remember that afternoon of molding clay. And that’s the most beautiful part of education.
Jasmine Li:
Four days were too short—just enough to memorize their faces before goodbye. Yet four days were long enough to etch a thousand children’s smiles into my memory forever. On the slow train home, watching the grasslands shrink outside the window, I understood education is never a one-way gift. In their eager eyes, in the sweat-drenched autograph books, on the dunes we climbed together—we illuminated each other like stars.
Rick Shi:
I learned how to prepare step by step and how to stay calm while teaching, ensuring every key point landed clearly. Life will keep bringing new environments and people—there’s no need to fear stumbles along the way. We grow better through them. That’s the meaning of volunteering.
Lewei Shi:
Walking through the school, I saw their passion for art and creativity everywhere—traditional dough figures and ink paintings, modern oil canvases and paper-cuts, all testaments to their curiosity. On the playground, whether playing basketball, soccer, or ping-pong, they embraced exploration with pure joy. This experience reminded me to pause, breathe, and admire the raw, boundless wonder of learning. Teaching here showed me that true education isn’t about grades or college—it’s a heartfelt quest to understand the world.
Iris Wang:
I watched them scribble intently at their desks, eyes alight with curiosity. I watched them race across the playground, laughter dissolving hardship. And in those moments, I grew too, finding fulfillment and joy I’d never known. What began as an uncertain journey became a treasured chapter of my life—one that will forever warm my path forward.
Bowei Luo:
Education isn’t just about knowledge—it’s about lighting courage in children’s hearts. At goodbye, their eyes told me this wasn’t an ending, but the start of a bond. May they dare to fly far, and may our time together always remind me of their warmth.
Vicky Wang:
At first glance, volunteering and desert greening seem unrelated. Yet both are journeys—from barrenness to life, step by step toward vibrancy. The desert and these children share a transformation, one that demands dedication. Just as deserts need professional ecologists, government support, and volunteers, education needs village teachers’ lifelong devotion and volunteers to broaden horizons. We’re all sowers: desert-restorers plant saplings; we plant seeds of knowledge. Though a short stay can’t redirect fate, if these seeds meet persevering teachers someday, they might take root.
As Vicky Wang aptly said, "Like desert greening, education needs persistent sowers. We plant seeds; local teachers help them grow." Tsinghua International School remains committed to fostering such volunteer teaching programs, empowering rural children to chase brighter futures.
