每個人的學習能力不同，老師不能挑學生教，只要學生願意學，老師就願意教。
我們是學生的老師，也是學生的朋友，除了專業知識外，學生若有其他事情需要協助，我們應盡己所能予以指導。
善用同儕的力量，教學的成功不在於我們教了學生多少，而是學生學習了多少（無論是否是從你的教學中學得的）。
工程知識或許艱深但不應死背，任何理論或作法都有其物理意義，學習者應理解其意義，之後才能舉一反三。
Everyone has different learning abilities; teachers shouldn’t pick students to teach, but rather, they are willing to teach as long as students are willing to learn.
We are not only teachers to students but also their friends. Besides imparting professional knowledge, if students need assistance with other matters, we should do our best to guide them.
Utilize the power of peers; the success of teaching is not measured by how much we teach students but by how much they learn (whether it’s directly from our teaching or not).
Engineering knowledge may be complex, but rote memorization should be avoided. Every theory or method has its physical significance, and learners should understand this significance before they can generalize concepts.
