I became a secondary school teacher at the age of 21. From the very first day I stood in front of a classroom, I knew I had found my calling. I loved working with young people, watching them grow in confidence, discover their strengths, and find their place in the world. Walking alongside them during those important years of life brought me immense joy and purpose.

 

Thirteen years ago, I immigrated to New Zealand and settled in St Heliers, Auckland. Although I had left my familiar teaching environment behind, my passion for education never changed. Soon after arriving, I began teaching Chinese language classes at a local community centre. What started as a small programme quickly became something much more meaningful.

 

My students came from many different cultural backgrounds. Alongside Chinese families were local New Zealand families and children from around the world. Every class became a meeting place of languages, cultures, traditions and perspectives. Witnessing these young people learn from one another opened my eyes to the beauty of multicultural communities and reignited my love for teaching.

 

At the same time, I became a Youth Leader for three different age groups within the community. The young people I worked with came from different countries, spoke different languages and carried unique cultural identities. To me, they were like flowers in a spring garden—each one different, yet equally vibrant and full of life.

 

Together we explored beaches, forests, farms and mountains. We went camping, organised birthday celebrations, enjoyed fireworks nights, participated in orienteering activities and visited elderly members of the community. Through these experiences, the children built friendships, developed teamwork skills, gained practical life experience, learned to appreciate nature, and discovered the warmth of caring for others. They also developed a deeper understanding of New Zealand’s culture, history, social values, traditions and way of life.

 

Beyond outdoor activities, I was passionate about creating opportunities for children and families to come together through the arts. Each year, I helped organise community events such as Mid-Autumn Festivals, Christmas Concerts and Chinese New Year Celebrations. Children from my Chinese classes took centre stage, sharing their talents through music, dance, gymnastics, martial arts and cultural performances. Choirs, community groups and local residents from diverse backgrounds were also invited to participate. Watching people of different ages, cultures and backgrounds connect through music and celebration brought me a deep sense of fulfilment. Seeing genuine smiles and joy on people’s faces reminded me of the power of community.

 

Music became an important part of my own journey as well. Between 2014 and 2019, I participated in a youth choir, a community choir and singing groups within my Chinese classes. Music not only improved my English and broadened my cultural understanding, but also became a lifelong passion. I continued teaching Chinese songs to my students, introducing them to the beauty of language, culture and music. Each year, we learned and performed many songs together, creating memories that extended far beyond the classroom.

 

Then, in early 2020, the world changed. The COVID-19 pandemic brought community life to an abrupt halt. Classes were disrupted, activities were cancelled, and the vibrant connections we had built over the years suddenly became fragile.

As restrictions continued, student numbers declined and many programmes struggled to survive. I felt a profound sense of loss. What I missed most was not simply teaching—it was the opportunity to learn, grow and connect with young people.

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In December 2020, as summer arrived and restrictions eased, I organised an outdoor Christmas Music Gathering for families from my Chinese classes and members of the wider community. Under the sunshine, surrounded by music, laughter and friendship, I was reminded how important human connection is—especially for children.

 

In July 2021, I organised the very first Sparkling Minds Enrichment Camp activity, themed around the NZHQ Virtual Olympics. The event was a great success. Children, parents and volunteers all left inspired and encouraged.Just a few weeks later, however, New Zealand entered another lockdown. Once again, children were isolated from their friends, activities and communities. One day, while watching a global online concert featuring performers from around the world, an idea came to me: If adults could connect across borders through technology, why couldn’t children?

 

On 22 August 2021, I launched a weekly online programme called “Cloud Adventure – Lockdown Diaries”. Every Saturday, children gathered online to share their lives, learn from one another and simply spend time together. Some performed musical instruments. Others shared baking projects, artwork, LEGO creations, gymnastics routines, dancing, storytelling or experiences with their pets. Every child had the opportunity to shine.

 

Alongside these presentations, I introduced discussion topics and learning themes designed to encourage curiosity, empathy and critical thinking. One week, we watched a documentary about volunteers rescuing stranded dolphins. After the discussion, one child quietly said: “When I grow up, I want to become a volunteer and help dolphins too.” That moment deeply moved me.

 

It reminded me that education is not only about knowledge—it is about planting seeds of kindness, responsibility and hope. After several weeks of online activities, I took a leap of faith. In September 2021, I organised the Sparkling Minds Global Mid-Autumn Children’s Gala, an online celebration connecting children across multiple countries and time zones.

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Before moving to New Zealand, I had spent many years as a homeroom teacher and had remained close to many former students. Over time, they had built lives and families around the world. When I shared my vision, they enthusiastically supported the idea and encouraged their own children to participate. Children from the United States, Canada, Australia, Singapore, Germany, France, the Netherlands, Hong Kong and many other places submitted performances for the event.

 

A boy from Washington recited poetry.

A girl from Sydney sang while accompanying herself on the piano.

A young gymnast performed from her living room in Hong Kong.

Two sisters from Singapore sang together.

A boy from Guangzhou played the clarinet.

A child from the Netherlands performed a piano solo.

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For one special evening, children from around the world came together on a single screen. Most had never met, yet they were connected through music, creativity, friendship and shared experiences. That online concert planted a seed in my heart. It strengthened my belief that education does not only happen in classrooms. Growth is not limited to textbooks. Whether through music, art, sport, nature exploration, community service or cultural experiences, every meaningful encounter has the power to shape a child’s future. That belief became the foundation of Sparkling Minds Education.

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What began as a simple effort to keep children connected during lockdown gradually evolved into weekend enrichment programmes, holiday camps and a growing community of young people eager to explore the world around them.

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Today, Sparkling Minds Education offers a wide range of experiential learning opportunities designed to develop leadership, communication, teamwork and confidence. We integrate real-world learning into our programmes, including environmental awareness, marine conservation, first aid, science, music, outdoor education and community engagement.

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At its heart, Sparkling Minds was born from one simple belief: Education is not merely the transfer of knowledge. It is the process of inspiring lives. And through every activity, every conversation and every shared experience, we hope to help young people discover who they are, connect with the world around them, and grow into compassionate, capable and confident individuals.