Ruan Yunting became a teacher because her mother wanted her to. She had no other choice and felt it was the natural path after graduating, especially since there was an opportunity to teach at a newly established animation department at her university.
Ruan Yunting realized that not all students share her intense passion for art. She initially tried to push students to work as hard as she did, but later understood that everyone has their own pace and interests, and forcing her standards on them was counterproductive.
Ruan Yunting learned that her goal of turning students into artists might not align with their personal aspirations. She questioned the purpose of her work and realized that success in her role as a teacher isn't solely about producing artists but about supporting students in achieving their own goals, whatever they may be.
Ruan Yunting's perspective shifted from trying to mold students into her ideal of success to accepting and nurturing their individuality. She learned that true teaching involves seeing and valuing each student's unique strengths and helping them find their own path, rather than imposing her own expectations.
Ruan Yunting believes the essence of being a teacher is to reflect love and acceptance back to students, helping them see their own worth and potential. She emphasizes that teaching is not about forcing conformity but about guiding students to discover and embrace their true selves.
The central theme of 'Chun Hui' is the exploration of what it means to be a teacher, the nature of true love, and the purpose of education. It delves into the struggles and growth of a young teacher who learns to balance her own expectations with the needs and aspirations of her students.
Ruan Yunting sees teaching and art as interconnected. Her teaching experiences have deeply influenced her art, and her art has, in turn, made her a better teacher. She believes that her role as a teacher has enriched her creative work and vice versa.
Ruan Yunting suggests that the fear of failure in education stems from a societal obsession with avoiding mistakes and conforming to standards. She argues that allowing students to make mistakes and take risks is essential for their growth and self-discovery.