For some, teaching isn’t just a job; it’s a way of life, interwoven deeply into their passions. When the clock strikes 3:35 p.m. and hallways flood with students eager to head home, some teachers at Taipei American School (TAS) stay behind, grading papers, planning lessons, or attending meetings. But a few go beyond the classroom, continuing their creative pursuits and immerse themselves in the passions they share with their students. Whether it’s training young debaters at summer camp or sculpting in a personal studio, these teachers remind us to make time for what brings us joy in life.

Mr. Chase Williams:

While most nine-year-old kids were watching Cartoon Network, Mr. Chase Williams was tuning into Cable News Network (CNN) every night. Well-known as the director of TAS’ Speech and Debate program, his deep-rooted passion for this activity stems from his own high school experience. Debate provided him more than just trophies from state championships, it gave him a safe and supportive community to explore his identity and cultivate his interest in politics.

In 2012, Mr. Williams, alongside six other equally driven colleagues, co-founded a speech and debate summer camp in Charlotte, North Carolina: The Institute for Speech and Debate (ISD). Frustrated with the culture of their previous camp, they set out to create something different—something better. Their first session hosted just 37 students. Today, their camp has grown into a remarkable program, hosting two two-week sessions and welcoming between 400-500 students in multiple locations, including an online option.

Their slogan, “The ISD difference,” isn’t just a catchy tagline—it reflects their program philosophy. “We’re teaching kids in a way that is pedagogically sound and based on skills, rather than preparing students to win a debate round,” explained Mr. Williams. This focus ensures that campers won’t just learn how to argue, but will develop essential skills such as critical thinking and structuring arguments that will serve them well beyond speech and debate.  

While maintaining a strong emphasis on skill development, the camp also prioritizes community building. After a full day of instruction from 7:00 a.m. to 8:00 p.m., fun activities and social events such as capture the flag, trivia and movie nights allow campers to find a deeper sense of belonging and connection. 

Despite the early logistical headaches of running a summer camp and the major setback from the COVID-19 pandemic, Mr. Williams has kept the camp thriving. All the while, he’s continued to teach full time and direct the TAS Speech and Debate team during the school year.

For Mr. Williams and his summer camp, it all comes down to empowering young people. “We want to help students find their voice and use it to advocate for the causes they believe in. Especially now, with everything happening in the world, being able to confidently speak up and advocate for a more just and inclusive world is more important than ever.”

Mr. David Morris:

While many college undergraduates were figuring out their majors, Mr. David Morris was already elbow deep in clay—and he hasn’t stopped since. Now, he teaches ceramics and other visual arts courses at TAS, where his fervent passion inspires the next generation to explore, shape and fire their ideas into a tangible form.

Mr. Morris first discovered ceramics in high school, but it wasn’t until a group show in his sophomore year that further inspired him to major in studio arts. “I remember feeling really connected to my community in a way that I hadn’t before,” he said. He later earned a Masters in Fine Arts (MFA), exhibited internationally, taught at various institutions and continued to push the boundaries of his medium.

“I love the cyclical nature of ceramics,” he said, explaining the rhythm of shaping clay, firing it, glazing it and firing it again. “It’s very tactile, and you can mold it into almost any form.”

But his passion for ceramics extends far beyond the technical aspect. Almost every culture has their own relationships with ceramics, for religious or practical purposes. Ceramics also reflect the influence of cross-cultural connections, often blending traditions and techniques from different regions. For example, some teapots made in Taiwan are stylistically similar to Chinese Yixing teapots, but shaped using the potter’s wheel instead of being hand-built, then fired in Japanese kilns such as anagama kilns.

This intercultural curiosity ultimately led Mr. Morris to Taiwan. After hearing about the Yingge Ceramics Museum, he applied for a residency exhibition there with his MFA thesis in 2011. His thesis explored the blending of ancient forms, combining elements of tripod vessels from China and Persia to create something entirely new.  

“Collision of Curves,” his most recent exhibition in the museum, fused ancient and contemporary practices through vertical, abstract forms developed with 3D-printing. His glazing and firing techniques mirror those of 12th century Persia and ancient Egypt, giving his works majestic, archaic turquoise tints that contrast the bold lavender and coral hues.

In fact, many of the glazes that Mr. Morris has in his classroom come from his curious students, who push him to experiment further. “I get very inspired by my own students,” he reflects. For him, teaching isn’t separate from being an artist—it’s deeply connected. “A lot of the people that have inspired me actually were artists who did both. Everything I know I learned from someone else, so I feel the responsibility to pass that tradition on to others.”

Mr. Morris stresses the importance of protecting time for creative work, especially as the school year gets busier. Setting goals, like preparing for a charity auction or a group show, helps him stay focused. “That balance is something every student will encounter. Don’t forget to be creative and pursue things that you are passionate about.”