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Welcome to my head

What I wish learners knew about teachers

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Inside a teacher’s head: WHAT I WISH YOU KNEW

Firstly, if you want to practise key vocabulary and read this article using the Duocards app (where you can tap on a word you don’t understand and it will show you the meaning), you need to join my email list. I will share these links there. Join here.

Vital words for understanding

wrapping up – finishing or bringing something (like a lesson) to a close.
thought – a moment of quiet reflection or feeling.
gently – in a soft, kind, and careful way, without pressure.
encouraging – giving someone confidence or support to try.
just in case – as a backup or preparation for something unexpected.
expression – the look on someone’s face that shows how they feel.
the tiniest – the smallest or most subtle.
(to) be a bit off – not feeling like yourself; slightly low or out of sync.

content – the material or topics planned for a lesson.
emotional temperature – the overall emotional state or mood of a person or group.
observe – to carefully watch and pay attention without interfering.
notice – to become aware of something small but important.

admire – to truly respect or feel impressed by someone.
judge – to form a negative opinion, often unfairly.

courage – the strength to do something that feels hard or scary.
willingness – the inner readiness to try, even without being forced.
avoided – stayed away from doing something because of fear or discomfort.
confidence – belief in your own ability to do something.
mindfully – with full attention and thought; not just on autopilot.
effort – the energy and attention you give to trying something.
path – your personal journey of growth or learning.
(to) land – to succeed in having the effect you hoped for.
mess up – to make a mistake or do something wrong.
hesitate – to pause or hold back before doing something, often from fear or doubt.

What I wish you knew

Today, after wrapping up the last session and giving the last homework, I just sat there. I just sat there and thought for a bit.

You see me with a notebook and a plan. You hear my voice asking questions, correcting gently, encouraging you to try. But there are things I’ve never said — not because I didn’t want to, but because I wasn’t sure you needed to know. Until now.

There are so many things you, my clients, don’t see.

I don’t just teach English. I read the room. I read you. I adapt. I prepare three versions of the same task — just in case. I test the atmosphere the very moment you log in, watch how you say “hello,” the expression in your eyes, how quickly or slowly you respond. I try to catch the tiniest signals to understand where you are that day, so I can meet you there.

If you’re just a little bit off, I see it. And then I ask myself: how much can I push today? Pushing is part of progress — I truly believe that. But push too much, and something breaks. Push too little, and we don’t move. I walk this invisible line every day. I don’t always get it right — but I care enough to keep adjusting, lesson by lesson, person by person.

Every session is different. And I’m not just talking about content — yes, of course, each of you brings different goals and interests. But what changes most is the emotional temperature of the room. I spend a lot of energy thinking in context — what kind of questions can I ask? What’s safe, what’s too much, and what’s actually not enough for someone who needs deeper connection?

Sometimes I feel like I’m doing therapy more than teaching. And no, I’m not a therapist — but if what we do helps you open up, speak, express, reflect, then yes, it is learning. Language doesn’t live in grammar books. It lives in real talk. Real emotions. Real stories. And still, many of you are nervous. Nervous about what I think.

Let me tell you: I don’t think anything.
I listen. I observe. I notice. I admire. I do not judge.

I see your courage, not your commas. I see your willingness to show up, to try, to laugh at a joke in English — sometimes for the first time. And that makes my day. I remember when you told me you were nervous before a session. I remember when you avoided speaking in the beginning. And I notice when you suddenly start talking without stopping. I notice when a mistake doesn’t stop you anymore.

You always focus on what you can’t do.
I see what you can. 

I see fluency in your growing confidence — not just in how fast you speak. I hear better, deeper questions. I hear you choosing words more mindfully. I see you noticing things you wouldn’t have a month ago. Yes, maybe you’re missing a word — but you’re using ten others without effort. That’s progress.

And while I’m noticing all of this in you, I’m learning too.

My own learning path is long. Ongoing. Probably never-ending. I learn from every lesson. From you. From myself. I read. I explore. I reflect. I make mistakes — yes, even after all these years. I rewrite lessons that didn’t land. I search for new ways to explain something I’ve explained a hundred times. I experiment. I mess up. I learn. Just like you. Because I believe that if I want you to grow, I have to grow too.

So when you hesitate next time, please know this: Your teacher isn’t waiting for perfection.
Just for you — to try, to speak, to trust the process.

I’m in your corner. Every single step of the way.

Welcome to my head

Teaching changed me first

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Firstly, if you want to practise key vocabulary and read this article using the Duocards app (where you can tap on a word you don’t understand and it will show you the meaning), you need to join my email list. I will share these links there. Join here.

Vital words for understanding

initially – at the beginning or start of something

field (of study) – a specific area or subject someone studies or works in

awareness – the knowledge or understanding of a situation or topic

drawn to – feeling attracted or interested in something

lack – not having enough of something; an absence

breakthrough – a major step forward or important discovery

reassurance – words or actions that make you feel less worried or more confident

rewarding – giving a feeling of satisfaction or achievement

rely on – to depend on someone or something for help or support

meaningful – having importance or value; significant

eclectic – using ideas, styles, or methods from different sources

ultimately – in the end; after everything has been considered or happened

matter – to be important or have significance

increasingly – more and more over time

This week I hit pause on writing tips, because I was working on something close to my heart: my DELTA application.

As part of the process, I had to reflect on how my teaching has evolved since I started. It felt like writing a letter to myself—from the teacher I was, to the teacher I’ve become.

 

I started teaching English in 2018 after returning from Canada, initially as a part-time job while completing my Master’s degree in a different field. At that time, I held a CAE certificate and no formal teaching experience. I joined a local language school, where I quickly realised that every student comes with unique needs, goals, and learning preferences into the classroom. This awareness shaped the way I approach teaching. 

In the beginning, I taught a wide range of learners, from young children to adults. Over time, however, I found myself increasingly drawn to working with adults. I particularly enjoyed helping those who felt stuck – those who had been studying for years but still lacked the confidence or ability to use English effectively.  I discovered that I am good at encouraging people.

My passion for teaching grew quickly. Although I graduated, I never returned to my original field of study. I soon realised I needed a stronger foundation in methodology and practical classroom skills, which led me to the CELTA course. CELTA was a major breakthrough moment for me. Since then, I’ve had the privilege of working with learners from across Europe, both in groups ad individually.

Over time, my perspective shifted. Students became learners. Learners became clients. Today, I specialise in working with adult professionals who need English for their work and career. My main focus is on teaching English to directors, managers, and professionals in the fields of IT and business. Many come to me not only for language support but also for clarity, structure, and confidence in using English in their daily work lives. 

What I find most rewarding about this work is the ability to support my clients not just in their language development, but in their broader professional and personal growth. Many of them are at key moments in their lives – preparing for international projects, switching careers, relocating abroad, or stepping into leadership roles – and they rely on English to help them succeed. They may lack confidence in speaking, avoid situations where they have to use English, or feel anxious before meetings or presentations. My role is not only to help them communicate more effectively, but also to give them clarity, confidence, and tools they need to take those next steps. I support them in building habits, understand their own learning process, and developing the confidence to move forward.

I take an individualised, mentoring-based approach. I believe that language learning should be relevant, meaningful, and directly connected to the learner’s goals. My approach is eclectic: rooted in Communicative Language Teaching, with a strong focus on interaction and real-life communication. I also incorporate elements of Task-Based Learning, using real-world tasks to simulate authentic language use. Flexibility is key.

I rarely follow coursebooks. Instead, I design lessons based on what each client needs, using authentic materials – such as articles, podcasts, videos, or real-life documents – and tailor everything to fit the context and needs of the person in front of me. My sessions often blend conversation, feedback, and skill-building, with space for structured tasks and follow-up reflections. I give regular, actionable feedback to help clients stay engaged between sessions. 

I also integrate language mentoring with habit-building strategies to support long-term progress. One thing I’ve learned over the years is that progress is never linear. Some learners need more time, more reassurance, and more space to make mistakes and try again. Creating a supportive, low-pressure environment is essential. That’s why I also run small group speaking sessions – informal, friendly spaces where my clients can socialise, practise fluency, and push themselves out of their comfort zones in a safe way. 

Ultimately, I aim to create a space where clients feel safe enough to take risks and make mistakes. I want them to know that their learning journey matters, and that their progress is valid – even if it looks different from someone else’s. Supporting people on that journey is the most rewarding part of my job.

Welcome to my head

Why are we so afraid to speak to native speakers?

Aktualizováno na

Firstly, if you want to practise key vocabulary and read this article using the Duocards app (where you can tap on a word you don’t understand and it will show you the meaning), you need to join my email list. I will share these links there. Join here.

Vital words for understanding

struck (me) – made a strong impression or shocked me suddenly

speechless – unable to speak because of surprise or strong emotion

internalised – accepted something deeply, often without noticing, so it shapes your thinking or behaviour

belief – something you feel is true, even if it’s not based on proof

exposed – open to something, often something challenging or unfamiliar

effort – the energy or attempt you put into doing something

grapple with – to struggle while trying to understand or deal with something difficult

ashamed – feeling bad or guilty about something, especially in front of others

dare – to have the courage to do something difficult or scary

brave – doing something even when you’re afraid

withdrawal – pulling back or stepping away from something, especially because of fear or discomfort

sidelines – a place where you’re watching but not actively taking part

harmless – not dangerous or meant to hurt

rush – a fast, strong feeling (like excitement or panic)

struggle – a hard effort to do something, especially when it doesn’t come easily

step away – to remove yourself from a situation, usually to give space or calm down

refusal – saying “no” or choosing not to do something

on behalf – doing something for someone else or representing them

 

After spending two weeks in the company of a Canadian, one thing struck me again and again — and it left me speechless every time. Learners, even those who’ve made visible progress, freeze the moment a native speaker enters the room. Or, at the very least, they feel deeply uncomfortable. Why is that? What is it that makes us shrink in these moments? What are we so afraid of?

It’s not because they’re unprepared. It’s not because their English is poor. It’s because something much deeper is at play: the internalised belief that native speakers are the ‘real’ judges of English. And that if we speak with mistakes in front of them, we’ll be exposed — as if our effort counts for less in that moment.

But let’s pause here and ask a simple question: why do we feel that way? Here’s the thing: most native speakers don’t speak any other language. Many have never had to grapple with verb forms, word order, idioms. They don’t know what it’s like to build a sentence from scratch under pressure. They’ve never sat in your chair.  They’ve never had to. And yet, it’s you who ends up feeling ashamed.

I’ll tell you what I think: every person who dares to express themselves in a foreign language is brave. You’re not just learning new words. You’re learning to think differently, to decode social rules in another culture, to navigate meaning while your brain is still translating. That deserves admiration — not silence, not withdrawal, and certainly not correction from the sidelines.

And here’s where I need to be honest about something that still makes me angry.

Many of us grew up in a school system that punished imperfection. You were taught that mistakes were embarrassing. That getting it wrong meant you were wrong. And so you began to hide. You learned that silence was safer than risk.

What breaks my heart is that even today — even in the age of communicative language teaching — I still see people, even teachers, correct others harshly. I’ve watched relatives correct a loved one’s English at the dinner table. I’ve seen a student’s confidence disappear in front of me because someone thought a sarcastic joke about their grammar was harmless.

Why do we do this to each other?
Why is being „right“ more important than being kind?

As a teacher, I’ve made a different decision. I don’t jump in. I don’t finish sentences. I don’t rush to offer the word someone’s searching for. I give space. And that space isn’t empty — it’s powerful. It says: I trust you to get there.

And guess what? They do.

They search. They struggle. And then, slowly, they speak. Not because I saved them — but because I let them try.

Sometimes I quietly step away from the conversation, letting them manage it on their own. I become invisible. And in that invisibility, they shine.

We learn through trial, not perfection. We learn by speaking before we feel ready. The best support I can give isn’t more grammar explanations — it’s belief. A calm, steady presence. A refusal to panic on their behalf. A quiet voice that says: You’ve got this. You’re doing the hard thing. And I see you.

So if you, like many, still hesitate when a native speaker is near — remember this:

You are not less. 
You are not wrong.
You are learning.

And in my eyes, that makes you the strongest voice in the room.

 

→ Quick Task for Today
Talk to yourself in English for 2 minutes.
Pick one simple topic — your morning, your lunch, a walk you took, or a memory you love.
Don’t aim for perfect grammar. Just speak. Let the words come.
(And if you forget a word? Use another. Keep going.)

Bonus: Record yourself. Listen back with kindness. Notice how much you can say.