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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.