From Graduation to Opportunity
Upon completing my undergraduate degree in Science at Egerton University, I faced the common challenge of securing a teaching job that matched my aspirations. Fortunately, through a connection with a former classmate, I stumbled upon an opportunity to offer Chemistry tuition at a study center in Westlands. The job was commission-based and quite seasonal since it depended largely on final exam revision, which took place twice a year. Nevertheless, it provided a stepping stone into the professional world of teaching science. The study center predominantly served students from international schools, following syllabuses such as the International Baccalaureate (IB) and the International General Certificate of Secondary Education (IGCSE).
This exposure was invaluable, allowing me to delve deep into these curricula and understand their nuances, particularly in science. It also allowed me to teach a diverse group of students in terms of ages, learning abilities, different schools, and topics. Each student presented unique challenges and learning styles, which helped me refine my teaching methods. This hands-on experience was crucial in developing effective teaching practices that catered to the needs of international school students.
Learning About the Clientele
Interacting with students from different international schools provided insight into the type of clientele that opts for such schools. I observed differences in school fees, student demographics, and teaching focuses. This understanding helped me tailor my approach to meet the expectations of both students and parents. International school parents have slightly different educational priorities for their children. I came to understand that learning should also incorporate fun and allow students to have a voice in their learning.
Navigating Challenges
While the experience was enriching, it came with its set of challenges. Travelling from one house to another for private tuition was time-consuming and expensive, often eating into my commission. However, the knowledge and experience gained outweighed these inconveniences.
One significant challenge was managing the high expectations for results. Parents often had lofty goals for their children, even when their abilities suggested otherwise. Balancing these expectations while ensuring the students’ learning and confidence was a delicate task. It taught me the importance of setting realistic goals and maintaining open communication with parents.
One day, a student I was tutoring mentioned that their chemistry teacher had abruptly left, leaving the class struggling with a substitute who lacked expertise in chemistry. This information was a breakthrough. It confirmed that I had effectively understood and taught the international school curriculum. No wonder my student was confident I could do a better job; it presented an immediate job opportunity.
One Step Ahead
Armed with this knowledge, I prepared my CV, dressed up, and headed to the school to see the Headteacher. After navigating the usual challenges of accessing a Headteacher, I finally found myself in his office. After introducing myself and discussing my background, the Headteacher asked, “Would you be interested in a teaching position if one ever came up?”
Little did he know, I was already aware of the vacancy. I expressed my interest and was informed that an interview process was ongoing. If I could submit my cover letter and CV in time, I could be considered for the position. Being one step ahead, I quickly submitted the required documents and was included in the interview process. Teaching vacancies in these schools are usually filled very fast when teachers leave without notice.
I was interviewed alongside two other candidates. My prior knowledge and the confidence I gained from teaching international school students played a significant role in the interview. I felt prepared and capable, which evidently set me apart from the other candidates.
Embrace Every Opportunity
Reflecting on my journey, I realize that every step, from offering tuition to navigating challenges, prepared me for this moment. The tuition center experience was more than just a job; it was a platform for growth and learning. Sometimes new teachers struggle during interviews or are not invited to interviews simply because they have limited know-how in the actual day-to-day operations of the international syllabus.
For anyone aspiring to teach in international schools, my advice is to embrace every opportunity, learn from every challenge, and stay proactive. Your dream job might be just around the corner, waiting for you to seize it. It might require you to take teaching opportunities from smaller schools or centers, but this will end up being your leverage for better job opportunities within and even abroad.
Conclusion
Looking back, I am grateful for every challenge and opportunity that came my way. They not only prepared me for my first international school teaching job but also equipped me with the skills and confidence needed to excel in my teaching career.
When you begin this journey, don’t be surprised to find yourself considering job vacancies abroad once you have gained confidence in the syllabus. If you’d like an account from teachers who went on to get better jobs abroad, you can read here to receive their personal accounts on how they did it.
Written by Lenny Michaell.
