As a padel coach to children, teenagers, and adults of varying skill levels. I
have extensive experience adapting lessons to suit different learning styles,
ages, confidence levels, and goals. Coaching has strengthened my ability to
break down complex ideas into clear, manageable steps, create engaging and
supportive learning environments, and encourage learners to practise, make
mistakes, and improve with confidence. These principles closely align with
effective language teaching, where communication, encouragement, and
structured progression are essential.
In my professional career, I have over five years of experience as an IT
Manager where a teaching-first approach was central to my work. Rather than
simply resolving issues, I regularly taught users how to troubleshoot problems
independently, explaining why issues occur and how systems behave. This
helped learners develop problem-solving skills, technical vocabulary, and
confidence in communicating about challenges, skills that translate directly to
language learning. Supporting users from diverse backgrounds has also
strengthened my ability to explain concepts clearly, patiently, and in accessible
language.
I have also led and trained international teams of technical staff, working
across time zones and cultures. In these roles, clear communication, empathy,
and adaptability were essential. I consistently used real-world situations as
learning opportunities, helping individuals understand processes, ask
questions, and develop confidence in expressing themselves

I am a highly detail-oriented worker who loves to learn. I am hard-working and attentive. I know some Korean; I would estimate an intermediate level (B1-B2). I am familiar with Word Processing systems and comfortable working with children of all ages.

I am a TEFL-qualified English teacher with experience mentoring students during summer programmes and through church-based learning initiatives, supported by a strong professional background in international business, training, and stakeholder communication. I am hardworking, resilient, and emotionally intelligent, with strong self-awareness and a respectful, student-focused approach. I enjoy problem-solving and adapting lessons to meet learners’ needs, helping students build confidence in using English. My skills include lesson planning, communicative teaching, pronunciation support, and adapting lessons to different learning styles. I am confident using digital tools such as Zoom and PowerPoint and work effectively within structured curricula and collaborative teaching environments.

As a BA World Languages graduate, my studies in Korean language and culture have sparked in me a real interest in the idea of living and working in Korea. There are many benefits that make teaching in Korea appealing, like housing, job opportunities, and the opportunity for my own growth as an individual. I visited Seoul in the summer of 2024, and have only incredible things to say about the two weeks I spent there. As well as this, a friend I met in university had taught in Korea for two years, and continuously gushed about her experiences, highlighting that the students there are very polite and well-behaved, which is something I greatly appreciate. I took a year-round module in TESOL during my final year, where I learned teaching theory and techniques. In this module I was also afforded the opportunity to teach four 30 minute practice lessons to ESL learners, focusing on different topics like grammar, listening, functions and reading. I found these classes very enjoyable and rewarding to teach, and gained some good experience and knowledge about myself as a teacher, confirming that my goal after graduation would be to teach in Korea. I am a highly motivated person and have worked hard at my jobs in the past. I have great communication skills and work very well as part of a team. I am quite outgoing and have a good ability to make people comfortable and at ease which has worked well for me in the classroom in the past.

I have about two years of tutoring experience with academic subjects and have also privately tutored younger students ranging from elementary to middle school for several years. Through working with students of different ages and varying learning styles, I have learned that encouragement, patience, and adaptability play a important role in truly helping students thrive.

As an active language learner myself, I understand the challenges of learning a new language, and therefore, I always do my best to keep a uplifting, and cheerful personality to ensure students feel seen and to make the overall learning experience more enjoyable. I believe that when a student can feel a teacher's passion for teaching, they are more motivated to put in their best efforts.

I have firsthand experience in tutoring, developing classroom activities, and teaching in small and large groups of children. As for personality, I see myself as an ambitious leader with an affable demeanor and warm presence. I'm a quick learner and eager to prove myself as well. Some of my most useful skills would be my leadership, organization, and people assessment abilities which have served me well during my 3 years of management.

I am an enthusiastic and dependable English Teacher with one year of teaching experience, supported by a strong mentoring background and lead role in the Aerospace industry. I bring excellent structure, patience, and clarity to the classroom which creates a positive and engaging learning environment for young learners. I combine creativity with professional discipline to help my students build confidence, communication skills, and a love for learning.

I have six years of classroom teaching experience, during which I have delivered engaging, well‑structured lessons to learners with a wide range of abilities. My background includes curriculum development, safeguarding, pastoral care, and organizing enrichment opportunities such as international study trips to Italy and educational visits within the UK. I also have experience providing one‑to‑one online tuition, where I adapted content to individual needs and strengthened students’ academic language skills.

In terms of personality, I am warm, approachable, and student‑centered, with a calm and reliable presence in the classroom. I build strong relationships with learners and colleagues, bring a positive and proactive attitude to challenges, and thrive in collaborative environments.

My key skills include clear communication, adaptive teaching, and the ability to break down complex ideas into steps. I am confident in planning differentiated lessons, supporting student wellbeing, and creating inclusive learning environments. I also bring strong organizational skills, leadership experience, and proficiency with a wide range of digital tools for teaching, assessment, and resource creation.

I have over 25 years of experience teaching languages to students of all ages, from primary school through college. I love learning languages, and my students see this enthusiasm and cannot help but love the learning process as well. My classes are know for high retention rates and excellent student success.

I would describe my personality as lighthearted yet professional. I am warm and approachable, while also valuing structure, boundaries, and consistency in learning environments. I believe students respond best when they feel comfortable and supported, but also understand expectations and routines.

I am highly adaptable and comfortable working in new environments. Throughout my life, I have lived and worked in several countries, including moving from Haiti to the United States at a young age and later living in London, Sydney, and Korea. Each transition required adjusting to new cultures, communication styles, and professional expectations. These experiences helped me become flexible, observant, and respectful while building positive relationships with classmates, coworkers, and supervisors. I am comfortable learning new systems and working collaboratively, even in unfamiliar settings.

I am also patient, emotionally aware, and slow to anger. I understand that stress or disruptive behavior is often not personal, and I try to respond calmly and thoughtfully rather than react emotionally. This mindset has helped me build rapport and maintain a steady presence in group settings, which I believe is especially important when working with children.

My experience working with students includes both mentorship and youth supervision. In college, I founded an education-focused mentorship program for underprivileged high school students, where I designed lesson plans and led biweekly online sessions focused on the college application process, essay writing, and résumé preparation. In addition, through the AnBryce Scholars program, I worked at a two-week overnight summer camp for children, where I lived in a cabin with campers and supervised daily activities. I led hikes, reading sessions, and book comprehension activities, and helped manage group routines and behavior in a residential setting. These experiences taught me how to guide students, maintain structure, and remain attentive and responsible in dynamic environments.

Overall, I am dependable, thoughtful, and emotionally steady. I take responsibility seriously and understand the importance of being a consistent and positive presence for students. I believe my adaptability, calm demeanor, and experience working with children would allow me to contribute effectively to a public school setting and work well with students, co-teachers, and school staff.