My key strengths include clear communication, creativity in planning engaging activities, behaviour support strategies, strong organisational skills, and the ability to support children’s cognitive, emotional, and social development. As a nearly qualified psychology graduate, I have a solid understanding of early childhood development, learning through play, behaviour guidance, and social-emotional growth. I have hands-on experience working in a dementia care home, which has strengthened my patience, empathy, and ability to respond calmly to individual needs. My experience there has helped me further develop my communication skills, emotional awareness, and the ability to build trusting relationships.

I am a graduate of the University of Leeds – I studied (BA) Liberal Arts, this degree programme consisted of interdisicplinary study across Poilitics, Philosophy, Sociology, History, Media etc.

Professionally I have worked in Recruitment, E-Commerce, and most recently a career in the video games industry primarily as a QA Tester.

Alongside this, I have developed technical skills within various programming languages, frameworks, and libraries.

Outside my professional life I am an avid reader, a writer, I play the guitar, remain active; via hiking, attending the gym, Muay Thai, Brazilian Jiu Jitsu etc.

I have always wanted to teach English abroad, and after visiting Seoul last year I absolutely fell in with Korea. Currently, alongside my current job, I am in the process of attaining a TEFL qualification.

I am certified to teach English and History at the intermediate and senior levels (Grades 7–12), and I chose these subjects because of their transformative power. Literature, language, and historical inquiry provide students with the tools to question dominant narratives, understand diverse perspectives, and reflect on their own identities within a global context. In my experience, the English and History classroom is often the space where students begin to critically examine media, culture, and social structures that shape their lives—both positively and negatively. The intermediate and senior years are especially formative. Students between the ages of 12 and 18 are developing a sense of self while navigating external pressures, internalized beliefs, and complex global influences. Through thoughtful instruction and modern teaching techniques, I strive to create learning environments where students feel supported, challenged, and empowered to reach their full potential—academically and personally. I am particularly passionate about helping students develop media literacy and critical thinking skills so they can engage thoughtfully with the information they encounter and make informed, value-based decisions. I have not lived abroad before; however, I feel well prepared to move overseas because of my adaptability, openness to new cultures, and strong sense of purpose as an educator. I approach new environments with humility, curiosity, and a willingness to learn, which I believe are essential qualities for living and working in an international setting. My academic and professional background has consistently required me to engage with diverse perspectives, navigate unfamiliar contexts, and reflect critically on my own assumptions. As a teacher, I am accustomed to building relationships across differences, adjusting my practices to meet the needs of varied learners, and learning from the communities I serve. These experiences have prepared me to integrate thoughtfully into a new cultural and professional environment.

I am interested in working in education because of a commitment to developing critical thinkers with a worldwide perspective that deeply aligns with my own philosophy as an educator. I believe education should equip students not only with academic skills, but also with the ability to think critically, engage ethically with the world around them, and grow into compassionate, responsible citizens. With an emphasis on preparing students for success while nurturing them into better citizens, it resonates strongly with my desire to provide students with a positive, meaningful educational experience. Students should not only learn, but they should learn through what they are passionate about to indulge in the academic world. I am focused on setting students on a path to chase excellence so they can achieve the success they want in life, especially during their formative years in lower and higher levels of school (elementary, middle school, high school). I am excited by the opportunity to contribute to a school community that values global awareness, critical inquiry, and holistic student development, and I would be honored to support students as they grow into thoughtful, engaged members of both their local and global communities.

I am intentional about preparing for and engaging with cultural differences in professional settings. When entering a new community, I take time to learn about its values, social norms, and educational context, and I approach this learning with respect, curiosity, and humility. I believe that meaningful work in education requires an openness to perspectives different from one’s own and a willingness to listen, reflect, and adapt. I am committed to honouring local customs and community knowledge while contributing my skills, experiences, and collaborative mindset to the school environment. I view working in a new cultural context not only as a professional opportunity, but also as an important space for personal growth, service, and mutual learning. Encountering cultural differences challenges me to think critically about my own assumptions and strengthens my ability to build inclusive and respectful relationships. While transitioning into a new cultural setting can present challenges, I am confident in my resilience, flexibility, and capacity to adapt. I approach change with a growth mindset and see unfamiliar environments as opportunities to learn alongside students and colleagues. I am motivated by the chance to contribute thoughtfully within diverse communities and to grow both personally and professionally through cross-cultural engagement.

I am a TEFL-certified English teacher with a 200-hour Level 5 qualification and a Bachelor’s degree with honours. I have experience leading and teaching groups through university instruction and professional facilitation roles, which has helped me develop strong classroom management, lesson planning, and communication skills. I am reliable, adaptable, and well-organised, with a calm and professional approach to teaching. I work well both independently and as part of a team and am committed to creating a positive, structured, and engaging learning environment for students.

I have worked with young children (ages 3-6) several times before in teaching roles at camps and therefore have experience teaching different subject matters to young learners. I am also a very organized and outgoing person, which makes makes for soundly structured classes and being easy to approach if students/parents have questions/concerns. I have excellent interpersonal skills developed through years of team sports, working in a retail environment, and filmmaking (a highly collaborative process). I also have excellent problem-solving skills (including conflict de-escalation) and can quickly adapt to sudden changes in routine.

I am a fun, friendly and passionate person who puts my all into everything. I taught in Vietnam for nearly a year.

During this time, I delivered engaging lessons, created customized tests, lesson plans, PowerPoint presentations, and interactive games to enhance student learning. I have worked with public and private school so I’m familiar a mixture of different class sizes. I motivate stronger students by having conversations with them and helping them speak more fluently. With the weaker students, I adapt my technique by building their confidence, creating a safe learning space, use fun and engaging activities and give them the extra support they need.

In my classroom, I focus on making my lessons fun, interactive and engaging. I believe students learn the best when they are active participants so I incorporate games, songs and stories. I love to use visual aids, gestures and props to make lesson more memorable. I have a teddy that when the student hold only they can give the answer or talk.
I am friendly, positive, and confident person, I put my heart into everything I do. I am enthusiastic about my job which rubs off on my students. Having great organisation helps a lot in the classroom as I have to juggle a lot of tasks and help me mention a level of professionalism. I create a warm and encouraging environment where students feel comfortable making mistakes. My goal is to build their confidence in speaking and understanding English. Therefore I always celebrate progress and make sure every students feel supported. I am passionate about education and truly love contributing to the community, helping students build a brighter future.

I am a qualified EFL teacher (CELTA) looking for experience in teaching overseas. During the CELTA course I was taught how to prepare for and plan lessons, review both my own and others teaching for continued career development, how to analyse language elements to better support explanations, as well as being aware of the challenges that different types of learners may face.
Currently my teaching experience is limited, however, I have worked in multiple industries in the last 10 years allowing me to develop transferable skills useful in any workplace, such as adapability, time managment, independant working, and communication. My experiences as a team lead and manager have given me knowledge on how to handle a variety of situations and develop skills including conflict resolution, providing constructive criticism, supporting indivduals needs and completing paperwork.
I am a hardworking and enthusiastic team member, willing to face challenges and motivate others in any environment.

120 Hour TEFL/40 hour Young Learner

Engaging and Energetic: While my background includes teaching executives and soldiers, I am a firm believer in the power of play-based learning for children.

Encouraging and Patient: My objective has always been to be a “learner-focused instructor.” I believe in creating a safe space where kindergarteners feel brave enough to make mistakes and speak freely.

My Bachelor of Science in Psychology provides me with a deep understanding of childhood development stages.

Adaptability and Cultural Sensitivity: Having taught multinational students in Egypt and corporate clients in Korea, I possess a proven ability to adjust my communication style to suit any audience.

I am an early years and primary education professional with over three years of experience working in after-school provision, children’s centres, and school settings. I am currently working as a Children’s Leader in an After School Art Club at GS St Luke’s Church, Birmingham, where I lead creative activities, promote positive behaviour, and ensure a safe, engaging environment for children.
Alongside my leadership role, I have experience working as a classroom-based Teaching Assistant, supporting children in EYFS and Year 3. This has strengthened my understanding of early childhood development, differentiated learning, and supporting pupils with diverse needs, including SEN, within the British Curriculum.
As I mentioned above, I worked in several Outstanding OFSTED-rated children’s centres in Birmingham, where I supported holistic child development through play-based learning, family engagement, and community-focused programmes. These roles have further developed my ability to build trusting relationships with children and parents from diverse cultural and linguistic backgrounds.
I bring strong cultural awareness from living in the UAE, India, South Korea, Turkey, and across Europe, which helps me work confidently with diverse children and families. I hold Bachelor’s and Master’s degrees in English Language Philology and Linguistics, alongside training in safeguarding and first aid, and I am committed to inclusive, child-cent

I have worked with young children (ages 3-6) several times before in teaching roles at camps and therefore have experience teaching different subject matters to young learners. I am also a very organized and outgoing person, which makes makes for soundly structured classes and being easy to approach if students/parents have questions/concerns. I have excellent interpersonal skills developed through years of team sports, working in a retail environment, and filmmaking (a highly collaborative process). I also have excellent problem-solving skills (including conflict de-escalation) and can quickly adapt to sudden changes in routine.

Expereince
My professional and personal experiences have given me a unique foundation for teaching. As an Editor at a global publication, I honed an expert eye for grammar, clarity, and effective communication, skills I am eager to pass on to students. Furthermore, my extensive experience working with children is direct and practical. Coaching cricket and tennis taught me how to break down complex skills into engaging, learnable steps and manage dynamic group energy. Working at local camps required constant creativity, patience, and the ability to foster a fun, inclusive, and safe environment for young learners – directly mirroring your school's objective to create a secure and stimulating classroom.

Personality
I am a proactive, adaptable, and passionate individual. My role as a communications intern required collaboration, clear expression, and the ability to tailor messages for different audiences – a mindset perfect for differentiating instruction in the classroom. I thrive in environments that require energy and creativity, and I am genuinely committed to fostering a classroom where students feel empowered to “think, act, and dream in English” without fear of making mistakes.

Skills
I possess a powerful combination of academic, linguistic, and interpersonal skills. My First-Class degree from the University of Manchester is proof of my strong academic discipline, research abilities, and mastery of the English language. Professionally, I have advanced skills in clear communication, content creation, and meticulous attention to detail from my editorial and communications roles. These are complemented by practical classroom management skills gained through youth coaching – including lesson planning, positive reinforcement, and maintaining engagement. I am a quick learner, ready to help students learn and express themselves freely.

Experience

Brings well-rounded, hands-on experience with a strong understanding of real-world challenges and workflows.

Demonstrates the ability to learn quickly, adapt to new environments, and apply prior experience to solve problems effectively.

Has experience collaborating with diverse teams and handling responsibilities with reliability and professionalism.

Personality

Approachable, dependable, and proactive, with a positive attitude toward challenges.

Communicates clearly and works well with others while also being capable of independent work.

Shows resilience, accountability, and a genuine willingness to improve and grow.

Skills

Strong communication and interpersonal skills, supporting effective teamwork and stakeholder engagement.

Good problem-solving and organisational abilities, with attention to detail and follow-through.

Technically capable and comfortable learning new tools, systems, or processes as required.

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.