Participating in the English Language Teaching Program was both a meaningful and transformative experience. It went beyond grammar and vocabulary; it became a platform for human connection, empathy, and growth.
The program offered me a unique opportunity to teach students from regions affected by war, famine, or social unrest. Watching their dedication to learning, despite the challenges they faced, was deeply inspiring. Through our sessions, I didn’t just teach English; I witnessed resilience, built cross-cultural friendships, and grew as a global educator.
Of course, there were hurdles, technical issues, time zone mismatches, and moments of low engagement. But these were far outweighed by the joy of seeing a student use a new word confidently or hearing laughter over a misunderstood phrase.
What was your funniest moment?
During a vocabulary lesson, I asked a student to use the word "bark" in a sentence. He proudly said, "My father barks at night when he is tired." I paused, trying not to laugh, then gently explained the two meanings of "bark." We all had a good laugh together!
What other participants should know
- On several occasions, poor internet disrupted classes, especially for students in conflict or disaster-prone areas.
- Some students, especially in large group sessions, were shy or hesitant to participate actively, which made it harder to gauge their progress.
- Coordinating sessions across time zones was a bit challenging, especially when scheduling make-up classes or feedback sessions.
