Why did you become a teacher?
I always had a hunch I’d be good at it. I like talking, and I like sharing knowledge.
What really inspires me is taking something confusing and translating it into clear, simple language. Teaching English forces that discipline: when someone’s understanding is limited, you need empathy, patience, and the ability to re-contextualize ideas in abstract, visual, or playful ways. That process fascinates me.
I get a kick out of designing activities that push students to use English to win or interact—where they don’t even notice that they’re learning.
Language feels infinite; there’s always another angle. And despite English being one of my worst subjects in school, I’ve fallen in love with it as a teacher. I keep discovering new aspects all the time.

Why did you join Everest?
I liked the progressive approach to teaching. I also wanted a challenge, and Everest looked like the right place to push myself.

What motivates you to be a teacher?
Giving others the gift of communication—when students cross that gap that once felt impossible. Entering a space that many of us take for granted, where conversation flows freely. I hope my perspective opens new pathways for some students, so they discover angles within English they never thought of.
The best part is seeing the “click”: when ideas land, and a student suddenly uses language to do something real. It’s the best feeling in the world to watch shy students gain agency, voice, humor, and confidence. On top of that, we can see tangible progress: students change month to month, and we get to witness it firsthand.

What do you like the most about working at Everest?
Like I said, I wanted a challenge—and Everest is always evolving. It’s a multi-faceted operation that keeps me on my toes, with plenty of new and interesting tasks.
And the students: when a lesson works and you can see they learned, had fun, and feel more confident—it’s life-affirming.
I also really like my colleagues. We share similar values about education: they actually care about the craft, not just ticking boxes.
We also have many opportunities to create things: visual aids, teaching materials, testing documents. But most of all, I like the students—since they’re the ones we spend the most time with. I love the ones who surprise me with left-field answers and genuine curiosity. It’s inspiring to see them work so hard while still managing to do so gracefully and joyfully.

What are your plans for the future?
I’ve been getting into vibe-coding lately—designing small tools and applications with the help of AI—and I’m amazed by what’s possible. I have a long list of half-finished projects I want to ship, especially things that make learning more visual, interactive, and fun.

What challenges do you face as a teacher, and how do you deal with them?
When a plan doesn’t work, I go to my happy place: I remind myself there’s always a solution. Stay calm, listen, empathize with the student, strip the task back to its core, and let a new plan emerge. Adapt, and always remain positive.
When students have low-energy days, I switch to something more active with quick wins and visible progress.
I also used to have a problem with over-explaining. I’ve learned to force myself to explain in as few words as possible: demo first, talk second.