Finding My Niche

I started small, teaching English to Spanish friends in Barcelona. This early experience did wonders for my confidence and helped me build out my skillset. One of these friends needed English for a job opportunity, which pushed me into the niche of business English.

To develop personalised lessons for his needs, I drew on free online resources like the Market Leader and Business Result workbooks (both easy to find as PDFs), focusing especially on sales language and pitching. This friend became my first loyal student, and the six-month deadline he set for himself kept me motivated to deliver real results.

Moving to Online Tutoring Platforms

With this experience under my belt, I applied to online tutoring platforms like Preply and iTalki, using business English as my selling point while still teaching general English to students who wanted it. Students came from all over the world, and as I built up reviews, my profile gained more visibility – creating a kind of snowball effect toward steady bookings.

Don’t Undervalue Yourself Early On

If there’s one piece of advice I’d give anyone starting out, it’s this: don’t work for less than you’re worth.

Platforms like Preply already take a significant cut when you’re starting (commission begins at 33%). So if you’re charging their recommended $10/hour, you’re really only earning around $7/hour. Depending on where you live, that might be workable. But after moving back to the UK, that translated to roughly £5/hour — a fraction of the UK’s minimum wage of just under £13/hour.

Your progress may feel slower than other tutors’ at first, but I’d strongly recommend setting your prices at a rate you’re actually comfortable with from day one, rather than underselling yourself to rack up reviews. If you don’t make this change early, you risk resenting your first students – their rate stays locked in at whatever you originally charged (say, $10), even as your listed price rises, unless you renegotiate. And renegotiating comes with its own risk: losing students who can’t afford the new rate.

Going Independent

Once you’ve built a solid client base and developed real relationships with your students, it’s worth considering a shift to private tutoring outside these platforms. Technically, this isn’t allowed under sites like Preply’s terms – but in practice, as long as you have a way of contacting your students directly, you won’t run into trouble for going independent.

Making this move myself was the best decision I made for my financial success. It let me escape the high commission rates and build a client base made up entirely of loyal, direct students.

Building Toward Freedom

From there, the path is about growth – branching into new markets and niches until you’re earning enough to work as a full-time, self-employed tutor, on your own terms, at your own rates, and on your own schedule.

This kind of freedom is something more people are chasing every day, as digital nomad living and remote work become increasingly suited to modern life. If that’s the kind of freedom you’ve been looking for, it all starts with a TEFL course.

The post How To Start Your Online TEFL Business appeared first on TEFL Barcelona - TEFL Spain.

Moving to Spain to train as an English teacher isn’t just a career move. It’s a full-scale rewiring of how you see yourself and what you think you’re capable of. The classroom techniques matter, sure. But the real education happens in the gaps – on the metro at rush hour, in a tapas bar where your Spanish falters mid-order, in the small victory of finally understanding your landlord’s rapid-fire Catalan.

1. Increased Resilience

Let me be honest: the first few weeks of moving to Spain can be humbling. You’ll get lost. You’ll misunderstand something important. You’ll probably overpay for a SIM card because you nodded along to terms you didn’t fully grasp.

But here’s what happens next. You figure it out. You navigate Spanish bureaucracy — an achievement worthy of its own certificate. You learn which metro line takes you home and which one deposits you somewhere entirely unexpected. You open a bank account in a language you’re still learning. Small wins stack up, and quickly.

Barcelona, in particular, has a way of demanding your participation. It’s not a city that lets you stay passive. The noise, the energy, the packed streets of the Gothic Quarter at midday, the late dinners that don’t start until 10pm — all of it pulls you out of whatever comfort zone you arrived with. This is one of the most underrated parts of taking a TEFL course in Barcelona. You are not only learning how to teach English. You are learning how to trust yourself in a completely unfamiliar environment. There’s a particular kind of confidence that comes from solving real problems in a foreign country, and it doesn’t come from any textbook.

By the end of the course, you’ve built something that doesn’t show up on your CV: a quiet, durable resilience. That feeling doesn’t fade when you leave Spain. It follows you into job interviews, new cities, and difficult conversations. You’ve already proven to yourself that you can adapt. Future challenges start to look more manageable because you have evidence – real, lived evidence – that you’ve navigated harder things.

2. Expanding Empathy and Understanding

There’s a moment that happens to almost everyone who moves abroad. You’re trying to explain something simple, and the words just won’t come. Maybe you’re at a pharmacy trying to describe a headache, or you’re in a café and you’ve blanked on a basic word. You feel exposed. A little foolish. Suddenly, you are the beginner in the room.

That feeling is the most useful teaching tool you’ll ever acquire when it comes to teaching English abroad.

Living in Spain means you experience first-hand what it feels like to communicate across a language barrier. That experience makes you a more empathetic, patient, and perceptive English teacher. You understand that language learning isn’t purely cognitive — it’s emotional. Your future students aren’t just memorising grammar rules. They’re risking embarrassment every time they open their mouths.

Taking a TEFL course in Barcelona places you at a genuine crossroads of cultures and perspectives. The city draws people from everywhere: South America, Northern Europe, Asia, other parts of Spain. Your classmates might include a graphic designer from Berlin, a nurse from Colombia, a recent graduate from Seoul. Conversations tend to go further than you’d expect. If you decide to study Spanish while you’re there (and you really should, because it transforms the whole experience) you’ll know exactly what it feels like to be a beginner again. That vulnerability is uncomfortable and valuable in equal measure. It will shape the kind of English teacher you become.

3. A Fresh Start and a New Sense of Possibility

This one is harder to explain, but it might be the most important shift that comes from moving to Spain for a TEFL course.

When you change your surroundings completely, you start to question assumptions you didn’t even know you were holding. The way you’ve always structured your days. The career path that felt inevitable. The version of your life that seemed fixed.

For many people, a TEFL course abroad represents exactly that: a fresh start. Not in a clichéd, wipe-the-slate-clean way, but in a genuinely practical sense. Teaching English in Spain can lead to a job you love, a language you speak, friendships that span continents, and a more expansive understanding of what your life can actually look like.

Some people finish their TEFL course in Barcelona and stay, picking up teaching work in local language schools or through private tutoring. Others use it as a launchpad, moving on to teach English in Asia, Latin America, or the Middle East. And for plenty of people, it’s simply the experience that proved they could take a leap when it mattered.

If you’ve been feeling stuck, uninspired, or quietly fed up with the same routine, moving to Spain might be less of a risk than staying put. The course gives you a qualification, but the experience gives you perspective – and perspective has a way of changing everything.

Why TEFL Provides The Structure You Need Whilst Moving Abroad

Here’s the practical reality: moving abroad alone can feel chaotic. No routine, no familiar faces, no one expecting you anywhere. A TEFL course in Barcelona changes that equation from the moment you arrive. You land with a purpose — a clear schedule, a cohort of people in the same slightly-overwhelmed boat, and trainers who’ve guided hundreds of people through this exact transition. You have somewhere to be every morning. You have people to eat lunch with, debrief alongside, and explore the city with on weekends.

This structure doesn’t limit the adventure, instead it makes it sustainable. Joining a TEFL course means you step into a supportive learning environment instead of landing in a new country without direction. Someone helps you understand the visa process. The paperwork gets streamlined. You’re not navigating it all alone.

That combination of genuine freedom with a solid foundation is what makes taking a TEFL course in Spain one of the smartest ways to make the move abroad for the first time. You get the independence, the exploration, and the sense of possibility, without the paralysing uncertainty of having no structure around you.

Written by Hannah Welsh

The post 3 Ways a TEFL Course in Spain Can Change You Forever (For The Better) appeared first on TEFL Barcelona - TEFL Spain.

Now, fast forward to 2026, and the world feels very different. Remote work is everywhere, online learning is normal, and moving countries is no longer as unusual as it once was. At the same time, many people are asking a very fair question: is TEFL still worth it today?

The short answer is yes. But what’s interesting is that TEFL has evolved. The reasons why people choose TEFL today are slightly different, and in many ways, the opportunities have actually expanded rather than shrunk.

Because while the world has changed, the need for English has not.

English Is Still Everywhere

Despite all the advances in technology, translation apps, and AI tools, English continues to play a major role globally. Students still want to learn English for travel, for work, for studying abroad, or simply to communicate with people from different countries. Businesses still look for employees who speak English, and schools continue to invest in English education from an early age.

In fact, if you look around today, English is often the bridge language. A student from Italy speaks English with a colleague from Japan. A startup in Spain works with clients in Germany. A professional in Brazil joins meetings with teams in the UK or the US.

English makes all of this possible.

And that means the demand for English teachers is still very real.

So when people ask if TEFL is still worth it, the bigger question behind that is whether opportunities still exist. And the answer is yes, they absolutely do.

TEFL Is No Longer Just About Teaching Abroad

One of the biggest changes in recent years is that TEFL is no longer limited to one path. Years ago, most people took a TEFL course with the idea of moving abroad and teaching in a classroom. That path still exists, and it is still very popular, but now there are many more options.

Some teachers choose to work abroad full time. Others teach online while travelling. Some combine teaching with other jobs. Others start teaching online and later move abroad once they feel more confident.

This flexibility has made TEFL appealing to a much wider group of people. It’s no longer just recent graduates looking for adventure. Now you see career changers, parents returning to work, digital nomads, and professionals looking for something more meaningful.

TEFL has become less about one fixed path and more about opening doors.

Teaching Abroad Still Offers Something Unique

Even though online teaching has grown, teaching abroad still offers something that is hard to replace. Living in another country changes the way you see the world, and often the way you see yourself.

You might find yourself walking to work through streets you had only seen in photos before. You might be having lunch with colleagues from different countries or planning weekend trips to places you never imagined visiting. Slowly, you build routines in a new city, and what once felt unfamiliar starts to feel like home.

These experiences go far beyond teaching. They build confidence, independence, and adaptability. They also help you develop skills that are useful in many areas of life, especially communication and problem solving.

And this is something that hasn’t changed at all. Teaching abroad is still one of the most rewarding parts of TEFL.

TEFL Has Become More Accessible

Another big difference in 2026 is how accessible TEFL has become. Finding information, comparing courses, and understanding what to expect is much easier now than it was in the past.

There are also more learning formats available. Some people prefer studying in person, especially if they want to experience a new city while learning. Others prefer online courses because they offer flexibility. Some choose hybrid options that combine both.

This means TEFL is no longer limited to one type of learner. It can fit around different lifestyles and goals.

And that’s one of the reasons TEFL continues to grow. It’s flexible, practical, and accessible.

Schools Are Looking for Skills, Not Just Native Speakers

Another important shift is that schools are increasingly focusing on training and teaching skills rather than simply looking for native speakers. Schools want teachers who understand how to manage a classroom, adapt lessons, and work with different types of learners.

This is actually great news for anyone considering TEFL. A good TEFL course gives you practical skills and confidence before you even step into your first classroom. It helps you understand how students learn and how to create engaging lessons.

In other words, preparation matters more than ever, and having proper training makes a real difference.

Technology Has Changed Teaching, But Not the Role of Teachers

Technology has definitely influenced teaching. Many teachers now use interactive tools, digital materials, and online platforms. Students are also more comfortable learning through different formats.

However, technology hasn’t replaced teachers. In fact, it has highlighted how important teachers are. Students still need guidance, encouragement, and human interaction. They still learn better when lessons feel engaging and meaningful.

So while the tools have evolved, the core of teaching remains the same.

It’s still about connection, communication, and helping people grow.

TEFL Can Lead to Many Different Paths

Another reason TEFL is still worth considering is that it can lead to many different opportunities. Some people teach for a year and then move into other careers. Others stay in education and move into teacher training, academic management, or curriculum development.

Some people combine teaching with travel. Others use TEFL as a stepping stone into international careers.

The experience you gain from teaching, such as communication, adaptability, and confidence, is valuable in many fields. These skills often open doors you might not have considered before.

So, Is TEFL Still Worth It in 2026?

Absolutely. But today, TEFL offers even more flexibility and possibilities than before. Whether you want to travel, change careers, gain international experience, or simply try something new, TEFL continues to be a strong option.

And if you’re thinking about starting your TEFL journey, choosing the right place to study can make all the difference.

Studying TEFL in Barcelona, for example, offers more than just a qualification. It gives you the chance to learn in an international environment, meet people from around the world, and experience one of Europe’s most vibrant cities while preparing for your new career.

At TEFL Barcelona, you don’t just learn how to teach. You gain practical experience, build confidence, and become part of a supportive community from day one. And while you’re studying, you’re also exploring a city known for its culture, lifestyle, and international atmosphere.

So if you’re wondering whether TEFL is still worth it in 2026, the answer is yes. And if you’re ready to take that first step, there’s no better place to start than coming to Barcelona and studying with us at TEFL Barcelona.

The post Is TEFL Still Worth It in 2026? What Has Changed appeared first on TEFL Barcelona - TEFL Spain.

Then reality usually interrupts. Work commitments, lack of opportunities, visas, and the big question that always follows: what would I even do there?

For thousands of people every year, teaching English becomes the answer to that question. And interestingly, one of the most common ways new teachers begin this path is by working with children.

At first this idea can sound intimidating. A classroom full of energetic kids might seem like a recipe for chaos. Many people picture noise, constant movement, and the feeling of losing control within the first five minutes. Yet once teachers step into that environment, the experience tends to feel completely different from what they imagined.

Teaching young learners abroad often turns into one of the most enjoyable, dynamic, and surprisingly rewarding parts of a TEFL career.

Why So Many English Teachers Work With Children

Across the world, language schools receive a large number of enrollments from families who want their children to learn English early. Parents see English as a key skill that can open doors later in life, so they often start language education when kids are still very young.

Because of this, schools constantly need teachers who can work with young learners.

For someone entering the TEFL world, this creates a huge advantage. Instead of competing only for adult classes, new teachers suddenly have access to many more opportunities. Language academies, after school programs, summer camps, and international schools all run courses designed for children.

In places like Spain, South Korea, Thailand, and many parts of Latin America, teaching children is actually one of the most common roles for new English teachers.

What surprises many people is that these classes rarely feel like the school experiences they remember from childhood. Young learners do not sit silently for an hour copying grammar exercises from a board. The classroom feels more alive than that.

Lessons usually involve games, storytelling, movement, pictures, role play, songs, and activities that keep students engaged. Teachers quickly discover that energy in the room is not necessarily a problem. It often becomes the thing that makes the class fun.

The Skills Teachers Develop Very Quickly

Working with young learners pushes teachers to become creative very fast. Children respond strongly to tone of voice, facial expressions, and enthusiasm. If a teacher looks bored, students lose interest almost immediately. If the teacher brings energy and curiosity into the classroom, the atmosphere changes instantly.

This forces teachers to experiment with different ways of presenting language.

Instead of long explanations, teachers learn to show meaning through actions, visuals, and simple examples. A teacher might act out a verb, draw something quickly on the board, or turn vocabulary practice into a small game. Children learn best when they can interact with the language rather than simply listen to it.

This environment helps teachers develop several valuable skills.

Classroom management becomes stronger because teachers learn how to guide groups with clear instructions and structure. Communication becomes clearer because explanations must remain simple and direct. Creativity grows because lessons need to stay engaging.

Many teachers later realize that these skills become incredibly useful when teaching adults as well.

Why Children Often Learn Faster Than Adults

Another interesting aspect of teaching young learners is the way children approach language learning.

Adults usually worry about making mistakes. They think carefully before speaking and often hesitate when they are unsure of the correct grammar. Children tend to behave differently. They try new words freely, experiment with sounds, and repeat phrases without overthinking.

This creates a learning environment where progress can feel surprisingly quick.

Kids absorb patterns naturally when they hear and use English regularly. A new song, game, or short dialogue can stay in their memory for weeks. Teachers often see students repeating phrases they heard during previous lessons without even realizing how much language they have already internalized.

Watching that process happen in real time can be one of the most satisfying parts of teaching.

A Typical Classroom With Young Learners

People who have never taught before sometimes imagine classrooms that feel overwhelming, but the reality often looks much more structured.

Lessons usually follow a rhythm that keeps students focused.

A teacher might start with a quick warm up activity to wake everyone up and review vocabulary from the previous class. This could be a simple guessing game, flashcard challenge, or short movement activity that gets students involved immediately.

After that, the lesson moves into new language. The teacher introduces words or expressions through pictures, objects, or short stories. Students repeat sounds, practice pronunciation, and start using the new vocabulary in simple interactions.

Later in the class, students might work in pairs, play a game, or complete a small challenge where they use English to solve something together. This helps reinforce the language in a natural way.

By the end of the lesson, students often leave the classroom laughing, talking, and repeating the new words they just learned.

For teachers, that moment can feel incredibly rewarding.

Teaching Kids Abroad Is Also a Cultural Experience

One of the most interesting parts of teaching children in another country is the cultural exchange that happens naturally in the classroom.

Children are curious. They ask questions adults might avoid. They want to know where you are from, what food you eat, what games children play in your country, and whether your hometown has beaches, mountains, or snow.

These conversations often lead to funny and memorable moments.

A teacher might suddenly find themselves explaining why people celebrate certain holidays, what animals live in their country, or why breakfast looks completely different somewhere else.

In many cases, students become equally interested in sharing their own culture. They proudly talk about local traditions, festivals, and family habits. Through these conversations, teachers gain a deeper understanding of the place where they are living.

Why Many Teachers Remember These Classes the Most

Years later, when teachers look back on their experience abroad, many of their strongest memories involve moments with young students.

It might be the child who proudly used a full English sentence for the first time. The class that could not stop laughing during a vocabulary game. The student who ran into the classroom excited to show the teacher a drawing or tell a story.

These small moments create connections that make teaching feel meaningful.

Young learners bring honesty and enthusiasm into the classroom. When they enjoy a lesson, their reaction is immediate and genuine. When they struggle, teachers can see the moment when understanding finally appears.

For many teachers, that transformation becomes the reason they continue teaching.

Starting This Journey With the Right Training

Even though teaching young learners can be incredibly fun, preparation still matters. A TEFL course with TEFL Barcelona gives future teachers the practical tools needed to manage a classroom, design engaging lessons, and understand how language learning works.

Training programs that include observed teaching practice can be especially valuable. Standing in front of real students, receiving feedback, and refining teaching techniques builds confidence very quickly.

Many new teachers arrive feeling nervous during their first lesson. By the end of the course, they often realize they are capable of far more than they initially expected.

In cities like Barcelona, this process becomes even more exciting. Teachers train in an international environment, meet people from different countries, and experience a vibrant city while learning the skills needed to start a teaching career.

For many graduates, the TEFL course becomes the first step in a journey that leads to classrooms across the world.

What begins as curiosity often turns into a completely new way of living and working.

And for a large number of teachers, that journey begins in a classroom full of energetic young learners discovering English one game, one story, and one laugh at a time.

by: Teacher Little Mary

The post Teaching Kids Abroad: One of the Most Popular Paths for New TEFL Teachers appeared first on TEFL Barcelona - TEFL Spain.

You smile, breathe, and think: “Should I stop them, or should I let it go”

Every TEFL teacher faces this moment. Some teachers believe the classroom should be English only from the first minute to the last. Others think a little native language can help students feel relaxed and supported.

The truth is that both approaches can work. What matters is how and when students use their native language. Used well, it can help your lessons. Used without control, it can slow down learning and break the flow of communication.

This article will help you understand when the native language is useful, when it becomes a problem, and how to manage it in a balanced and positive way.

Why Students Want to Use Their Native Language

Before deciding what your classroom rule should be, it helps to understand why students switch to their first language. Most of the time they are not trying to avoid English. They simply need support.

Here are the most common reasons:

• They want to confirm they understood the instructions.

• They feel shy or insecure in English.

• They want to help a classmate who is struggling.

• They do not know the vocabulary they need.

• They want to quickly clarify something before continuing the activity.

In other words, the native language often appears when students are trying to learn, not when they are trying to avoid learning.

When the Native Language Helps

The native language can be a powerful tool when used with intention. It can reduce stress, build confidence, and help students understand difficult ideas faster. Here are situations where allowing the native language can actually improve learning.

1. When Explaining Complicated Grammar

Some grammar points are simply easier to understand with a short explanation in the native language. For example, perfect tenses, modal verbs, or conditionals often do not exist in the same way in other languages. A quick translation or comparison can save ten minutes of confusion.

If your students share the same first language, letting them quickly check a concept with each other can help the class move forward faster and with more confidence.

2. When Giving Instructions to Beginners

Beginners can become overwhelmed by long instructions in English. If the activity is new or complex, allowing a quick check in the native language can prevent frustration and keep the lesson moving.

For example, before a listening or writing task, you can let one student explain the instructions to a partner in their language while you check that they are correct.

3. When Reducing Anxiety

Speaking English in front of others can feel scary, especially for shy or low-level students. A small amount of native language allows them to breathe, ask for help, and feel safer.

If a student is completely frozen, a one-sentence explanation in their language can make them feel understood and ready to participate again.

4. When Connecting New Words With Real Life

Sometimes students need to connect a new English word to a word they already know in their language. Translating key vocabulary can help create clear meaning quickly.

For example, words like “rent,” “neighborhood,” or “borrow” can be difficult to explain using only English, especially for beginners. A short translation makes the lesson smoother.

5. When Supporting Pair Work

In mixed-level classes, stronger students often help weaker ones. Allowing short native language explanations during pair work can create teamwork and reduce pressure. Students can focus on the task instead of feeling lost.

When the Native Language Gets in the Way

Even though the native language can help, it can also cause problems if used too much. Here are situations where it starts to limit learning.

1. When Students Use It as a Shortcut

Sometimes students switch to their language simply because it is easier. If they do this during speaking tasks, partner work, or discussions, it reduces their opportunity to practice English.

This is when the native language stops supporting learning and starts replacing it.

2. When It Excludes Other Students

In mixed-nationality classes, using the native language can make classmates feel isolated. Imagine a class with Spanish, Chinese, and Arabic speakers. If two students speak in their language, everyone else feels left out.

This hurts group dynamics and makes communication difficult.

3. When It Breaks the Flow of the Lesson

A lesson has rhythm. Activities move from warm-up to practice to production. When students constantly switch to their language, it interrupts that rhythm and slows down the class.

The more they rely on it, the less they develop confidence in English.

4. When It Replaces Critical Thinking

Part of language learning is trying, making mistakes, and discovering patterns. If students jump to their first language every time something is unclear, they avoid this process.

Struggling a little is normal. If everything is translated, they lose the chance to build independence in English.

How to Set a Balanced Classroom Policy

Instead of choosing between strict English-only rules and total freedom, most teachers find success with a balanced approach. Here’s how to create clear and useful guidelines.

1. Explain the Purpose

Students follow rules better when they understand the reason behind them. Tell them something like:
“We use English in class because it helps everyone learn faster. You can use your language only when you really need to, not as a habit.”

This encourages responsibility.

2. Create Clear Moments When English Must Be Used

Choose parts of your lesson where you want full English use:

• Pair speaking tasks

• Role plays

• Group discussions

• Games

• Presentations

Tell students exactly when it is important to stay in English. They will understand the expectation.

3. Allow Strategic Use of the Native Language

Choose moments when it can support learning:

• Clarifying instructions

• Checking complicated grammar

• Helping classmates during difficult tasks

• Learning key vocabulary

Tell students these moments are exceptions, not the rule.

4. Use the “Whisper Rule”

If students truly need to translate, let them whisper to each other quietly and briefly. This prevents long conversations in the native language while still giving support when needed.

5. Use Signals

Many teachers use simple hand signals. For example:

• A raised hand means “English only now”

• A circle gesture means “Translate quickly if needed”

This avoids constant verbal reminders.

6. Praise Good English Use

Celebrate when students try to speak in English even if it is not perfect. Say:
“Great effort”
“Nice try”
“Good use of English”

Positive reinforcement works better than controlling behavior.

How to Know If Your Approach Is Working

A good language policy creates a classroom where English is used naturally and confidently. Here’s how to check if your balance is right.

You know it is working when:

• Students use English automatically during speaking activities

• Native language appears only when absolutely necessary

• Students show less fear of making mistakes

• Pair work is active and balanced

• Students help each other without switching too quickly to translation

• The classroom feels inclusive for everyone

If you see these signs, you have a healthy environment where the native language supports learning instead of blocking it.

If you notice students relying too much on their language, gently remind them of the classroom rule and encourage them to try again in English.

Bringing It All Together

Allowing the native language in class is not a problem. What matters is how and when it is used. With a clear approach, you can transform it into a tool that builds confidence, improves understanding, and strengthens classroom relationships.

The goal is not perfection. The goal is progress. A balanced classroom gives students enough English to grow and enough support to feel safe. When students know they can try, fail, laugh, and keep going, real communication happens.

Used with intention, the native language becomes a bridge, not a barrier. And when students cross that bridge more often in English, you know your strategy is working.

The post Should You Let Students Use Their Native Language in Class appeared first on TEFL Barcelona - TEFL Spain.

But as soon as your first class starts, reality hits.
You have students from Spain, China, Saudi Arabia, and Brazil. They don’t just speak different languages — they think, learn, and interact in completely different ways. While some students chat confidently, others stay quiet. Some love group work, others avoid eye contact. You ask a question, and half the class nods while the other half looks confused.

Welcome to the reality of mixed-nationality English classes. They’re exciting, unpredictable, and full of cultural surprises — but they can also make even the most organized lesson plan go off track.

So how do you manage a classroom where students don’t share the same first language, background, or learning habits? Let’s go through some practical ways to make your lessons smooth, inclusive, and fun for everyone.

Embrace the Cultural Mix

The first step is to see diversity as an advantage, not a problem. Each nationality brings something valuable to your classroom. Spanish students might bring energy and teamwork, Chinese students discipline and focus, and Middle Eastern students warmth and humor.

The mix of cultures can make your lessons much richer if you use it intentionally.
Start by showing curiosity about your students’ cultures. Ask about traditions, holidays, food, or typical greetings. You can turn this into a simple speaking activity where each student teaches one word from their language or explains something about their country.

When students feel proud of where they come from, they participate more and connect better with each other — even without sharing a native language.

Build an English-Only Environment (But With Empathy)

In a classroom full of mixed nationalities, English naturally becomes the common language. But that doesn’t mean it’s easy.

Students will often feel tempted to speak in their first language, especially if they share it with others in class. Two Spanish students chatting in Spanish, two Chinese students whispering in Mandarin — sound familiar?

Instead of reacting with strict “English only!” rules, explain why it matters. Say something like:

“When you speak English, you help everyone understand and learn together. When you speak your own language, you leave others out.”

You can also create a light “language corner” rule: if students really need to clarify something, they can whisper quickly in their language, but then return to English right away. This shows respect for everyone while keeping English at the center.

Make Communication Visual

In multilingual classrooms, language barriers can make instructions tricky. Even if your students understand English, they may process information differently.

That’s where visuals and body language become your best friends.

• Use gestures to show actions like stand up, write, listen.

• Draw quick sketches or stick figures on the board.

• Use slides or printed pictures whenever possible.

A quick example is worth a hundred words. When everyone can see what you mean, there’s less confusion and more confidence.

Teach Cultural Awareness From Day One

Mixed-nationality classes are not just about teaching English — they’re also about teaching how to communicate across cultures.

Students may interpret behavior differently. For example:

• Some cultures value speaking loudly and directly.

• Others see interrupting as rude.

• Some students make strong eye contact; others find it uncomfortable.

If you don’t talk about these things, misunderstandings can easily happen.
You can make this fun by running a “Cultural Habits Quiz” where students guess what’s polite or impolite in different countries. It helps them see that there’s no single “right” way to behave, just different cultural norms.

By making cultural awareness part of your lessons, you create a more respectful, open-minded classroom.

Use Pair and Group Work Wisely

Group work is essential in language learning, but in mixed-nationality classes it can be tricky. Students might automatically sit next to someone who speaks their language. To avoid that, mix your seating regularly and assign pairs strategically.

Here are a few ideas:

• Pair students from different countries so English becomes the only shared language.

• Change partners often so everyone gets used to different accents and speaking styles.

• Encourage them to teach each other small things about their cultures between tasks.

It might feel awkward at first, but after a few classes, students usually love it. You’ll see friendships forming across cultures — and that’s when real communication begins.

Focus on Clear, Simple Instructions

When your students don’t share a first language, even the simplest instructions can be misunderstood. Keep them short, clear, and predictable.

Follow this routine:

1. Speak slowly, using simple words.

2. Give one instruction at a time.

3. Demonstrate the activity (don’t just explain it).

4. Ask a student to repeat the instructions to check understanding.

For example, instead of saying:

“You’ll be working in groups of three to discuss the text, find the main idea, and prepare to present it to the class.”

Say:

“Step 1: Read the text. Step 2: Talk with your partners. Step 3: Choose one person to share your ideas.”

It’s clearer, faster, and less stressful for everyone.

Use Language Differences as a Learning Tool

One of the biggest hidden benefits of a multilingual class is that you can compare languages. Students love discovering that English isn’t so different from their own — or that it is!

Try quick mini-activities like:

• Ask students how to say the same word in their language and compare pronunciation.

• Highlight common false friends (words that look similar but mean something different).

• Discuss idioms or expressions from different countries that have similar meanings.

This sparks curiosity and helps students see language as something global, not just English vs. their native tongue.

Celebrate Multilingualism

Instead of fighting the mix of languages, celebrate it.
Create moments where students can use their languages to enrich the lesson.

Here are some simple ways:

• Have a “Language of the Week” where one student teaches a few words from their language.

• Ask students to write greetings in different scripts around the classroom.

• Create a world map and let each student mark their hometown.

These small activities remind students that their language and culture are valued, while still keeping English as the main focus.

Manage Different Accents and Pronunciations

When you teach a class with students from many countries, you’ll hear a full orchestra of accents. Some teachers worry this makes things harder, but it’s actually an incredible advantage.

In the real world, your students will use English to talk to other non-native speakers more often than to native speakers. So hearing a mix of accents prepares them for real communication.

Encourage tolerance and curiosity. If someone struggles to understand, teach them to politely ask, “Could you say that again, please?” or “Do you mean…?”
Remind everyone that there’s no “perfect” accent — clarity matters more than sounding native.

Create a Sense of Belonging

In a mixed-nationality class, your students might be living far from home. Some feel homesick, others isolated. You can make a big difference by creating a warm classroom atmosphere where everyone feels seen.

Learn your students’ names — and pronounce them correctly.
Show interest in their countries and daily lives.
Start each class with light conversations or short games that build connection.

When students feel comfortable and respected, they learn faster and take more risks with the language.

Keep an Open Mind (and a Sense of Humor)

Teaching mixed-nationality classes will test your patience sometimes. You’ll face misunderstandings, cultural shocks, and moments of total confusion. But you’ll also laugh, learn, and witness incredible friendships forming between people who never would have met otherwise.

Be patient, stay flexible, and keep your sense of humor. Every class will teach you something new about communication, culture, and empathy.

And when you see your students from six different countries chatting fluently in English, laughing, and sharing stories, you’ll realize this is the true beauty of teaching English abroad.

The post How to Handle Mixed-Nationality English Classes Without Losing Your Mind appeared first on TEFL Barcelona - TEFL Spain.

In this article, we’ll explore practical strategies that you can use to make your online English classes engaging and effective, and, at the end, we’ll also look at how to actually get these students so you can put your skills into practice.

Start Strong: The First Few Minutes Matter

The opening moments of your class set the tone for everything that follows. If you begin with a flat “Hello, how are you?” and a review of last week’s homework, your student’s energy may dip before the class even begins. Instead, aim to grab their attention right away.

Here are some easy ways to start strong:

• Ask a curious or funny question: “What’s the strangest food you’ve ever tried?” or “If you could teleport anywhere right now, where would you go?”

• Show a picture or short video: Use an unusual image or meme that relates to your lesson theme.

• Quick icebreaker game: For example, a one-minute quiz using tools like Kahoot or Mentimeter.

By making the start of the class interactive, you immediately signal that the lesson will be active and not just another passive Zoom call.

Use Technology Wisely

One of the advantages of online English classes is the access to interactive tools. But with so many options available, it’s easy to overwhelm both yourself and your students. Instead of using every platform you can find, choose two or three that truly enhance your lessons.

Some teacher favorites include:

• Google Docs: Acts as a shared whiteboard where students can write together in real time.

• Jamboard or Canva: Perfect for visual learners and collaborative activities.

• Padlet: Helps organize vocabulary, notes, or even homework tasks in a visual way.

The goal isn’t to use technology for the sake of it but to create meaningful interaction. For example, rather than simply sharing a grammar exercise, use a Google Doc where both you and the student can add sentences and corrections together.

Break Lessons into Short, Interactive Segments

One of the biggest mistakes new online teachers make is running their online English classes exactly like a traditional in-person class. Online attention spans are shorter, so you need to adapt.

Think of your lesson as a series of short “blocks” rather than one long lecture. For example:

1. Warm-up activity (5 minutes)

2. Presentation of new language (10 minutes)

3. Controlled practice (10 minutes)

4. Interactive activity (roleplay, game, discussion) (15 minutes)

5. Reflection and wrap-up (5 minutes)

By constantly shifting between activities, you prevent students from zoning out. Also, check in often by asking open questions, not just “yes/no” ones. The more the student speaks, the more engaged they stay.

Adapt Materials for Online Learning

Not every classroom activity translates well into an online environment. Flashcards, board games, or pair work exercises need to be re-imagined when you teach online. That doesn’t mean you need to throw them out — just adapt them.

For example:

• Replace paper flashcards with digital slides or interactive vocabulary apps.

• Use Zoom breakout rooms for roleplays or debates in pairs.

• Create simple visuals that can be shared on screen to support explanations.

Don’t be afraid to mix authentic materials into your lessons. News articles, YouTube clips, and even social media posts are excellent ways to bring the real world into your class, while also sparking discussion.

Encourage Camera Use and Presence

Teaching to a black screen is one of the most demotivating experiences for online teachers. Whenever possible, encourage students to keep their cameras on. Explain that seeing facial expressions and body language makes communication more natural and helps both teacher and student.

Of course, some learners may not feel comfortable with video. In those cases, look for alternative ways to keep them present:

• Ask them to participate actively in the chat.

• Use screen sharing to involve them in exercises.

• Incorporate short voice recordings as homework tasks.

The key is ensuring that even without a camera, the student is still an active participant in the class.

Assign Short and Meaningful Homework

Homework doesn’t need to be long or complicated. In fact, shorter, more meaningful tasks are often far more effective in keeping students motivated.

Examples include:

• Record a one-minute voice note about your day.

• Write a short email about a real-life situation.

• Watch a short video clip and prepare a two-sentence summary.

These tasks are quick, practical, and directly connected to real communication. Students are far more likely to complete them, and they can be used as natural springboards for your next lesson.

Focus on Long-Term Motivation

Engagement is not just about keeping students active in one lesson; it’s about keeping them excited to return for the next one. Building long-term motivation is critical for student retention in online English classes.

Some strategies include:

• Set clear goals: For example, preparing to give a short presentation in English after three months.

• Track progress: Show students how their skills have improved by comparing earlier recordings with current ones.

• Celebrate milestones: Create mini “review lessons” at the end of each month where students see how much they’ve learned.

When students see clear progress, they are far more likely to stay motivated and continue their lessons.

Be Flexible and Human

Above all, remember that your students are real people, not just faces on a screen. Life happens: internet connections drop, children run into the room, or students arrive tired after work. Show patience and flexibility in these moments.

Sometimes, simply adapting on the spot — for example, sending a quick exercise by email if the platform crashes — can turn a potentially frustrating situation into a positive one. Students remember teachers who are empathetic and adaptable, and this builds trust and loyalty.

But How Do You Get These Students in the First Place?

Of course, none of these strategies matter if you don’t actually have students to teach. Many new online teachers wonder how to find their first learners. The good news is that there are several proven ways to attract students:

• Online teaching platforms: Websites like Preply, italki, or Cambly connect teachers directly with learners worldwide. While competition can be high, they are a great starting point to gain experience and build reviews.

• Social media presence: Sharing short teaching tips, vocabulary posts, or mini lessons on Instagram, TikTok, or LinkedIn can help you reach students organically. Even a simple professional profile with a clear offer can bring in leads.

• Word of mouth: Friends, family, and past students are often the best promoters. Don’t be afraid to ask for referrals.

• Specialisation: Offering something specific — such as English for interviews, business English, or exam preparation — makes it easier to stand out in a crowded market.

Once you begin attracting students, apply the engagement strategies from this article to keep them motivated, satisfied, and eager to continue with you.

Keep lessons engaging!

Teaching online is not just about transferring your in-person lesson plans to Zoom. It requires creativity, flexibility, and an understanding of how to keep students engaged in a digital environment. By starting your lessons with energy, using technology strategically, breaking up lessons into short segments, adapting materials, and focusing on long-term motivation, you can create online English classes that are both effective and enjoyable.

For teachers starting their journey, mastering engagement techniques is just as important as mastering grammar explanations. After all, a motivated student is a learning student — and when you also learn how to market yourself and find those students, you open the door to a sustainable online teaching career.

The post How to Keep Students Engaged in Online English Classes appeared first on TEFL Barcelona - TEFL Spain.

You don’t want to find yourself stuck in a split-shift job across three towns, with no support, low pay, and a director who disappears when you need help.

The good news? There are great TEFL jobs out there. But spotting one before you apply or accept the offer takes a bit of knowledge and attention to detail. Whether you’re searching from your home country or already in Spain, here’s how to spot a job that’s actually worth your time and energy.

1. A Clear, Honest Job Ad

Before anything else, look at how the job is presented. A good TEFL job ad should give you a solid picture of what to expect. That means:

• Number of teaching hours per week

• Type of students (kids, teens, adults)

• Location of the classes

• Monthly pay or hourly rate

• Contract duration

• What’s included (materials, training, visa help)

If the ad is too vague or full of buzzwords like “fun working environment” with no real details, that’s a red flag. You don’t need a novel, but you do need transparency.

2. Reasonable Hours and Schedule

A typical full-time TEFL schedule in Spain is around 20 to 25 contact hours per week. But what really matters is how those hours are spread out.

Many academies operate on split shifts. You might teach two hours in the morning and three more in the evening, which means you’re working across a 12-hour window but only being paid for the hours you’re actually in class.

This can be exhausting, especially if your classes are far from home or if there’s no pay for travel time. If the ad or interview doesn’t mention how your hours are arranged, ask.

Look for jobs that:

• Group your hours into blocks (e.g., mornings only or evenings only)

• Keep most classes in one place

• Offer paid preparation time or at least don’t overload you with unpaid admin tasks

3. Fair and Legal Pay

TEFL salaries in Spain vary a lot depending on the city and type of school. But there are some general things to watch out for.

In big cities like Barcelona or Madrid, most academies offer between €1,100 and €1,400 per month for full-time work. Some pay per hour, usually around €13 to €18.

That’s not amazing, but with shared housing and a simple lifestyle, it can be enough to live. Just be careful with jobs that pay much less than the average or that promise to “pay in cash” without a proper contract.

You want a job that:

• Pays you on time, via bank transfer

• Offers a legal contract

• Doesn’t rely on last-minute substitutions or unpaid demo lessons

Teaching without a contract or working more hours than you’re paid for can lead to burnout fast — and in some cases, even legal trouble.

4. Good Communication From the Start

Your first few emails or interviews with a school can tell you a lot. Are they polite? Do they answer your questions clearly? Do they respect your time?

Bad communication at the start often means bad communication throughout the year. You want to work somewhere where people are easy to reach, clear with expectations, and willing to support you.

A few things to look for:

• They reply to emails within a few days

• They explain next steps and timelines

• They are friendly and professional in how they speak with you

Even a small school can be great if it has a team that communicates well.

5. Support for Teachers

Especially if you’re a new teacher, support makes a huge difference. Teaching can feel isolating, especially if you’re the only English teacher or working in a rural area. A good job will offer some kind of structure or at least someone you can go to when things get tricky.

Ask during the interview:

• Is there a coordinator or academic manager?

• Are materials provided?

• Do teachers meet regularly?

• Is there a WhatsApp group or shared planning folder?

Even informal support is better than none.

6. The Right Type of Students for You

Some people love teaching five-year-olds with glitter and songs. Others would rather teach adults in company offices. Be honest with yourself about what you enjoy and what you don’t.

If you’re applying to jobs where you’ll teach a type of student you’re not comfortable with, make sure they’ll provide training or that the schedule isn’t too heavy.

Also, find out the class size. Teaching 15 teenagers is very different from teaching three adults in a conversation class.

7. Location, Location, Location

This one seems obvious, but many teachers don’t think it through until they arrive. Is the school in the center of the city or a 45-minute bus ride away? Are you expected to travel between classes?

If you’ll be teaching in multiple locations, ask if travel time is paid or not. It can eat into your day and energy quickly.

8. Real Reviews and Word of Mouth

Before accepting any job, do a quick Google search or check Facebook groups like “TEFL in Spain” or “English Teachers in Barcelona.” You can also search the name of the school + “reviews” or “experience.”

Teachers are usually honest — and if a school has a bad reputation, there’s a good chance someone has mentioned it online.

You can also ask:

• What happened to the last teacher?

• How long do most teachers stay?

If teachers stay for years, that’s a great sign. If there’s constant turnover, ask why.

9. Your Gut Feeling

It sounds simple, but trust your instincts. If something feels off, it probably is. If the director seems cold or the answers feel vague, take a step back and think it through.

You don’t have to accept the first offer you get. There are plenty of decent jobs, and one that fits your goals is out there — even if it takes a bit longer to find.

Final Words

TEFL can be one of the best decisions you ever make. You get to live abroad, meet new people, and help others grow. But the job itself needs to be right. A bad TEFL job can wear you down. A good one can change your life.

So take your time. Ask questions. Do your research. And remember — if they treat you well from the beginning, it’s a good sign they’ll treat you well once you’re hired.

The post How to Spot a Good TEFL Job (Before You Even Apply) appeared first on TEFL Barcelona - TEFL Spain.

The course was super hands-on, which I loved. We weren’t just stuck in a classroom learning theory, we were actually teaching. I got loads of practice and real feedback, which gave me the confidence to stand in front of a class for real. I remember my first teaching practice, I was sweating buckets, my voice cracked, and I probably said “okay” about 200 times. But I survived it, and every class after that felt easier.

After I finished the course, I got my first teaching job in a little town called Mataró, about 30 minutes from Barcelona. It was quiet, right by the beach, and perfect for getting used to the teaching world. I spent six months there teaching kids and adults, eating way too much tortilla, and learning Spanish the hard way, by trying to order coffee and accidentally asking for a shoe.

Back in the U.S. – A New Chapter in Florida

Now I’m back in the U.S., teaching in a small city near Miami called Hialeah. It’s got a big mix of people and cultures, and I work at a language school where students from all over the world come to learn English. Most of them are from Latin America, places like Colombia, Mexico and Brazil, but we also have students from Italy, France, Korea, Japan and Saudi Arabia. It makes every class different and fun.

Morning Routine

So, what does a typical day look like for me?

I usually wake up around 8:00. I live close to the school, like a 10-minute walk, so I don’t need to rush in the mornings. I’ve got most of my lessons planned the day before, which helps a lot. I’ll have a quick breakfast (usually coffee and toast or fruit), check emails, and go over the plan for the day. If I need to print or photocopy anything at the school, I try to go early, the line there can be insane, haha.

Monday mornings are especially busy because we get new students every week. That means placement tests, a quick orientation, and a lot of nervous smiles. Some students have never been to the U.S. before and are totally overwhelmed. Others are confident and ready to go.

I try to make everyone feel at home. We do icebreakers, talk about hobbies, and I always ask, “What’s your favorite food from your country?” That usually gets people talking. One guy from Argentina once brought in homemade alfajores for the whole class. Instant legend.

Teaching in Action

Classes usually have a maximum of 12 students, which is a great size, enough people for group work, but small enough that no one gets left behind. The school offers different types of courses. Some students take four-hour classes daily, some are in shorter programs, and others go for intensive courses that run morning and afternoon. I usually teach group lessons in the mornings, then switch to private lessons after lunch.

Mornings are usually more structured. I try to keep things active, a mix of grammar, vocabulary games, conversation, and listening. Most students want to improve their speaking, so I give them as many chances to talk as possible. We might do role-plays, debates, or activities where they have to work together to solve a problem. I once did a lesson where students had to plan a dream vacation with a fake budget, we ended up with a group trying to get to Japan on $200. The arguments over hotels and ramen were hilarious.

Lunch Break and Midday Vibes

Around 1:00, we have a lunch break. Sometimes I bring food from home, but honestly, most days I grab something from the bakery down the street, they have these amazing empanadas. There’s a small park nearby too, so if the weather’s nice (which in Florida, it usually is), I’ll sit outside and get some fresh air.

Sometimes, students will invite me to lunch. It’s a great way to connect and practice real conversation. We’ve had some deep chats over arepas and iced coffee, everything from politics to heartbreak to “why does English have so many silent letters?”

Private Lessons in the Afternoon

In the afternoons, I usually do private lessons. These are more relaxed and more focused. One student might be preparing for a visa interview, another might be working on business English, and someone else might just want to improve their pronunciation. I like this part of the day because I get to really tailor the lessons to each student.

Sometimes we do lessons in cafes or walk-and-talks around the neighborhood. It’s not always about textbooks. Real-world English is the goal, and if we can do that over iced tea, even better.

After-Class Activities and Mini Adventures

A couple times a week, I also join the school’s social activities. We often do walking tours around the city or short trips to nearby places like Fort Lauderdale, Key Biscayne, or even the Everglades. One time we got caught in a rainstorm during a boat tour, and half the students were trying to explain “thunderstorm” while screaming and laughing. It was chaotic but unforgettable.

These outings help the students use English in real situations and also help them bond with each other. Plus, it’s fun for me. I love seeing their eyes light up when they experience something new, whether it’s a Cuban sandwich or a jazz night at a local bar.

Wrapping Up the Day

By around 5 or 6 PM, I’m usually wrapping up. Sometimes I have a late private lesson, but most days I’m done by early evening. After work, I like to go for a run or meet up with friends. There’s a big Latin American community here, so there’s always good food and music somewhere.

I also take time to check in on my former students, some still write to me on Instagram or email. I even had one who invited me to her wedding in Brazil (I couldn’t go, but it was super touching).

Love my TEFL life

Teaching English definitely has its ups and downs. Some days are easy, others are tough, like when students are tired, or you’re running on little sleep. But overall, I feel lucky. I get to meet people from around the world, help them reach their goals, and use what I learned in Barcelona every single day.

If you’re thinking of doing a TEFL course and teaching abroad, I say go for it. TEFL Barcelona gave me the training I needed, and more importantly, it gave me the confidence to take the first step. And that one step led to a whole new life I never expected, one full of stories, people, and moments I’ll never forget.

And who knows, maybe one day, you’ll be writing your own “day in the life” story too.

The post A Day in the Life of a TEFL Teacher: Jake’s Story appeared first on TEFL Barcelona - TEFL Spain.

This story covers the path I took: studying at a TEFL course in Barcelona, then working in Croatia for six months, and finally moving to a small city in Italy where I now have a full-time teaching position. I want to share every step, from the fun I had during the course to the lessons I’ve learned in the classroom.

Why I Chose TEFL

I first became interested in teaching English because I saw how important it was for people trying to get better jobs or travel abroad. In Brazil, many students want extra English lessons, yet qualified teachers can be hard to find. I thought about teaching at home, but at the same time, I also wished to see the world. That’s when I realized a TEFL certification would open doors and help me achieve both goals.

I started researching TEFL programs and discovered a course in Barcelona that had great reviews, hands-on practice, and supportive staff. I liked the idea of studying in a city with so much history, culture, and warm weather. I also read about other graduates who had found jobs worldwide after completing their training. That was enough for me: I applied, got accepted by Erwin, and prepared for a new chapter in Spain.

Arriving in Barcelona

My first days in Barcelona felt like stepping into another universe. I had been to large cities before, but Barcelona had a special atmosphere. The buildings showed off amazing architecture, the streets buzzed with life, and the beach was close by. I remember being fascinated by the mix of modern shops and historic landmarks as I walked around. Even grocery shopping was an adventure because I had to learn Spanish names for different foods.

Soon after I settled in, I met my course mates during an orientation session. We were from all over the world – some were from the United States, others from Europe, and a few, like me, had come from South America. We bonded quickly, partly because we were facing the same challenges: living in a new city, learning new teaching methods, and adjusting to life in another language. It was great to be among people with similar goals.

TEFL Course Highlights

The course itself was a blend of theory and practice. We started with lessons on teaching techniques, and classroom management. I realized just how complex the English language can be. Even though I had spoken English for years, seeing it broken down in sessions was a whole new experience. Still, it made me appreciate what learners go through when they face tricky rules and exceptions.

One of the most valuable parts of the program was the observation lessons. We watched experienced teachers lead actual classes, which taught us how to handle real-life situations. We saw how to encourage shy students, give clear instructions, and keep a lesson moving at a comfortable pace. I took lots of notes and found it especially helpful to see how each teacher handled unexpected moments, like a student asking a tricky question or a sudden technical issue with the projector.

My favorite part of the course was collaborating on lesson plans with my classmates. We would sit in small groups, brainstorm topics, and figure out fun ways to make students talk. For instance, we designed role-plays where students pretended to shop at a market or plan a small party. We’d share feedback and pick up tips from each other. Seeing our ideas come to life in practice teaching sessions was both nerve-wracking and exciting.

Barcelona Adventures and Friendships

Outside of class, Barcelona was the perfect place for adventure. My classmates and I explored famous sites like Park Güell and the Sagrada Família on weekends. Some nights, we joined local language exchange events, where we practiced Spanish with locals and then switched to English to help them learn. It was a fun way to make friends beyond our course group.

Food was another highlight. We tried tapas bars, drank fresh fruit juices at the markets, and occasionally cooked together. My favorite spot was a small café near our school where the owner always greeted us. Over time, our group turned into something like a family. We supported each other in lesson planning and shared notes on living in the city. By the end of the course, saying goodbye felt bittersweet. We promised to stay in touch and hoped to visit each other someday in our future teaching destinations.

Teaching in Croatia

Soon after graduation, I landed a six-month position in Croatia. I moved to a coastal town known for its lovely scenery and relaxed way of life. At first, I worried about how the students would respond to a Brazilian teacher, but they welcomed me with open arms. The small language school where I worked had classes of different levels, from beginners to advanced. I especially enjoyed the advanced groups because we could have long conversations about travel, music, and world news.

On weekends, I visited nearby islands or strolled along the waterfront. The pace of life was calmer than in Barcelona, but I liked the change. It allowed me to focus on my lessons and get comfortable in the classroom. My students often asked questions about Brazil, and they were surprised to hear about my experiences in Spain too. That made me realize that teachers learn from students just as much as students learn from teachers.

Settling in Italy

When my contract ended in Croatia, I got a full-time offer at a small city in Italy called Lucca. I jumped at the chance because I’d always heard wonderful things about Italy – its beauty, traditions, and of course, the food. Living in this city felt like stepping back in time. There were cobblestone streets, quaint shops, and friendly neighbors who chatted while walking to the market. The local people were warm and curious about my story, asking why a Brazilian with a Portuguese passport would choose their city to teach English.

My new job was at a local language center. The staff was small, but we supported each other. I had classes of teenagers preparing for university and adults wanting to travel abroad. Creating lessons for such different groups kept me on my toes, but it was very rewarding. I especially loved seeing students grow in confidence. They would start off timid and end up comfortably talking about their favorite hobbies or life goals.

Challenges and Rewards in the Classroom

Teaching in Italy introduced unique classroom moments. Many students had studied English in school but didn’t get much practice speaking. I used role-plays and conversation circles to help break the ice. We also read short news articles together, then shared opinions. It was a great way to show that English is a tool for real communication, not just a subject in a book.

Some days were tough. There were times when students felt discouraged by mistakes. Other days, it was my own energy levels that felt low. But every time I saw a student’s face light up after finally understanding a tricky phrase, I remembered why I chose this path. The best part was watching them apply their skills in real life – perhaps at a local café with English-speaking tourists or during a family vacation abroad. Those moments made every challenge worth it.

Looking Back on Barcelona

Even though I left Barcelona some time ago, I often reflect on how much that course shaped my journey. The observation lessons gave me clear examples of how to build rapport with a class. The lesson-planning sessions taught me how to be creative. And the city itself encouraged me to stay open to new cultures. I still keep in contact with a few friends from that time. We send messages about our teaching victories and laugh about funny classroom incidents.

I think living in Barcelona prepared me for the freedom and uncertainty that come with teaching overseas. I discovered that being flexible is key, and that it’s okay to feel a little lost at first. Each new country has a different rhythm. Adapting to local customs and lifestyles is part of the adventure. Barcelona was my stepping stone, and I’m forever grateful for everything I experienced there.

Future Hopes and Final Thoughts

Now, I’m settled into my Italian life, enjoying my job, and making plans for what comes next. I want to keep teaching, explore more of Europe, and maybe pick up another language. Sometimes I think about returning to Brazil to teach English at an international school or even open a language center of my own. There are many paths, and the best part is knowing I can choose any of them.

If you’re reading this and considering a TEFL course, I hope my story encourages you. The road isn’t always easy, but it’s full of growth and surprise. You’ll meet people from around the world, learn new teaching tricks, and find out more about yourself than you ever expected. My journey took me from Brazil to Barcelona, Croatia, and Italy, and it’s still going strong. I can’t wait to see where teaching English will lead me next.

The post TEFL Stories: From Brazil to the World appeared first on TEFL Barcelona - TEFL Spain.