I’m here thinking about my generation – the millennials. We are the people who have witnessed a magical shift in almost every aspect of life: technology, relationships, urban life, corporate culture and education. I, too, have experienced a significant shift in my own life – from a parent-chosen undergraduate course to a passion-driven postgraduate journey.
I completed my graduation and later pursued an MBA. I loved the subject and my efforts were rewarded with good marks. My overall performance also helped me secure a good banking job. Everyone appreciated me and considered it a success and an achievement. I was also proud to be a bank officer. Life felt like a bed of roses! But the thorns of banking soon appeared. The working hours were unpredictable, and I had to constantly tally accounts and maintain records. My work revolved around “debit” and “credit”. I began to question myself: What was the purpose of learning so many different subjects if my real-life application was limited to just “debit” and “credit”?
After a few years, my priorities changed. When I got married, I decided to leave banking and follow my passion. I had always loved teaching, but the idea of becoming a teacher was quite sceptical to me. I felt unsure and wondered whether I could guide young minds to learn concepts effectively. Then, after my first maternity break, I joined an IB school to fulfil my passion. I liked the concept of IB because it encouraged me to look beyond simply teaching a subject. It was more about facilitating learning, encouraging inquiry and helping students make connections.
For example, if the Grade 3 students were learning about body organs, the learning could simultaneously connect with physical movements through the muscular and skeletal systems during their Physical Education sessions, facilitated by the PE staff. Such experiences helped me understand that learning does not always have to remain within the boundaries of a textbook or a classroom.
I enjoyed every day as an IB teacher because each lesson involved different ways of facilitating learning through different activities. The best part was that I didn’t have to repeat the same set of activities every year. Being an IB teacher kept me active, creative and energetic throughout my teaching phase. On the other hand, I also had an opportunity to explore different syllabuses, including IGCSE. So, I decided to join a Cambridge school. I had a lot of doubts about my decision. Would I be able to adapt to a new environment? Would I be able to move away from the IB concepts I had become so comfortable with?
However, I soon discovered that IGCSE had its own strengths and beauty. The Cambridge approach gave me an opportunity to work with a well-structured curriculum that provided students with a strong academic foundation. I appreciated the clarity of learning objectives and the importance given to developing subject knowledge, analytical skills and the ability to communicate ideas effectively.
I also found that the classroom could be made highly interactive within the IGCSE framework. The syllabus gave me opportunities to design activities, discussions,examples and applications that encouraged students to think beyond simply memorising information. It reminded me that a structured curriculum and creative teaching can work beautifully together.
I found myself in a Cambridge school that had a holistic approach to education, balancing sports, life skills and academics. The school emphasised real-life learning rather than rote learning. I felt that the nuances within me, as an educator, were beginning to come together. I could now see that both experiences had shaped me in different and valuable ways. In my IB experience, I learned the importance of inquiry, student agency, interdisciplinary connections and facilitating learning rather than simply delivering content.
In my IGCSE experience, I strengthened my understanding of curriculum structure, subject depth, academic rigour and the importance of building a strong foundation of knowledge. Neither experience replaced the other. Instead, they complemented each other. To support my views, I noticed how independent and confident the children were. Their love for sports and extracurricular activities was astonishing, and the balance they maintained towards their studies was something that really impressed me.
Their confidence made me realise that student-centred learning can take many forms, and that a strong academic curriculum can coexist with opportunities for creativity, independence and personal growth. I could also apply many of the IB attributes to my students – encouraging them to communicate, inquire, think critically, reflect, collaborate and become responsible individuals.
At the same time, my IGCSE experience helped me understand the value of guiding students systematically towards clear academic outcomes. Now comes the interesting part of my teaching and learning journey: how will I apply my IB philosophy in my new environment?
A year from now, I hope to look back and see how I have evolved as a teacher. How am I going to execute activities and strategies based on student agency? This is a new challenge for me – a challenge for self-learning and self-growth. Today, I realise that a teacher is also a lifelong learner. My journey through banking, teaching, IB and IGCSE has taught me that education cannot be confined to one method or one philosophy. Every curriculum has its own purpose, strengths and possibilities. The real magic lies in how a teacher brings those possibilities alive in the classroom. IB taught me to ask, “Why?” .
IGCSE taught me to value the strength of structured learning and academic depth. IB encouraged me to see the learner as an inquirer and a participant. IGCSE strengthened my understanding of the importance of knowledge, clarity and academic progression. And my experience with both has taught me something even more important – good teaching is not about choosing one approach over another; it is about understanding the learner and using the best possible strategies to help that learner grow.
Perhaps this is the most beautiful part of my journey. I began my career working with numbers, accounts and transactions. Today, I work with young minds, ideas and possibilities. From debit and credit to inquiry and learning, my journey has certainly come a long way! And perhaps, the journey has only just begun.
