I’ve been fortunate to teach across different cultures. I spent seven years teaching in Brunei, and for the past ten years I’ve been teaching here in Sri Lanka. I’ve also taught Koreans, Chinese, Japanese, Thai, and Vietnamese online.
Teaching has been one of the most rewarding experiences of my career. It has allowed me to meet students from different backgrounds, learn about new cultures, and grow not just as a teacher, but also as a person.
But like many teachers who step into a classroom (or virtual) in another country, I quickly realized that teaching abroad isn’t just about lesson plans, curriculum, or classroom management. It’s also about understanding the culture you’re stepping into.
And sometimes, that learning comes from making a few mistakes along the way.
Cultural differences can lead to misunderstandings if we’re not aware of them. Most of the time, these mistakes are unintentional. They happen because we bring our own assumptions about teaching, communication, and classroom behavior.
Looking back, there were several moments in my journey when I realized that what seemed normal to me wasn’t necessarily the same for my students or colleagues.
Here are lessons I learned while teaching across cultures.
Lessons
1. Teaching styles aren’t always the same everywhere.
One of the earliest realizations I had while teaching in different countries was that teaching styles are not universal.
Every education system has its own expectations about how a classroom should work. When I began teaching in Sri Lanka, I noticed that the classroom culture tends to be more teacher-centered. Students often see the teacher as the expert in the room, someone who guides the lesson and provides clear explanations.
Many students also feel more comfortable when lessons include structured materials such as handouts, detailed notes, and even past examination papers. These resources give them a sense of direction and help them prepare for the assessments that matter most to them.
At first, I was used to approaches that focused more on discussion or open-ended exploration. But over time, I learned that students here often appreciate having clear guidance and organized materials they can review later.
Providing handouts, summaries, and practice papers helped students feel more confident in their learning. It also showed me that sometimes adapting to the expectations of the classroom culture can make teaching more effective.
What this experience taught me is that being a good teacher abroad often means balancing your own teaching style with what works best for the students in front of you.
2. Silence does not always mean disengagement.
One of the first things that made me uncomfortable when teaching was silence.
I remember experiencing this not only in physical classrooms abroad but also when I started teaching English to students online. At the beginning, when I asked a question and no one answered immediately, I would feel uneasy. I would quickly jump in to rephrase the question, give hints, or even answer it myself.
In my mind, silence meant something was wrong.
But over time, I realized that silence often meant something very different. Students were thinking. They were processing the question, translating ideas in their heads, or simply gathering the confidence to speak.
Gradually, I learned the value of pausing and waiting.
Instead of rushing to fill the silence, I began giving students more time. That small shift made a big difference. Students started responding more thoughtfully, and some who were usually quiet began sharing their ideas as well.
That experience taught me that sometimes, good teaching isn’t about filling every moment with words. Sometimes it’s about creating the space for students to find their own voice.
3. Finding the right balance between commanding respect and authority is an important key.
When I first started teaching abroad, I was only 24 years old. Many of my students were just six or seven years younger than me, which meant the age gap wasn’t very big.
Because of that, I was very conscious of the boundaries I had to set in the classroom. At times, I worried that students might see me more as an older sister than as their teacher.
It wasn’t always easy.
On one hand, I wanted to build a friendly and comfortable environment where students felt they could approach me, ask questions, and speak openly. On the other hand, I knew that as a teacher, I also had to respect the role of authority in the classroom.
Finding that balance took time.
I learned that being approachable doesn’t mean giving up authority. And having authority doesn’t mean creating distance or being overly strict. What mattered most was consistency, being clear about expectations while still treating students with respect and kindness.
Over time, I realized that students respond well when they can see both sides of a teacher: someone who can guide and lead the class, but also someone who genuinely cares about their learning.
Looking back, that experience taught me an important lesson: authority in the classroom isn’t just about age or position, it’s about how you carry yourself and how you earn the respect of your students.
4. Discipline is more effective when it’s private and purposeful.
Another lesson I learned over the years, especially when teaching young teenagers, was that discipline doesn’t always have to happen publicly.
Early in my teaching career, I noticed that calling students out in front of the class could sometimes do more harm than good. Even adults feel embarrassed when corrected publicly, and I believe young people deserve the same grace and dignity we expect for ourselves.
Because of that, I often chose a different approach.
If a student was misbehaving, I preferred to speak with them privately after class or during a quiet moment. These conversations were usually calm and straightforward. Instead of confronting them in front of their classmates, I could ask what was going on and remind them of the expectations in a way that didn’t put them on the spot.
More often than not, students responded better to that kind of conversation.
Another strategy that worked well for me was keeping students meaningfully engaged. I realized that when students are given tasks that require participation, responsibility, or collaboration, they are far less likely to become disruptive.
Sometimes misbehavior isn’t really about discipline at all, it’s simply about boredom or lack of engagement. By giving students activities that required their attention and involvement, the classroom naturally became more focused and positive.
Over time, I learned that effective classroom management isn’t always about being strict. Often, it’s about respect, understanding, and creating an environment where students feel both guided and valued.
5. Cultural and religious events matter to students.
Another lesson that took me time to understand was how deeply cultural and religious traditions can shape students’ lives outside the classroom.
There were moments when some of my students would be absent from class for reasons I didn’t immediately understand. Sometimes they would say they couldn’t attend because their family was gathering for special prayers for a relative who was taking an important exam, or because a family member was leaving for a pilgrimage.
At first, I wasn’t quite sure how to interpret these absences. In the beginning, I saw them mainly from a classroom perspective, missed lessons, missed activities, and catching up on work later.
But over time, I began to realize that these occasions were meaningful for my students and their families. These gatherings weren’t simply casual events. They were moments that carried cultural, spiritual, and emotional importance.
Understanding that helped me see my students in a broader context, not just as learners in a classroom, but as individuals who are part of families, traditions, and communities.
As teachers, we often focus on schedules, lesson plans, and academic goals. But being aware of the cultural and religious rhythms in students’ lives helps create a classroom that feels more respectful and understanding.
Sometimes, simply acknowledging that these moments matter to them can make students feel seen, respected, and supported.
If you’re interested in a specific experience that shaped my perspective early in my teaching career, you might also enjoy this story:
The Cultural Mistake I Made in My First Year Teaching in Brunei And What It Taught Me
In that post, I share a moment from my first year abroad that changed the way I approached cultural awareness in the classroom.
6. Be careful when comparing cultures.
Another lesson I learned along the way was to be mindful of how often I compared the culture I was teaching in with my own.
Early on, I caught myself saying phrases like, “In my country we do it this way…”. At the time, I didn’t mean it in a negative way. I simply wanted to share a different perspective or explain how things were done where I came from.
But over time, I realized that comments like this can sometimes come across differently than we intend.
Even when the intention is harmless, frequent comparisons can make it seem as if one system or culture is being measured against another. Students are often very aware of how outsiders view their country, and small remarks can unintentionally create distance.
That realization made me more conscious of how I framed my experiences. Instead of presenting things as a comparison, I began approaching conversations with more curiosity and openness.
Sometimes I would ask students how things were usually done in their culture, or why certain practices were important to them. Those conversations often led to richer discussions and helped me understand my students better.
Teaching abroad reminded me that cultural exchange works best when it goes both ways. As teachers, we certainly bring our own experiences into the classroom, but we also gain so much when we listen and learn from the culture around us.
Teaching Across Cultures is Also An Opportunity to Grow
Teaching abroad isn’t just about sharing knowledge with students. In many ways, it’s also about learning about people, cultures, and different ways of seeing the world.
Looking back, I realize that many of the lessons that shaped me as a teacher didn’t come from textbooks or training sessions. They came from everyday classroom moments, from misunderstandings that turned into learning opportunities, and from the cultural experiences that stretched my perspective.
In many ways, who I am today as a professional has been shaped by the cultural exposure I gained from teaching across cultures. Those years of working with students from different backgrounds helped me grow not only as an educator, but also as a person.
And for that, I feel incredibly happy and grateful.
Teaching across cultures has shown me that the classroom can be more than just a place for academic learning. It can also be a space where we learn to listen more carefully, understand one another better, and appreciate the diversity of experiences that students bring with them.
And perhaps that is one of the most meaningful parts of being a teacher.
If you’re a teacher who has taught abroad, or are planning to, cultural differences will inevitably become part of your journey in the classroom. Some moments may feel confusing at first, but they often become the experiences that teach us the most.
What cultural lessons have you learned while teaching in another country?
I’d love to hear about your experiences. Feel free to share your story or reflections in the comments. Your insights might help another teacher navigate their own journey across cultures.
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