I recently finished the book “Dinner with King Tut: How Rogue Archaeologists Are Re-Creating the Sights, Sounds, Smells, and Tastes of Lost Civilizations” by Sam Kean and REALLY enjoyed it! It made history feel human again. Too often, the ancient world is reduced to dates, kings, empires, and artifacts sitting silently behind museum glass. Dinner with King Tut does something very different. It recreates the physical reality of the past — what people ate, how they slept, how t

The classroom after the students leave — where much of the reflection, planning, and thinking behind teaching actually happens. In my last post, I shared that after than a decade of teaching internationally, I finally decided to formalise something I had already spent years doing professionally: becoming a licensed teacher through QTS. When I first started looking into the Assessment Only Route to QTS, I honestly did not fully know what to expect. I had read a few blog posts,

After more than a decade of teaching internationally, I finally decided to formalise something I had already spent years doing professionally: becoming a licensed teacher through QTS. For years, I’ve taught successfully without holding a formal government-issued teaching licence. I do hold a CELTA, but that is designed for ELT rather than mainstream school teaching. In many schools around the world, especially in the international sector, teachers can build strong careers w

One of the most challenging things to teach in history is not content—it’s thinking. How do we move students from simply seeing something to actually understanding what it tells us about the past? I designed a lesson for my Grade 10 Ancient History class on “What is a Civilization?” in an attempt to do this. Below is the lesson. Starting with a Simple Question Rather than beginning with definitions, I started with a task. Students were given a set of images showing differen

One of the ongoing challenges in teaching is finding the right balance between intellectual challenge and accessibility. This tension became particularly clear to me while teaching a lesson based on Jared Diamond’s The Worst Mistake in the History of the Human Race , an article that presents a provocative and evidence-rich critique of the Agricultural Revolution. The article is powerful, but it is also demanding. It contains dense academic language, unfamiliar disciplinary

A couple of weeks ago, I organized a field trip to an Indian restaurant in Ningbo, for high school students from Grades 9 to 12. On the surface, it was a restaurant visit. But in practice, it was a larger project that used food as a lens for history, geography, culture, and human connection. I’ve always loved food — not just eating it, but thinking about it. When I lived in Bogotá, I even started a small business focused on Indian food. It involved catering, delivery, and c

I love reading. It’s one of the few activities that is deeply individual yet collaborative when shared through a book club. Over the years, I’ve started book clubs with friends and colleagues, and the experience has always been worthwhile — as long as the book is good and the members are committed. Earlier this year, while preparing for a professional development session I was to lead on AI in teaching, the idea resurfaced. I had bought a small selection of books to inform

The Paradox There’s a phrase I stumbled upon from a YouTube video that captures the tension of our moment: “AI won’t replace teachers, but it will replace teachers who don’t use AI.” At first, it sounds provocative, maybe even overstated. But if we look at history, it may be true. I think back to my father. In the early 2000s, he realized that the world of work was changing fast. The internet, email, and computers were no longer optional — they were essential. I remember

A couple of Saturdays ago, I led a PD workshop for our teachers at AIAN on the theme of AI. The goal of the session was not to provide a list of tools or tips, but to start a meaningful conversation about how we, as educators, can use AI thoughtfully and creatively in our work. Before the workshop, I had reached out to staff to learn how they currently use AI. The responses were diverse—some teachers use AI for lesson planning and feedback, others for generating assessments o