Montgomery, Alabama, August 14 2026 – Beginning a teaching career in a new country brings new opportunities, but it also requires adjustment, persistence, and a willingness to learn. For John Kim, entering an Alabama classroom meant bringing his experience as an educator from Korea while discovering new approaches to teaching, communication, and classroom engagement in the United States.
This summer, Mr. Kim joined the ALIEEP office, where he has been open about sharing his experiences as an international educator with the ALIEEP team. Through conversations about his job search, classroom experiences, challenges, and lessons learned, he has offered valuable insight into what it can be like for an international teacher beginning a career in an American school.
Now, Mr. Kim would like to share those experiences with other international educators who may be preparing for a similar journey. From navigating the application and interview process to adapting to a new classroom culture, his reflections offer both practical advice and encouragement for teachers entering U.S. classrooms. His own job search taught him the importance of persistence, as response times varied greatly from school to school and securing the right opportunity required patience and consistency.
Once in the classroom, Kim quickly discovered that teaching in a new country required more than knowledge of mathematics. Adapting to differences in classroom culture, communication, student expectations, and teaching styles encouraged him to rethink some of the approaches he had previously used. As he became more familiar with his students, he learned the importance of being flexible and finding new ways to explain concepts, encourage participation, and keep students engaged. These experiences helped him grow not only as an international educator, but also as a teacher who was learning alongside his students and adjusting his approach to better meet their needs.
One of those lessons came while teaching square roots. Kim prepared a detailed mathematical explanation based on the structured teaching approach he had been accustomed to in Korea. Instead of responding with the curiosity he expected, his students were quiet and disconnected. A student’s simple question about what the square root was actually doing caused him to change his approach. Rather than continuing the explanation, he gave students a problem they could explore themselves. The energy in the classroom immediately changed, with students beginning to participate and predict answers on their own.
The experience helped reshape Kim’s understanding of his role in the classroom. He began moving away from lengthy explanations and creating more opportunities for students to work through ideas, make mistakes, and reach their own moments of understanding. Looking back, he realized that while he came to the United States expecting to share his knowledge and experience, his students were also teaching him how to become a more adaptable educator.
As Mr. Kim spends the summer with ALIEEP, his willingness to openly share both the successes and challenges of his experience provides an important perspective for future international educators. His stories serve as a reminder that becoming comfortable in a new classroom does not happen overnight. It comes through experience, reflection, adaptability, and a willingness to continue learning.
His message to other international teachers is one of confidence. A new language, culture, and classroom environment may initially feel unfamiliar, but the experience and knowledge educators bring with them remain valuable. Effective teaching does not require perfection—it requires presence and the confidence to keep moving forward. ALIEEP thanks Mr. Kim for sharing his experiences with our team and with other educators who may soon begin journeys of their own in Alabama classrooms.