Mingalaba, Teachal

By Junior Thin

 

LATELY, on social media – especially on TikTok – I’ve been seeing a new trend. Attractive young individuals, often calling themselves “Teachal” or “Teacher”, confidently upload ed­ucational content. Though I’m not an active TikTok user, I somehow come across these videos near­ly every day. In these clips, they act and speak like professional educators. Some teach phonics and English, while others explain design tools, mobile apps, or so­cial media strategy. With each video, they present themselves as subject experts.

 

What surprises me is how easily they claim mastery – some mention having less than ten years of experience in the field. Can someone become a master with just ten years of practice? Is it enough to declare oneself a teacher in front of thousands or even millions of viewers? This raises a deeper question: What does it truly take to become a great teacher? What qualifies someone to stand before others and teach, not just with knowl­edge, but with confidence, skill, and integrity?

 

Let’s explore the qualities of a real teacher, drawing from both international standards and the traditional values upheld in Myanmar society.

 

Strong Qualifications and Lifelong Learning

 

Around the world, the founda­tion of a professional teaching ca­reer starts with formal education — usually a bachelor’s degree in a relevant field, followed by cer­tification such as TEFL for Eng­lish teachers or IB training for international schools. In the US, for instance, teachers aiming for the National Board Certification must complete years of reflective work, rigorous assessments, and teaching evaluations. Only about four per cent of American teach­ers reach this level, which shows the high expectations involved.

But even after certification, great teachers do not stop learn­ing. They attend workshops, en­rol in postgraduate courses, and stay updated on new methods and technologies. Many also pursue master’s degrees or even doc­toral studies to refine their skills and take on leadership roles. A commitment to continuous im­provement is a mark of true pro­fessionalism.

 

Communication and Class­room Presence

 

Effective teaching is not just about what you know – it’s about how you share it. Great teach­ers communicate clearly, using tone, volume, facial expressions, and gestures that hold the stu­dents’ attention. Whether they’re explaining complex grammar or guiding a group discussion, skilled teachers know how to make learn­ing interactive and engaging.

 

Teaching is also about read­ing the room. Adjusting your pace, asking the right questions, and being aware of student confusion – these are all part of the art of instruction. Communication skills take years to develop and are of­ten refined through classroom experience.

 

Cultural Sensitivity and Em­pathy

 

In international education settings, teachers often deal with students from various cultures and backgrounds. A successful educator respects these differ­ences, adjusts language and ref­erences accordingly, and builds a classroom culture of inclusion.

 

In Myanmar, as well, where many students come from rural or underprivileged communities, empathy plays a huge role. A good teacher listens, understands each child’s situation, and responds with patience and compassion. Teaching goes far beyond text­books – it’s about helping students feel seen, supported, and safe.

 

Passion, Enthusiasm, and Confidence

 

True passion for teaching cannot be faked. You can see it in a teacher’s eyes, feel it in their words, and witness it in the way students respond. Enthusiastic teachers inspire curiosity. They prepare lessons thoroughly and deliver them energetically. Over time, this consistent passion builds their confidence, helping them face challenges with crea­tivity and calm. Confidence isn’t loudness or performance – it’s the quiet strength that comes from deep preparation and authentic experience. And it grows over time.

 

Flexibility and Collaboration

 

No two classes are the same. Great teachers can pivot quickly when a lesson isn’t working or when a student needs unexpected support. They adjust their strat­egies on the spot and keep the energy positive and encouraging.

 

Teaching is also a collabora­tive profession. Educators thrive when they work together – shar­ing ideas, leading school projects, mentoring younger teachers, and contributing to the larger school community. This spirit of team­work enriches their growth and benefits students.

 

Myanmar’s Traditional View

 

In Myanmar culture, a teach­er is far more than a knowledge provider. Teachers are viewed as second parents – figures of guid­ance, respect, and moral strength. Therefore, ethical conduct is es­sential. A good teacher must lead by example, showing honesty, pa­tience, humility, and kindness in both public and private life.

 

Discipline and integrity are key. Parents entrust teachers with not only their children’s education but also their moral development. The trust that comes with this role is deep and sacred.

 

Knowledge and Communi­cation

 

In many parts of Myanmar, where access to self-study re­sources can be limited, students rely heavily on teachers for clear explanations. This means that a good teacher must truly under­stand their subject matter and know how to present it in a way that makes sense to all learners – whether in urban schools with digital tools or in rural villages with chalkboards and textbooks.

 

Compassion and Community Engagement

 

Many children in Myanmar face hardships. A compassionate teacher who listens and supports students personally can have a life-changing impact. Moreover, teachers in Myanmar are often community leaders. They take part in religious ceremonies, so­cial work, and cultural preserva­tion. Their role extends far beyond the classroom and touches every part of village or town life.

 

How Many Years to Become a Great Teacher?

 

So, back to the original ques­tion: Is ten years enough to be­come a master teacher?

 

The answer isn’t simple. While ten years may seem like a long time, many educators agree that true teaching mastery often takes fifteen years or more. It’s not just about experience, but how you use that experience.

 

In the early years, teachers are usually focused on basic skills, like classroom management, les­son planning, and adjusting to different student needs. Around the fifth year, they may begin to feel more confident. But true mas­tery takes more than just time – it requires ongoing reflection, self-assessment, and the willing­ness to change.

 

One teacher might work for ten years but teach the same les­sons in the same way, without im­provement. Another might grow more in five years than some­one else does in twenty, simply because they reflect, adapt, and evolve every day.

 

A Personal Memory or A Les­son for Life

 

Let me share a memory that has stayed with me for over fifty years.

 

In 1973, I passed the matricu­lation exam with an A List result, alongside only 13 other students from our town. As a reward, the Township Education Officer invit­ed all of us to serve as volunteer teaching assistants in local prima­ry schools for a month. During our orientation, the Education Officer, U Aung Kywel, delivered a speech that I still remember clearly. He said something that left a lasting mark on me.

 

He told us that when he first earned his degree and started teaching, he was proud and enthu­siastic. He believed he had already become a real teacher. But then he paused and added:

 

“Ah… only now, after seven­teen years, do I truly feel that I have become a teacher.”

 

That one sentence – simple, honest, and profound — has stayed with me all my life. It reminds me that becoming a real teacher is not about a title, a degree, or online followers. It’s about time, growth, and deep self-awareness.