How, when and why did you choose the teaching profession?
I think it was decided a few tram stops back — in kindergarten — when the teachers trusted me enough to look after the whole group. 😊
A few bus stops further up, in primary school, I even submitted a detailed plan to the headteacher about what I thought would make our school better.
At my teacher training secondary school, I used to observe the trainee teachers rather critically, poor things… but during my own teaching practice I realised how happy those many shining eyes made me. That was the moment I knew that teaching was my true vocation.
Why did you choose the Brit-Magyar School?
The location, the scale, the atmosphere and the school’s values all aligned perfectly with what I find important.
I believe that in today’s globalised world, the language of geography — and of science in general — is English, which is how I have been teaching it for almost twenty years now.
Until recently, I taught in secondary school, but by that stage it is often harder to draw students into the world of science if they have already decided that “it’s not for them”.
I see it as both a challenge and a privilege to help younger pupils build strong scientific foundations as a continuation of the STEAM lessons introduced in the lower years.
What does an ideal lesson look like for you?
It is interesting, active and experience-based — a lesson that helps pupils understand the world around them while also conveying knowledge and culture.
Ideally, it is nature-centred and relevant. I love bringing the natural world or wider global topics into the classroom, or taking learning beyond the school walls.
I believe in education based on direct experience and discovery.
What is the most important thing you would like to pass on to your students?
Openness and curiosity about life — about the wonders and processes of nature, its plants, animals, and, of course, people and the world we share.
I would like my students to see the beauty of life in everything, to understand how things are connected, and to live and make decisions responsibly in what will no doubt be a challenging future.
How do you motivate your students to learn?
I try to get to know the dynamics of the group and each pupil individually as soon as possible.
Then I adapt the “funnel” through which they absorb knowledge — structured, yet engaging and enjoyable.
When teaching fits the learners, motivation comes naturally.
What do you love most about teaching?
I often catch myself walking around the classroom among the children, simply feeling happy.
It brings me genuine joy to see their eyes light up with curiosity when a new idea or topic captures their imagination.
After twenty years of teaching, it is an incredible feeling when former students invite me to their PhD defences, when a one-time “children’s railway” pupil fulfils their dream and now helps to manage Europe’s railway network, or when someone sends me photos from Iceland saying, “I remember when we talked about the plate boundaries here!”
The highlight of my career — and the most uplifting moment — is when my students surpass their teacher, winning medals at the International Geography Olympiad. There is hardly a greater recognition for a teacher than that.
Your favourite quote:
“Children need nothing more than love and patience.”
— Anikó Hriadlovszky