How a teacher can move to Singapore

What should a teacher do if their energy is waning and they find working at a school repulsive? Some continue working through gritted teeth, others switch to tutoring, and still others decide to radically change their profession. Anastasia, a teacher from St. Petersburg, known in the teaching community for her blog "Blue Curtains," opted for a change. In March 2021, at the height of the pandemic, she quit her school and moved to Singapore to pursue a career in a new educational environment. This move was not only a professional but also a personal challenge, opening up new horizons and opportunities in education.

Anastasia shared her experience with Skillbox Media. She described how online education transformed her career and opened up new opportunities. Anastasia noted the importance of acquiring relevant knowledge and skills necessary for successful work in the modern industry. She also emphasized that Skillbox Media courses allowed her to master new tools and methods, significantly increasing her competitiveness in the job market. In addition, Anastasia shared her opinion on the quality of education and support from teachers, which, according to her, became a key factor in her professional growth.

how she came to an ordinary city school “with shining eyes”, and left with burnout;
how she got a job in Singapore in the middle of the school year and why colleagues did not believe that it was real;
what difficulties arose during adaptation in a new country and what she misses most of all;
who needs Russian schools in Asia and who works there;
what are the differences between Russian children in Singapore, what amazes them about books by Russian authors and why it is normal for them to sit under the table;
how a blog on Instagram* helped make a dream come true.

The beginning: from an interview to burnout

I started my career at school in In 2016, after completing my studies at the A. I. Herzen State Pedagogical University of the Russian Federation, I realized during my internship that I was comfortable working at the board, and I received positive feedback from my teachers. However, I soon faced the reality: recent graduates are not in demand in the job market. Despite calls for young people to come to the school, in practice, employers often ignore my resume when I apply for positions.

A friend told me about a vacancy for a Russian language and literature teacher at a school in St. Petersburg. After I applied, the school principal showed interest and conducted a detailed interview with me. She asked questions about my education, examined my record book, and observed my open lessons. As a result, the director decided to hire me.

Photo: Alexey Smyshlyaev / Shutterstock

Our school occupies high positions in the ranking of educational institutions of the city, ranking among the top ten. Although formally it is an ordinary school, in reality it is more like a gymnasium or lyceum. The director is making every effort to equip the school with modern equipment. Thanks to the grants received, we were able to purchase 3D printers, 3D scanners, and other high-tech equipment, which allowed us to open an in-depth engineering and technical program. This contributes to the development of technical skills in students and improves the quality of education.

The team was highly energetic and inspired: among the teachers, many young professionals with sparkling eyes contributed to an active exchange of ideas and their successful implementation. About a third of the teachers were under 30 years old. Although we did not always lack experience, we sincerely loved our profession and strived for development. The director supported the team's initiatives, helped in the implementation of plans, but at the same time adhered to strict principles. Those who did not show a desire to develop professionally did not stay on the team.

The demands on the team at the school were very high. Above all, there was an unspoken rule about the need to maximize the number of working hours. Almost all staff were also expected to actively participate in "extracurricular" activities, which included helping to organize various events and participating in the life of the school at all levels. The director believed that school was an integral part of the employees' lives, and their involvement was crucial to the successful functioning of the institution.

This approach had its drawbacks: I couldn't relax during vacations or on weekends; I was always forced to stay in touch with the administration and students' parents. This created a constant feeling of anxiety and the expectation of trouble. I am currently actively working to overcome this state.

The beginning of my teaching career was difficult. I immediately began teaching fifth and tenth grades, combining this work with my master's degree. In the morning, I acted as a teacher, and in the evening, I became a student. There were times when I had to check tests and homework even on the subway. Fortunately, both the university and the school understood me, made concessions, and provided an adequate workload. However, when I became a full-time teacher, my workload increased significantly.

During my five years at the school, I taught almost all grades from 5th to 11th grade. At times, it felt less like work and more like survival. I encountered challenging situations that required immediate solutions, and this experience became a true learning experience for me. At the same time, I acquired valuable knowledge and a methodological foundation, allowing me to effectively structure lessons for students of different ages and subjects. I also mastered a variety of technologies applicable in various fields. Now I easily select the right tools for my lessons to make them engaging and effective. I use all this knowledge and skills on a daily basis, which significantly improves the quality of the educational process.

The Journey: From One Post to an Unexpected Move

In March 2021, I expressed my dissatisfaction with school and my desire for change on Instagram. A friend from Singapore, who had been following my blog for a long time, saw this message and remembered a post looking for a supplementary education teacher for a Russian language school for Russian-speaking children. He forwarded the ad to me.

I had always dreamed of living abroad, but I had no clear idea of the job opportunities.

Working abroad can offer many opportunities, but maintaining my teaching profession was more important to me. This dream remained in the background for a long time until I saw a post about a vacancy. It was an opportunity I couldn't pass up. I decided to take the risk, despite having only a superficial understanding of Singapore. Now I'm ready to embrace the challenge and begin a new chapter of my career in this amazing country.

The job posting lists key requirements, including a teaching or philological background and the ability and desire to work with children of all ages. Experience in conducting extracurricular activities and organizing events, as well as knowledge of various methods and techniques for teaching Russian language and literature, are also required. The candidate must be flexible enough to adapt to working with diverse groups. Two to three years of experience working in a school and basic knowledge of English are also important requirements for applicants.

Photo: lonndubh / Shutterstock

Confidence in one's abilities She helped me quickly and efficiently edit my resume, adding the necessary details. Soon after, I submitted it and received an invitation to an online interview with the director. I was also offered the opportunity to conduct an open lesson on Zoom. Everything went well, and I was chosen over another candidate.

When I was told I had been hired, I felt incredibly relieved. However, there was one catch: the school in Singapore urgently needed an employee, so there was practically no time to think.

I quickly began to process all the necessary documents and a visa. This stage was not easy, but the thought of my upcoming departure gave me strength. I no longer feared the gossip and behind-the-scenes talk that began immediately after I informed the director of my resignation.

Senior colleagues supported me, while younger professionals doubted that a simple teacher of Russian language and literature could receive a job offer in her specialty abroad.

They were constantly looking for hidden motives. Some were convinced I was lying and planning to transfer to another school in St. Petersburg. All the talk of a close-knit team and "family" quickly faded into obscurity. They probably didn't expect me to do such a thing, and it was hard to believe I could just up and leave for Singapore.

I left school at the end of March and was worried about leaving my children in the middle of the school year. This was especially true for those I'd been working with since fifth grade, as they were about to take the OGE. They successfully passed the exam, achieving results that exceeded my expectations. The children weren't offended by me and even supported me when I announced my resignation.

After completing my two-week work period, I wrapped up all my chores and headed to Singapore.

In Singapore: How the work is organized and who is taught at the Russian school

The school I entered was founded by a Russian woman, Ekaterina Shmulevich, who has been living in Singapore for eight years. The concept of this school is to create a space for children from Russian-speaking families and bilinguals, where they can learn, play, read, and communicate in their native language. It is a kind of cultural center for Russian-speakers in an Asian metropolis, supporting the preservation of language and culture among the younger generation.

This is a school of additional education that offers unique opportunities for children. We have only four classrooms and a spacious outdoor area where sensory and art practices take place. We also offer online classes for those who have moved from places like Singapore, but our main focus is on offline classes. Outdoor activities help children get active and develop their skills in an interactive and creative environment.

Photo: Bilingvi School's official Instagram page*

At our school We educate children of expats living in Singapore. Often, one parent speaks Russian and the other does not. Classes are held in the afternoon and on weekends from morning until evening. The schedule is individual: some parents bring their children only once a week, while others choose daily classes, including an extended day with creative activities. We also offer the opportunity to study Russian as a foreign language from scratch.

We recently opened a new branch, which significantly expanded our capabilities. Now, at our school, I run a book club for adults, where participants can discuss literature, exchange opinions, and make new friends. This is a great opportunity for book lovers to immerse themselves in the world of literature and develop their text analysis skills. Join us to enjoy reading and participating in interesting discussions.

At the St. Petersburg school, the staff numbered about fifty people, while at our school there are just over ten. The atmosphere here is radically different: there is no pressure, and work results do not depend on grades and ratings. As a private school, we strive to create a comfortable, stress-free environment. We value positive relationships with children so they feel like school is their second home, and learning Russian isn't a burden. We emphasize developing an interest in language and culture to make learning engaging and productive. There are numerous Russian-language schools and private tutors in Singapore. However, I noticed that many of them use outdated teaching methods, such as assigning children seven pages of worksheets without a clear purpose. Therefore, I was pleased to choose this school, which offers a modern and effective approach to teaching. My colleagues are primarily women who have moved to Singapore with their families. Among them are both experienced teachers and those who are pursuing specialized education at local universities while working at the school. This contingent facilitates knowledge exchange and cultural enrichment, which has a positive impact on the educational process.

I really like the team; I was warmly welcomed. The friendly atmosphere promotes good interaction: we are on a first-name basis and don't use patronymics. Interestingly, even the children address us by our first names, which creates an even more relaxed atmosphere.

I don't feel intimidated by the principal, unlike the headmistress of the St. Petersburg school. I'm confident I can always turn to her with any question, discuss failures, or share achievements. She is genuinely interested in the school's development and regularly invests her own funds in educational courses, providing us with free access.

The main difference between the Singapore school and the St. Petersburg one is the atmosphere. In Singapore, employees come to work with a positive attitude and energy, which promotes effective learning and interaction. In contrast, at the St. Petersburg school, you can sometimes encounter people with sullen expressions, which negatively impacts the overall climate. Creating a positive environment in educational institutions plays a key role in the development of both students and teachers.

I had virtually no breaks between jobs, except for a week while I wrapped up work in St. Petersburg and two weeks of mandatory quarantine in Singapore. During this time, I was at the hotel preparing for lessons. This can't be called a break, as I spent 24 hours a day indoors in front of the computer. I was trying to adapt to a new time zone with a five-hour difference compared to Moscow, and also recovering and preparing for work.

At first, I was assigned a group of first-graders. I had no experience working with children of this age, so I was naturally nervous. Everything around me was new and unfamiliar: colleagues, educational materials, the atmosphere in the classroom. Nevertheless, the first day passed calmly. I remembered how it rained, and I was struck by how different the tropical weather was from what I was used to. In addition, after a two-week quarantine, during which I could not engage in physical activity, my legs hurt a lot, and it was difficult for me to move.

Photo: Anastasia's personal archive

During the first lessons, I decided to make the introduction more fun. I wrote letters on behalf of Dinosaur the Squish, who supposedly came from St. Petersburg to meet the children. Dinosaur actively participated in the lessons, which significantly simplified the communication between me and the children. Thanks to this approach, the children opened up more easily and showed interest in the lessons.

The first day, filled with slight excitement, quickly passed, and soon all the participants began to show their true colors. The children became more confident and open in communication, sometimes even provocatively testing the boundaries of what is allowed with the teacher. This behavior is a normal part of the adaptation process in the educational environment.

The adaptation went quite smoothly, and I want to express my gratitude to the director. During the first week, she did not overload me with work, which allowed me to acclimatize, get to know my colleagues, and explore the city.

At first, it was not easy for me. It took me a long time to master the skills of interacting with children, adapting to their pace. Conducting online classes proved particularly challenging: I didn't know how to keep the children's attention and engage them actively in the discussions. Classes were an hour and a half long, not 45 minutes like in most schools, which added to the challenge. I consulted with a school psychologist, who helped me understand the psychology of children's behavior. She advised me on the best assignments to assign and how to engage even the most restless students in learning. I continue to study this topic and am learning new aspects of developmental psychology daily to improve my teaching skills and make my lessons more effective.

After four weeks of online learning, summer camps began—a busy time. Due to the COVID-19 pandemic, most people were unable to leave Singapore, and parents needed a break. They brought their children to us, and we spent the entire summer focusing on their development and entertainment. I spent almost the entire summer at summer camps, and although I have experience as a teacher organizer, the constant role of animator was extremely exhausting. After all, I'm a teacher, not an entertainer. During this time, changes were also occurring within our team, adding to the difficulty of adapting to the frequent changes in format—from offline to online and back again.

The move was not only a physical change of residence for me, but also an emotional challenge. I felt a strong sense of loneliness, as my parents and friends remained in Russia. Although I have wonderful colleagues who constantly invite me to visit, I still feel emptiness at home. This feeling weighs on me and makes me think about the meaning of close relationships in life.

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I had thoughts about leaving everything and returning to Russia. The bus to the airport passing by my house sometimes made me think: "Maybe it's time to go home?" However, I am the kind of person who, if I set a goal, follows through. I realized that I had only recently arrived, and it would be illogical to give up everything. Now I understand that this was a necessary adaptation stage that simply needed to be survived.

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Distance learning, despite its difficulties, has opened new horizons for teachers in the regions. Teachers from outside the capital found this format not only a challenge but also an opportunity for growth. They learned to adapt lessons to an online format using a variety of digital tools. This allowed them to interact more effectively with students and implement innovative teaching methods.

Teachers became more creative in creating teaching materials and organizing the learning process. They began actively using videos, interactive assignments, and online tests, making lessons more engaging and accessible. Teachers also strengthened their connections with parents, engaging them in the educational process and allowing them to monitor their children's progress.

Furthermore, distance learning contributed to the development of digital skills for both teachers and students. This became an important step in preparing young people for the modern information society. Despite the challenges faced during the pandemic, teachers demonstrated resilience and adaptability, which has become a positive experience for the future of education.

In the past, I worked five days a week, but in the last six months, my schedule has changed. Now I sometimes work six days a week, two of which are part-time. My day off is Monday.

On weekdays, classes are held in the afternoon, while weekends are more intense—classes run from morning until evening. However, this time is limited to a certain number of hours that must be worked. These hours also include methodological classes, lesson preparation, filling out paperwork, communicating with parents, and organizing camps. Camps are held not only during vacation periods, but also on national holidays and weekends.

I have many groups, each with its own educational goals. For example, I create groups for learning languages, programming, personal growth, and other topics. These groups help participants exchange experiences, knowledge, and skills, which contributes to a deeper understanding of the subject. Each group offers unique resources and learning opportunities and creates a supportive atmosphere for participants.

A group for toddlers (five to six years old) - with them we prepare for school, learn the alphabet, and practice reading. The main goal is to learn to read and write in Russian and to perceive speech by ear. I like the policy of our school—we promote live communication and language practice. That is, we don’t torment children with copybooks and Russian textbooks, because our goal is to maintain the child’s interest and motivation for learning.
A group of bilingual children (from first to eighth grade). These children follow the Russian school curriculum in Russian and literature, but abbreviated and adapted for them. For them, socialization among peers and the opportunity to speak Russian are more important than reading every book on the list. But to be honest, I’m still getting to know how the brain of a bilingual child and children who know many languages in general works, so for me this is always an opportunity to tell them something new.
Individual lessons and groups for children, where they study Russian as a foreign language.

Our school offers classes in art practice, theater arts, and architecture in Russian. We also offer creative workshops and joint classes for children and their parents. These activities promote the development of creativity and strengthen the bonds between parents and children.

Photo: official Bilingvi school page on Instagram*

Currently, in addition to working with children, I organize a book club for adults who are eager to communicate in Russian and want to expand their knowledge of Russian literature. This club is a source of inspiration for me. When working with children who are unsure of their knowledge of the Russian language, it is more difficult to discuss classics and serious works. Interacting with adults allows me to maintain a high level of discussion and generate new ideas. This is very important to me.

My students are significantly different from those I taught in St. Petersburg. For most children here, Russia is associated with warmth and pleasant memories, without negative stereotypes. Typically, the children moved to Singapore with their parents, while their grandparents remained at home. Therefore, trips to Russia become a real holiday—they are loved and pampered there. The children are well-informed about Russia; most of them have already visited their homeland and enjoy discussing various aspects, such as the changing seasons and traditions. This interesting interaction helps them maintain a connection with the culture and history of their country.

Despite this, they may not be familiar with popular characters like Cheburashka and Gena, Kolobok, and the Wolf and Hare from the cartoon "Well, Just You Wait," as they grew up in Singapore and never had the opportunity to see these cartoons. Now we watch and discuss them together, introducing each other to fascinating stories and characters.

In the works of Dragunsky and Nosov, characters often make fun of a chubby boy or someone's lisp. Children perceive this as bullying, which highlights the relevance of the problem of teasing and bullying. Recently, we discussed a story about sparklers, and the students were shocked to learn that fireworks are completely banned in Singapore. I strive to explain the context, demonstrating that different countries can have different norms and traditions. My goal is to demonstrate a diversity of perspectives and approaches to help children understand that the world is multifaceted and that cultural differences are important in shaping their perceptions.

The mentality in our culture is significantly different. For example, encouraging children to clean up after themselves requires a lot of time and effort through persuasion. They perceive cleaning as a task for housekeepers, which is due to the fact that in most families, housework is performed by Filipino workers. This gives children an incorrect idea of the responsibility and role of each person in the household.

Our students rarely wander alone and do so only under adult supervision. One of the few places where they can actively play and communicate freely is our school playground. This area becomes a space for them to interact and be physically active, which helps develop their social skills and strengthen friendships.

Today's children are significantly different from previous generations. They don't play lapta or dodgeball, don't set fire to poplar fluff, or jump around in garages. These are more homely and responsible children who observe safety precautions, such as wearing masks and maintaining social distancing. For example, one day, the older children and I organized a New Year's tea party, immersing ourselves in a cozy Christmas story. At that moment, a first-grader approached us and asked in surprise, "What, you're all drinking tea together? What about COVID?" This demonstrates how deeply the younger generation understands the importance of adhering to safety regulations in this day and age. Many young people struggle with basic tasks due to fine motor skills issues. Furthermore, they lack the drive to perfect a task. The concept of a quality result remains vague: if a craft is sloppy, no one will reprimand you; on the contrary, they will express praise. This perplexes me, as I hold beliefs related to perfectionism and high standards of quality. Our educational standards differ from both Russian schools and Singaporean public schools. Since most of our children are bilingual, we cannot fully adapt the local educational system to our needs. This is due to the differences in the challenges we face compared to traditional schools. As a result, we get a unique combination of elements of Russian and Singaporean education, which allows us to effectively develop the skills and abilities of children in a multicultural environment.

Photo: the official page of the Bilingvi school on Instagram*

In some study groups, the literature curriculum is similar to the Russian one, but with a reduced scope of material. However, our educational process actively uses group and pair work, which is unusual for Russian schools. We also regularly rotate desks so that students do not remain in the same place, which helps create a dynamic and stimulating learning environment.

This educational format allows more freedom for children. During lessons, they can move freely, crawl under or even on the table—this behavior is perceived as natural. Initially, this caused me some concern, but over time, I realized that this is normal practice for this teaching method. This approach promotes the development of creativity and independence in children, which is an important aspect of their educational process.

Lesson teaching at an international school differs from the usual system in Russian schools. There are no grades, and there is no opportunity to monitor children through diaries or electronic journals. The entire learning process is based on dialogue and recommendations. It took me time to adapt and find new approaches. I try to use more real-life examples to awaken children's intrinsic motivation to learn the language. Showing books and films in the original language also helps to create an interest in the language and culture.

I maintain discipline in my lessons, but within reasonable limits. I exclude shouting, personal attacks, and emotional outbursts. At the same time, I have become more flexible in organizing lessons and responding to student behavior. I understand that if we don't have time to complete another exercise due to some situation in the classroom, it's not a disaster. The main thing is to create a comfortable atmosphere for learning, and I try to approach the process with ease.

Life Outside School: Difficulties of Adaptation and Blogging

After moving, the hardest thing for me was adapting to the relaxed pace of local life. I realized that I no longer have to be on call 24/7, and now I have the opportunity to take time for myself. I can pursue my hobbies without feeling guilty. Although it's not easy for me, I'm trying to get used to the new lifestyle and learn to enjoy my free time.

Work-life balance in this region is excellent: the workday ends at 5:00 PM, and by 5:15 PM, no one is at their desk, and emails aren't answered until the next day. Locals know how to prioritize and protect their personal boundaries. Interestingly, they have a unique understanding of leisure: in their free time, they prefer to visit shopping centers and actively shop, considering it an obligatory part of their weekends.

Getting used to new rules has become necessary; for example, wearing a mask has become mandatory even on the beach during vacations. Although it is possible to remove a mask, many people around you make comments, which is perplexing, especially given Russia's freedom. New laws are passed quickly, and it's important to stay up-to-date on changes: for example, if a lockdown is imposed, all establishments actually close after three days. Adapting to the new environment has become easier for me thanks to the support of my Russian-speaking colleagues. We've made friends and visit frequently. My main local contact is my neighbor, but our conversations are limited to polite conversations. To compensate for the lack of face-to-face interaction, I started watching various shows on YouTube, something I hadn't previously enjoyed. I really miss jokes, openness and sincere conversations.

Photo: happycreator / Shutterstock

I am currently studying English via Skype with I became a teacher to improve my skills and improve my language proficiency. During lessons, I often have to explain various topics in English. In Singapore, knowledge of English is mandatory, and the locals have mastered it. However, I sometimes encounter difficulties understanding speech, especially when speaking with older people, as they use a mixture of English and Mandarin. Even though I have a good command of the language, accents and specific expressions can create barriers to communication. I continue to blog. At my new job, I informed the director of my hobby in advance, and she reacted completely calmly. During the lockdown in Singapore, when I expressed my concerns about the high workload in the online format (it was difficult for both me and the children to spend long hours in front of the computer), the director called me and suggested that we discuss possible solutions together. She noted that parents and colleagues might not understand the current situation and was completely understanding and supportive, without judgment.

Blogging has allowed me to launch courses for teachers and begin offering private consultations. My goal is to demonstrate through my own experience how teachers can effectively apply their knowledge and skills and to inspire them to grow professionally.

Sometimes I think about leaving my job at the school and focusing entirely on blogging. However, for now, I am striving to develop as a teacher. The lessons inspire me and fill me with energy. Furthermore, my current job helps keep my mind active: I master new methods and formats, constantly studying current trends in education. This allows me not only to improve my skills, but also to share useful information with blog readers.

How a teacher can move to Singapore

Contents:

The beginning: from an interview to burnout

The Journey: From One Post to an Unexpected Move

In Singapore: How the work is organized and who is taught at the Russian school

Life Outside School: Difficulties of Adaptation and Blogging