Teach17

Astha Goyal, founder of CrownIQ Learning, shares her journey into online education, her experiences of training teachers and her thoughts on the future of teaching. In this interview, she discusses international tutoring, digital technology, AI and how teachers can develop their careers.

1. What first inspired you to become a teacher?

When I was at school, I used to look at my teachers and notice how much they influenced us, not just academically, but also as individuals. They motivated us to become good citizens, contribute to the nation and dream of becoming doctors, engineers and so much more.

What really fascinated me was that teaching seemed to bring together so many different roles. A teacher is a leader, a public speaker, a mentor, a motivator and sometimes even someone students look up to for guidance beyond academics.

I felt that teaching was one of the most meaningful and satisfying professions because you get the opportunity to shape lives and make a difference in someone’s journey.

I remember that when I was in Grade 8, I made up my mind: I wanted to become a teacher.

2. How did your journey into online education begin?

Online teaching was never really the plan.

As I mentioned, I always wanted to become a teacher, so I followed that path. I completed my Master’s in Physics and then pursued my Bachelor’s in Education.

It was actually during my B.Ed., when COVID happened, that I came across an opportunity for online teaching through Facebook. I applied, attended my first-ever interview and, fortunately, was selected.

At that time, COVID had really pushed online education forward. What caught my attention was the opportunity it created for teachers.

In India, I realised that I could work for almost half the time and earn an amount that a teacher might otherwise earn while working full-time. But beyond the financial aspect, what really attracted me was the possibilities it offered.

As an online teacher, I wasn’t confined to a particular city or even a particular region. I had the opportunity to meet and teach students from different parts of the world.

That was a completely new experience for me, and that’s how my online teaching journey began in 2020.

By God’s grace, that journey is still continuing. I’ve grown so much through online education that I don’t see myself moving away from it anytime soon.

3. What inspired you to create CrownIQ Learning?

CrownIQ Learning came from what I observed during my journey as an online teacher and, later, as a teacher trainer.

I started training teachers in 2023. When I began my own online teaching journey, companies were actively hiring beginners and training them in everything from conducting online sessions to the basic elements of online teaching.

But when I started training teachers myself, I was exposed to a much larger ecosystem. I came across different curricula, such as IB, IGCSE, CBSE, the British Curriculum, Common Core and Next Generation Science, as well as competitive exams such as SAT, PSAT and ACT.

Because I was working closely with the core management team, I could see what was happening in the market and where demand was heading.

I realised there was a gap.

A teacher who is just starting their journey, or someone who has only experienced traditional school teaching, may not even know about these opportunities. They may not know which curricula are in demand, how to enter online teaching, what skills they need or where to begin.

I felt there needed to be a space where teachers could get that awareness and guidance: a roadmap that tells them, “This is where you are, these are the possibilities available to you, and this is how you can get there.”

That became one of the core ideas behind CrownIQ Learning: to provide teachers with exposure to different curricula, competitive exams, teaching methodologies, technology and opportunities in the global education sector.

But there is another, much deeper reason behind it.

I want to bring back the value of teaching in society.

If I look at India, we often see people valuing professions such as medicine, engineering and management, while teaching doesn’t always receive the same recognition. I find that concerning because, when you think about it, every profession begins with a teacher.

Whatever I am today, there were teachers somewhere in my journey who guided me, motivated me, supported me and helped me become who I am.

That’s also why I started my podcast, Global Teacher Insights. I want to bring forward the stories of teachers: their experiences, challenges, learning and journeys, so that another teacher can look at their story and think, “If they can do it, maybe I can do it too.”

If the next generation stops choosing teaching, who is going to prepare the next generation of doctors, engineers, managers, entrepreneurs and every other professional?

For me, CrownIQ Learning is not just about training teachers. It is about creating awareness, opening up possibilities, empowering teachers and ultimately bringing back the value and respect that the teaching profession deserves.

4. What makes a successful online teacher?

For me, a successful online teacher is someone who can integrate technology with teaching, creating a real blend of both in their sessions and truly showcasing the value of online education.

In online teaching, you’re not physically sitting across from your student. But even through a screen, if you’re able to connect with the student, build that bond, motivate them and perhaps even change their perception of learning, I think that is what makes an online teacher successful.

When you ask how they do that, there are a few things that I feel are really important.

First, they need to be tech-savvy and willing to learn new technology. I don’t just mean knowing how to use Zoom or Google Meet. I’m talking about knowing how to use digital tools that can make sessions more interactive, engaging and meaningful.

Second, strong communication and presence are extremely important. When you’re teaching virtually, your ability to communicate, engage and hold the student’s attention becomes even more important.

Third, adaptability. I would actually say adaptability is one of the most important qualities of a successful online teacher. Every student is different, and every session can be different. You need to be able to adapt your teaching approach according to the learner.

Of course, all of this needs to be supported by strong subject knowledge.

For me, a successful online teacher combines subject expertise, technology, communication, presence and adaptability, ultimately using all of these to make learning engaging, meaningful and enjoyable for the student.

5. How can teachers make virtual lessons more engaging?

When we talk about an engaging lesson, I think we first need to understand what engagement actually means.

I often see teachers thinking that engagement means chatting with the student, playing games or simply keeping the student busy.

But that’s not necessarily engagement.

The real question is: Is the student actively learning?

For me, engagement means active learning, and there are several ways to create that in a virtual classroom.

The first is making the student participate as much as possible.

For example, after explaining a concept, don’t simply ask, “Did you understand?” and move on when the student says, “Yes.”

Instead, ask them to explain the concept back to you. Ask them to solve a question. Ask them to apply what they’ve just learned.

Sometimes a student will say, “Yes, I understood,” but when you actually ask them to explain or apply it, you realise they haven’t completely understood the concept.

The second is visualising the learning.

Especially when I’m talking about subjects such as science, I strongly recommend using simulations and interactive tools wherever they add value. For example, you can use PhET to demonstrate scientific concepts or Desmos for mathematical graphing.

I’m not saying you need to use a digital tool in every single session. That’s neither practical nor necessary. But when a tool can help a student see something that would otherwise remain abstract, why not use it?

Finally, continuously check for understanding.

Don’t wait until the end of the lesson to find out whether the student has understood. Keep asking questions, let them solve problems, let them explain, let them make mistakes and then guide them.

For me, an engaging virtual lesson isn’t necessarily the one where the student is having the most fun. It’s the one where the student is thinking, participating, applying and actually learning.

Engagement is not about keeping a student busy. It’s about keeping them involved in the learning process.

6. What are the biggest challenges facing online tutors?

This is a very important question. After meeting so many teachers recently and mentoring school teachers who want to move into online teaching, I think there are several challenges.

The first, and probably the biggest, is awareness.

A lot of teachers are simply not aware of the possibilities that online teaching offers. They don’t know which opportunities exist, which curricula are in demand or that they can teach students beyond their own city or country.

The second challenge is that even when they become aware, they don’t know where to start.

For example, I often meet teachers who tell me, “Astha, I want to learn every curriculum.”

My first question is, “But why do you want to learn every curriculum at the very beginning?”

You don’t need to know everything on day one.

You need to start with something that aligns with your goals, your strengths and the kind of students you want to teach.

For example, if an Indian teacher is comfortable teaching early in the morning, I might suggest exploring a curriculum followed in the US because that time zone could work well for them. There is no point in learning a curriculum that requires you to work at hours that don’t suit your lifestyle.

The third challenge is technology.

When I say teachers need to be tech-savvy, I don’t just mean knowing how to use Zoom or Google Meet.

I’m talking about the small things that make a teacher truly comfortable in an online classroom: understanding online classroom etiquette, using a pen tablet, managing digital teaching tools, scheduling sessions, sharing resources and creating a smooth online learning experience.

Then comes the business side of online teaching.

Many teachers know how to teach, but they don’t know how to position themselves, find opportunities, communicate their value, manage their schedules or build a sustainable career around online teaching.

Finally, there is trust.

Online teaching is not just about building a relationship with the student. You also need to build trust with the parents.

Parents need to feel confident that their child is learning, progressing and being well supported.

When I look at the challenges online teachers face, I don’t think the biggest challenge is simply, “How do I teach online?”

It’s actually the entire journey, from knowing that the opportunity exists and where to start, to becoming comfortable with technology, understanding the business side and finally building trust with students and parents.

That’s exactly where I think the right guidance and roadmap can make a huge difference.

7. How can teachers build successful international tutoring careers?

If a teacher asks me, “Astha, how do I actually build an international tutoring career?” I would give them a very simple roadmap.

Step 1: Decide your target market and time zone.

First, decide which time zone you want to work in. Do you want to teach students from the US, the UK, Australia or the Middle East?

Your preferred working hours should influence the market you choose.

Step 2: Pick one international curriculum.

Once you know which market you want to work with, choose a curriculum that is relevant to that region.

Don’t make the mistake of trying to learn everything at once. Start with one curriculum that aligns with your target market, your subject and the age groups you already teach.

Step 3: Go beyond the syllabus.

Don’t just download the curriculum and read it.

Learn the exam structure, assessment style, question types, learning expectations and educational culture of that region.

You should understand not just what students learn, but also how they are expected to learn and demonstrate that learning.

Step 4: Build your professional profile around that curriculum.

Now update your CV and LinkedIn profile.

Don’t position yourself simply as “a Maths teacher”.

Position yourself around your expertise. For example, “Maths Teacher | British Curriculum | KS3–KS4 | Online Teaching”.

Your profile should immediately tell a recruiter what you teach, which curriculum you know and which students you can teach.

Step 5: Start applying, and don’t wait for recruiters to find you.

Look for companies hiring teachers for that curriculum and start applying.

If you don’t get responses, don’t stop there. Use LinkedIn to identify recruiters, hiring managers and education companies, and send personalised messages.

You don’t need hundreds of messages. Start with a few quality conversations and be consistent.

Step 6: Add a second curriculum.

Once you’re comfortable with your first curriculum, add another one.

I always recommend having two strong options rather than trying to know ten superficially. That gives you more flexibility when you’re looking for opportunities.

Step 7: Upgrade your online teaching toolkit.

Your curriculum knowledge alone isn’t enough.

Learn the digital tools that can make your teaching better: interactive whiteboards, simulations, graphing tools, assessment tools and relevant AI tools.

But don’t collect tools just for the sake of saying you know them. Learn how and when to use them in a lesson.

Step 8: Master the demonstration lesson.

This is where you actually have to show what you can do.

Your demonstration should showcase engagement, clear explanations, questioning, technology, assessment and student participation.

Don’t treat a demonstration lesson as a lecture. Treat it as an opportunity to show the company what the student’s learning experience will look like with you.

Step 9: Focus on retention and outcomes.

Getting selected is only the beginning.

Once you have a student, your goal should be to create measurable learning outcomes, build trust with the parent, keep the student engaged and retain them.

Ultimately, getting the opportunity makes you a tutor; consistently creating value makes you a successful international educator.

If someone is reading this and wants to start, don’t think, “I need to learn everything first.”

Start with one market, one curriculum, your existing subject expertise and the age range you already know well.

Master that. Then expand.

8. What makes an outstanding demonstration lesson?

This is actually my cup of tea, and when I say that, I genuinely mean it.

Throughout my career, I’ve converted around 90% of the demonstration lessons I’ve delivered into teaching opportunities. The remaining 10% were mainly down to factors beyond the teaching itself.

Very early in my career, I realised that mastering demonstration lessons was something I absolutely needed to develop. If you can’t convert a demonstration into a teaching opportunity, you won’t be able to build a strong student base.

That’s also one of the reasons why, in my previous organisation, I eventually took ownership of the entire demonstration lesson department.

For me, there are five things that are extremely important when it comes to delivering an outstanding demonstration lesson.

Number one: Subject knowledge.

This is non-negotiable.

You need to know your subject really well. You should be confident about the concept you’re teaching and prepared for the questions the student might ask.

Number two: Confidence and communication.

You need to sound confident in what you’re delivering. You shouldn’t appear nervous or constantly stumble over your words.

But communication isn’t simply about being fluent in English or any particular language.

It’s about connecting with the student, communicating effectively with the parent, using the right tone and creating a welcoming presence.

Number three: Have a clear structure.

Your demonstration shouldn’t feel random.

You should know where you’re starting, where you’re going, how you’re going to teach the concept and what you want the student to achieve by the end of the lesson.

I personally recommend starting the demonstration with an icebreaker.

The icebreaker will depend completely on the age group. You can’t approach a senior student in the same way you would approach a six-year-old.

This is where understanding the student’s background and culture becomes important.

The student should feel, “My teacher knows something about me.”

Number four: Check prior knowledge.

Before you start teaching, find out what the student already knows.

Don’t assume.

Ask questions. Give them a small activity. Understand where they currently stand.

Once you identify the gaps, adapt your teaching to address them.

That’s what makes a demonstration feel personalised rather than like a standard lecture.

Number five: End with an exit ticket.

At the end of the lesson, check what the student has actually understood.

A demonstration isn’t successful simply because you explained everything. It’s successful when you can demonstrate that learning actually happened.

My basic structure is:

Icebreaker → Prior knowledge check → Identify the gaps → Teach → Check understanding → Exit ticket

Throughout the entire demonstration, you need to bring confidence, energy, presence, good communication and a welcoming attitude.

If you can master these elements, your demonstration becomes much more than a sample lesson.

It becomes a demonstration of how you teach, how you connect and what kind of learning experience you can create for that student.

9. How can teachers attract and retain students?

This is one of my favourite questions because, ultimately, it determines the sustainability of your teaching career.

I think there are two approaches that work really well.

The first is to create improvement.

Let’s ask ourselves why parents are looking for a tutor in the first place.

They want their child to perform better. They want a stronger foundation. They want more confidence. They want improvement.

If, for every student who joins you, you’re able to genuinely demonstrate improvement month after month, whether that’s better academic performance, stronger conceptual understanding, more confidence or greater interest in the subject, you’ve already solved half the problem.

Results create retention.

If parents can see that their child is progressing, there is a reason for them to continue with you.

Now, the second question is: How do you attract more students?

That’s where visibility comes in.

If you’re getting great results but nobody knows about them, it’s difficult to grow.

You need to showcase what you’re achieving: your teaching expertise, student outcomes, learning journeys, insights and the value you’re creating.

That’s where personal branding comes into the picture.

For me, the formula is very simple:

Deliver results → Retain students.

Create visibility around those results → Attract more students.

When you consistently do both, you’re not just building a student base. You’re building a sustainable teaching career.

10. What advice would you give someone starting their tutoring career?

Start with what you know, keep learning what you don’t, and let your students’ progress speak for you.

11. How can AI help teachers save time?

For me, especially because I also train teachers in AI, the first thing we need to understand is that AI is not here to replace teachers. It’s here to save teachers time.

The question is: How do we use it effectively?

I always tell teachers to start by learning at least one or two AI tools really well, rather than trying to learn 20 different tools.

One tool that I often recommend teachers explore is Claude, particularly because of what you can build with it.

There are so many AI tools available today that can create worksheets, lesson plans, presentations, question banks and much more.

But instead of subscribing to a separate tool for every single task, I encourage teachers to think differently.

Why not build your own AI-powered dashboard?

You can use a large language model (LLM) to create a personalised system where you can generate a worksheet, lesson plan, PowerPoint presentation, quiz, question bank or other resources based on your own requirements.

The biggest advantage is customisation.

You can design it around your subject, your curriculum, the age groups you teach and your teaching style.

Instead of paying for five different tools, you can potentially build one workflow that supports multiple tasks.

I also think AI is particularly powerful for repetitive work.

You can create repositories of worksheets and question banks, organise resources, track student progress, analyse marks, identify areas for improvement and even streamline some of your administrative work.

But there is one distinction that I think is extremely important:

Use AI for repetitive tasks, not to replace your creativity.

How you explain a concept, how you connect with a student, how you read the classroom, how you motivate a learner and how you deliver a lesson should still come from the teacher.

For me, the real purpose of AI in education is not to ask, “How can AI teach instead of me?”

It’s to ask, “How can AI take away the repetitive work so I have more time and energy to actually teach?”

That’s the mindset I want teachers to develop around AI.

12. Which digital tools should every teacher explore?

If you’re an online teacher, I genuinely believe there are a few categories of digital tools that you should explore and get to know really well.

Number one: Your virtual classroom tool.

A lot of teachers know how to join a Zoom meeting, but that’s not really knowing the tool.

You should know how to use features such as screen sharing, annotation, virtual backgrounds, breakout rooms and other classroom features that can make your sessions run more smoothly.

It can be Zoom, Microsoft Teams or Google Meet. You don’t need to learn all three.

Master one, because that’s your basic infrastructure for online teaching.

Number two: An interactive teaching tool based on your subject.

If you’re a Maths teacher, explore tools such as GeoGebra or Desmos.

If you’re a Science teacher, explore PhET simulations.

If you’re an English teacher, you can explore tools such as Nearpod to create more interactive learning experiences.

You don’t need ten different tools. Choose the one that actually makes sense for your subject and master it.

Number three: An AI tool.

I would strongly recommend that teachers explore at least one good LLM.

I often recommend Claude because of the workflows and customised resources you can build with it.

ChatGPT is also a very useful and widely used tool. If you’re doing research, you can explore Perplexity as well.

If you don’t want to build your own system and instead want something more teacher-specific, where you can simply give a prompt and generate resources, MagicSchool AI is also worth exploring.

Number four: Presentation and content creation tools.

I really like Canva because it is extremely versatile for teachers.

You can create presentations, worksheets, visual resources, classroom materials and much more.

You can also explore Gamma for creating presentations quickly. It can create some really impressive presentations, although some of its features require a paid plan.

But I want to make one thing very clear.

Don’t choose a tool just because it’s trending.

Choose it based on your learning outcomes.

A teacher shouldn’t think, “Which tool should I use today?”

The teacher should think, “What does my student need to learn, and which tool can help me make that learning more effective or interactive?”

Ultimately, the tool is there to enhance your teaching, not become your teaching.

13. How can teachers develop their professional confidence?

For me, professional confidence comes from three things: knowledge, preparation and practice.

First, you need to be really good at your subject.

What is confidence, ultimately? When you know what you’re talking about, you can present it with confidence.

But if you’re not clear about your own subject or what you’re supposed to deliver, naturally, you’re going to stumble.

So first, know what you’re doing and have clarity about your expertise.

The second thing is presenting yourself professionally.

This is actually one of the most underestimated things I see teachers overlooking.

How you present yourself, how you communicate, your appearance, your body language and your presence on camera all contribute to how professionally you come across.

Then comes the most important one: practice.

I’ve seen many teachers hesitate because they’re worried about their English, their accent or their communication skills.

I always tell them: don’t let that stop you.

If you know there is an area you’re struggling with, work on it. Learn. Upskill. Practise.

You don’t build confidence by waiting until you feel confident.

You build confidence by repeatedly putting yourself in situations that require confidence.

Attend interviews. Give demonstration lessons. Apply for opportunities. Teach regularly.

Even something as simple as opening a Zoom meeting, recording yourself teaching a topic and then watching that recording can help tremendously.

Look at your communication. Look at your body language. Listen to your tone. Notice where you’re stumbling. Then work on those areas.

You can even watch experienced teachers or educators online and compare your approach with theirs, not to copy them, but to understand what they’re doing differently.

If I had to give one final piece of advice, it would be:

Keep practising. Keep applying. Keep teaching. Keep learning.

Professional confidence doesn’t come from being perfect. It comes from knowing your subject, preparing yourself and repeatedly giving yourself the opportunity to improve.

14. What mistakes do new online tutors commonly make?

The very first mistake I see new online teachers making is trying to learn everything at once.

They want to learn every curriculum, every tool and every AI platform, collect certifications and sometimes even expect to earn the kind of salary someone might be making after one or two years of experience.

Of course, everyone has the right to have expectations. But when you’re starting out, you also need to understand that you’re a beginner, and that’s okay.

Teaching is a very serious responsibility. You’re not just learning a skill for yourself. You’re going to be responsible for a student’s learning, their progress and, in many ways, part of their future.

Instead of trying to know everything, focus on becoming really good at what you’re actually going to deliver.

Master one curriculum.

Master one digital teaching tool.

Master one AI tool.

Master your subject and your teaching delivery.

Make that combination so strong that when a student attends your lesson, they feel, “Yes, this teacher knows what they’re doing.”

Mastery first. Expansion later.

The second mistake I see is waiting too long to build a professional identity.

Many teachers think, “I’ll build my personal brand once I have enough experience.”

Yes, your experience will eventually build your reputation within the organisation you work for.

But what about the people outside that organisation?

What about the parents, students, recruiters and education companies who don’t know you yet?

That’s why I believe a new online teacher should start building their professional presence from day one.

Share what you’re learning. Talk about your subject. Showcase your expertise. Share useful teaching insights. Build your LinkedIn profile. Let people know what you teach and what you’re becoming good at.

Your professional identity shouldn’t begin after you’ve become successful. It should grow alongside your career.

If I had to summarise the two biggest mistakes, I would say:

Don’t try to learn everything. Master something first.

And don’t wait to build your professional identity. Start making yourself visible from day one.

That’s how you build both expertise and opportunities over time.

15. How can schools better prepare teachers for digital education?

This is something I think many schools can do much better.

I believe schools need to take ownership of continuously upskilling their teachers in digital education.

Technology is evolving so quickly that one training session at the beginning of the academic year isn’t enough. Schools should conduct regular internal training on new digital tools, AI tools, interactive teaching platforms and other technologies that can genuinely improve classroom learning.

But training alone is not enough.

Schools also need to create an environment where teachers actually use what they have learned.

For example, if a school trains teachers to use an interactive digital tool, it can encourage its use or even make it part of the teaching process, with appropriate flexibility for individual lessons. This ensures that the training doesn’t remain theoretical.

But there’s one very important thing here: it shouldn’t feel like another assignment.

If management simply says, “You have to learn this tool and submit an assignment,” teachers may see it as additional work.

Instead, the school should communicate:

“We’re equipping you with this because it’s going to make your teaching easier, improve your classroom experience and help you grow professionally.”

Teachers should be able to clearly see what’s in it for them.

I think that’s where management plays a very important role.

If the leadership genuinely supports digital adoption, gives teachers time to learn, provides the right resources and recognises teachers who are implementing these practices well, adoption becomes much easier.

For me, preparing teachers for digital education is not just about giving them access to technology.

It’s about training them, giving them opportunities to practise, encouraging implementation and showing them how these skills contribute to their professional growth.

When teachers feel that technology is helping them grow rather than simply giving them more work, that’s when digital transformation can actually happen in a school.

16. How do you see online education developing over the next decade?

I think online education is going to become much more personalised, global and technology-enabled over the next decade.

When I started online teaching in 2020, online education was still something many people considered an alternative to traditional classroom teaching. Today, I think we’re already seeing that mindset change.

The first major shift I see is towards personalised learning.

With AI and learning technologies becoming more advanced, students will increasingly be able to learn at their own pace, receive more personalised practice and get support based on their individual learning gaps.

But I don’t think that means teachers will become less important.

In fact, I think the role of the teacher will become more important, but different.

Teachers will spend less time on repetitive tasks and more time on things that require human skills: understanding the learner, motivating them, mentoring them, building confidence, developing critical thinking and creating meaningful learning experiences.

I also think education will become increasingly global.

A student in India can already learn from a teacher sitting in another country, and a teacher can teach students across different time zones and curricula.

I believe that will become even more common.

Teachers themselves will need to become more globally aware, not just knowing their subject, but understanding different curricula, cultures, technology and ways of teaching.

Another big change will be the integration of AI into everyday teaching workflows.

AI won’t necessarily be the teacher, but it can become a powerful assistant, helping teachers with lesson planning, differentiation, assessment, resources, progress tracking and other repetitive tasks.

If I had to summarise my vision for the next decade, I would say:

Online education won’t simply mean taking a traditional classroom and putting it on a screen.

It’s going to become a much more personalised, interactive, global and technology-enabled learning environment.

I think the teachers who thrive in that environment will be the ones who don’t compete with technology, but learn how to use it while continuing to bring the human element that technology cannot replace.

17. What one piece of advice would you give every teacher?

If I had to give one piece of advice to every teacher, it would be:

Be a teacher by choice, not by chance.

And if, by chance, you entered teaching without initially planning to become a teacher, that’s okay. But once you choose to stay in this profession, live by that choice.

Teaching is not a transition phase. It’s not something you do simply because you couldn’t achieve something else.

Teaching is one of the most responsible professions that exists.

Think about it. We have doctors, engineers, entrepreneurs, people in the military, scientists and professionals across every field.

But before any of them became what they are, there was a teacher somewhere who taught them, guided them and shaped them.

So, if you’re a teacher, understand the responsibility that comes with it.

Be the best teacher you can possibly be.

If you’re passionate about teaching, that passion will be reflected in your classroom. Your students will feel it. They’ll feel that you genuinely care about their learning and their growth.

Of course, teachers deserve career growth, better salaries, promotions and leadership opportunities. There’s absolutely nothing wrong with wanting that.

But if your primary role is teaching, don’t lose sight of the responsibility that comes with being a teacher.

And if you eventually discover that teaching isn’t where your passion lies, that’s also something you should be honest with yourself about.

Our students deserve teachers who genuinely want to be there.

My message to every teacher is very simple:

If you choose teaching, choose it wholeheartedly. Don’t just teach a subject, shape a future.

Connect with Astha Goyal

Learn more about Astha’s work, CrownIQ Learning and her insights into online education by connecting with her on LinkedIn .