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LIFESTYLE

From Under the Local Mango Tree to a Global Classroom

By Ahmad Fadli
16-Jul-25
From Under the Local Mango Tree to a Global Classroom

I never imagined that a boy who once taught English under the shade of mango trees in rural Sumatra would one day prepare to teach at an international school in Bali. But here I am: packing lesson plans, quiet worries, and a heart full of hope into a suitcase meant for more than just clothes.

I do not come with a shelf full of international awards or overseas degrees. Instead, I carry something quieter—years of learning from students who dared to dream, early mornings spent designing lessons for children discovering their first English word, and long evenings writing, running, and reflecting. My journey is not just about changing islands; it’s about embracing a new way of teaching, learning, and becoming.

For more than a decade, I have been teaching in local schools—some big, most small, but all filled with students whose eyes lit up when learning felt like discovery. Over time, I found myself wondering: What would it be like to teach in a space where curiosity is celebrated not just as a method, but as a mission? Where cultural exchange is not just a theory in textbooks, but part of everyday life?

I chose to join a global school because I believe education should be both rooted and expansive. Rooted in values like compassion, humility, and purpose—values I learned growing up and teaching in Sumatra. But also expansive enough to prepare students for a world that is constantly changing, increasingly connected, and in deep need of kindness. This opportunity came not because I was searching for prestige. It came because I was seeking growth. I wanted to stretch myself, to see what education could look like beyond the classroom walls I had grown used to. And perhaps, in the process, I would rediscover why I became a teacher in the first place.

I may be stepping into a new environment, but I do not arrive empty-handed. I carry with me stories from the classroom corners of rural Sumatra, where students wrote essays by hand, read books under trees, and asked questions that no textbook had prepared me for. I bring the patience of years spent guiding learners with limited resources and unlimited dreams. I bring the habit of reflection—nurtured by quiet mornings, long runs, and late-night journaling. I bring the discipline of listening, shaped by working with children from diverse backgrounds, and the humility that comes from learning alongside them, not above them.

In Indonesia, we often say, “hati yang tulus lebih kuat dari suara yang lantang”—a sincere heart speaks louder than a loud voice. This is the kind of teaching I hope to carry into my new school: one that is rooted in care, grounded in culture, and open to collaboration. Global education, for me, begins with local wisdom.

Of course, I don’t expect the transition to be easy. Entering a global school means entering a space with different expectations, new rhythms, and unfamiliar codes—spoken and unspoken. I anticipate moments of doubt, of feeling behind, of wondering if I belong. But perhaps that is exactly why I need to be there. Growth doesn’t happen in comfort. It happens in those quiet, uncomfortable spaces where we are forced to stretch, to unlearn, and to relearn. I am not afraid of making mistakes; I’m more afraid of staying the same.

I know there will be days when I question myself. But I also believe there will be mornings when I wake up feeling grateful that I said yes to this journey. I may not know every curriculum standard or teaching tool yet, but I come ready—with open eyes, listening ears, and a teacher’s heart that is still learning.

As I prepare to enter this new chapter, I am not only thinking about the syllabus or classroom setup. I’m thinking about the kind of presence I want to be for my students. I want to be the kind of teacher who sees beyond the test scores—who notices the quiet ones, encourages the unsure, and celebrates the small victories that often go unseen. I believe that every teacher carries more than just subject knowledge. We carry energy, habits, and values. In my case, I bring the discipline of a runner—showing up early, staying consistent, and embracing the slow, steady work of growth. I bring the heart of a writer—attuned to stories, emotions, and the power of words. And I bring the soul of a community mentor—one who believes that teaching is not about control, but connection.

I hope to contribute not only in the classroom, but through programs that nurture student voice, self-expression, and sustainability. Whether it’s a morning run club, a student-led journal, or a simple mindfulness practice before class, I want to help create a space where learners feel safe to be curious, kind, and courageous.

To those who, like me, are beginning again—whether in a new school, a new country, or a new role—I want to say this: it’s okay to feel uncertain. Growth often begins with not knowing. What matters is showing up each day with sincerity, with presence, and with a willingness to learn.

In this new environment, I am not trying to prove how much I know. I am here to connect, to listen, and to serve. My roots are in Sumatra, my classroom will be in Bali, but my heart hopes to belong to a much larger community—one where educators support each other not because we have to, but because we believe in something bigger than ourselves.

Global education, to me, is not about fancy tech or perfect accents. It’s about building bridges between cultures, between hearts, and between the kind of world we have, and the kind of world we hope to create.


 

Ahmad Fadli is an Indonesian educator and aspiring writer with over a decade of teaching experience, currently beginning his journey at a global school in Bali. His teaching is rooted in local wisdom, reflection, and a deep commitment to student wellbeing and voice. He is also a passionate runner, mentor, and advocate of sustainability in education.

Instagram: https://www.instagram.com/thespeedyscribe_?igsh=cXlsMDVpYWs0YTd6

 

 

 

 

 

 

 

 

 

 

 

 

 

 




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