THE KIWI TEACHER

We’ve become so focused on measuring performance that we’ve lost sight of the learning process itself. Instead of asking how well students perform, we should be asking how far they’ve come—and what they’ve overcome to get there. When we shift from outcomes to growth, from perfection to progress, we create space for real learning to take root.

This post is about challenging the idea that learning is only valuable if it prepares students for the future. It explores how our obsession with outcomes and efficiency—especially in the age of AI—can undermine the joy and meaning found in the learning process itself. Instead, it makes a case for reclaiming learning as a deeply human, present, and purposeful experience.

This post is about moving beyond buzzwords and exploring what authentic international-mindedness really looks like in schools. It unpacks how multilingualism, intercultural understanding, and global engagement can shift from performative gestures to deeply reflective, student-driven practices. At its heart, it’s a call for courage, optimism, and action — rooted in identity, empathy, and a belief that meaningful change is still possible.

This post is about the tension between the ideal of international-mindedness and how it's often reduced to a buzzword in practice. It explores the gap between performative gestures and meaningful engagement, and why hope — not cynicism — is essential for change. I reflect on what might be getting in the way, and where we could go from here.