American Teacher Natasha: Finding Warmth and Belonging at KLIS in Chongqing

Crossing Oceans in Pursuit of Educational Ideals

“Back then, when I worked in education in the United States. I wanted to try something different and see how education was done in other countries,” Natasha recalled. Driven by her love for teaching and a desire for change, Natasha embraced the opportunity offered by KLIS. Chongqing—a city she had never heard of became her unexpected path forward.

Despite the unfamiliar language and different culture, she found a resting place for her soul. “I absolutely love here! It truly feels like home.” Natasha said, with her voice brimmed with joy and certainty. The friendliness of the locals, affordable cost, and rich experiences all come together, giving her a sense of belonging and security. When her family back in the U.S. asked when she would return, her answer was always firm: “Not anytime soon.”

A moment of confusion while trying to hail a taxi outside school unexpectedly led to Natasha finding a “family member” in a foreign land. When her phone app failed, leaving her stranded, a kind stranger stepped in to help. That encounter blossomed into a deep friendship—they now vacation and dine together, and Natasha always receives help when in need. “I truly feel like I’m part of their family,” she said gratefully.

Language Barriers Reshaping Teaching Philosophy

When Natasha first arrived in Chongqing, the language barrier was a major challenge. Even a simple greeting took her so long to mentally translate that the speaker had already moved on. Yet this daily sense of “being lost” unexpectedly and profoundly reshaped her teaching philosophy.

“It helped me truly empathize with students whose first language wasn’t English,” she explained. She gained a deep understanding of the mental process her students went through—thinking, translating, and responding. This personal challenge made her far more sensitive and inclusive in the classroom.

In Natasha’s classroom, “empathy” and “trust” are vividly brought to life. “What we value, we celebrate,” she said. When students finish writing their own children’s books, she throws a “Young Authors Doughnut Party” to let them literally taste the sweetness of success. Her genuine recognition of effort and achievement creates a safe space for expression, where students feel confident enough to show their true selves and even challenge ideas.

The transformation of a ninth-grade transfer student is a perfect example. At the beginning of the semester, his English was weak and he was nervous facing teachers. Natasha patiently used written communication to help him. Soon, the boy was confidently leading PPT presentations and smiling at teachers in the hallway. “When he stood up and finished his presentation in English, I found the meaning of why I’m here,” Natasha said with her eyes shining.

A Diverse Classroom Nurturing Global Vision

Faced with students from diverse backgrounds, Natasha employed the Universal Design for Learning (UDL) approach. When preparing lessons, she considers each student’s challenges and needs, adjusting her content based on key concepts they must grasp—sometimes even tailoring material for a single student. For students at different learning levels, she prepares multiple versions of the lesson plans.

This focus on individual needs is also a core strength of KLIS. Small class sizes make personalized instruction possible, allowing students to naturally develop a global perspective amid cultural diversity. In creative writing classes, for example, students from dozens of national backgrounds learn from each other’s perspectives and contexts—something truly unique, according to Natasha.

Natasha believes that in such an environment, students gain more than test-taking skills—they develop the ability to “engage in philosophical dialogue, think critically, and express ideas clearly from multiple levels.” This enables them not just to find the right answers, but to explain the reasoning behind them—equipping them with a true “passport” to the world.