Why Public School Teaching in Taiwan Became My Home
Starting My Journey in Taiwan
My name is Tracy C. Brashaw, and I am an educator from the United States. My first time in Taiwan was in 2015, and I relocated to the island permanently in 2016. I began teaching at a public school in 2018, and over the past eight years, I have experienced firsthand what makes teaching in Taiwan’s public schools so unique.
When foreigners think of teaching English in Taiwan, many imagine the bustling world of cram schools—busy classrooms, rigid lesson plans, and students coming in after a long day of school, tired and stressed. I arrived in Taiwan with this expectation and started my career in Taiwan at a cram school myself. But my experience over the last decade has shown me that public schools offer something far more meaningful: joy, creativity, and a real sense of community.
Teaching in Taiwan’s public schools is not just about language instruction—it’s about connecting with students, growing as a professional, and becoming part of a sincere community. My journey from a highly structured, high-pressure cram school to a lively public school environment has been transformative, and I hope sharing it helps other teachers see the possibilities. From the very first days, I noticed the difference: students were curious, engaged, and genuinely wanted to learn, not just follow rules.
From Rigid Lessons to Open Classrooms
My first day in a cram school felt heavy. I was handed a lesson book about five centimeters thick, with every day planned down to the last detail and strict learning goals that absolutely had to be met. There was no room to breathe. Even though I tried to make lessons engaging, students sometimes acted out, cried, or shut down—they felt the pressure as much as I did.
One memory that stands out is of a boy from a household where English was his first language. He didn’t want to be in my class and put in minimal effort. When he wrote poorly, he was often yelled at harshly by the local teachers and forced to sit until he produced “good enough” results. This kind of situation was not unusual in the cram school environment. Students were tired, stressed, and in need of rest, yet the system encouraged rigid compliance over genuine learning.
Contrast that with my first day in a public school. I got to introduce myself and really share who I was. Students were free to ask about me—not just repeat phrases or rely on rote memorization—but genuinely inquire about my life. “Where are you from? What do you like to do with your family?” These sincere questions were a breath of fresh air. I felt valued for my presence, my personality, and the ways I could help students learn. The difference was immediate: the classroom felt alive, curious, and welcoming.
Even small moments reinforced this feeling. A student asked me about my favorite food, and another wanted to know if I liked Taiwanese holidays. These interactions reminded me that public school students were not merely learning English—they were learning to connect with the world around them, and they were inviting me into that process.
A school mascot, designed by one of the school’s several art teachers. The mascot was brought to life in the form of an inflatable, wearable costume. The kids and teachers at school absolutely love it!
Moments That Touch the Heart
One of the most rewarding aspects of public school teaching is seeing students eager to share their personal experiences, rather than just practicing English patterns. They might talk about a favorite game, a sibling they admire, or a local restaurant they love. Sometimes it’s a simple pleasure—like showing me the best soy milk stand in their neighborhood—but these small glimpses into their lives are meaningful.
Students in special performance groups, such as English Day or Reader’s Theater, often take the time to greet me by name and ask sincerely for help with their pronunciation of a particular word. Even special education students, whom I don’t teach directly, seek out interaction, asking my name or practicing English in a friendly exchange. On special occasions like Christmas and Halloween, we even do origami together during breaks—moments that are purely joyful and human, not tied to test scores.
These experiences show that students are thinking, feeling, and eager to express themselves. They are not simply following orders—they are engaging with the world around them, and with me as a teacher, in meaningful ways. Receiving handmade cards that say, “We hope you can come back to our class soon!” is far more personal than the customary gifts of courtesy from parents, such as mooncakes or fruit boxes, that one so commonly receives while working in a cram school. Those gifts are small, thoughtful gestures meant to show appreciation rather than influence or buy attention.
One moment I will never forget was during a school festival. A student pulled me aside to show me a small performance they had prepared, asking for my feedback on how they pronounced a tricky word. Their curiosity and pride in their work reminded me why teaching in public schools is so rewarding.
Students across the school share touching and intimate messages of gratitude during the holiday season for those things which they are thankful for.
Finding Joy in Creativity
Public schools allow teachers to be creative and experiment with lessons in ways that cram schools simply cannot. I can adapt lessons to students’ interests, incorporate games or projects, and encourage self-expression. Students sometimes share personal stories about their communities or special places, teaching me about my new home. They explore how to make the world a better place, considering the actions they can take right now—like sharing art or dance with others—which makes learning feel meaningful and alive.
One activity that stood out was a class project where students described actions they could take to improve their community. Some decided to teach younger students a new dance, while others created a small art exhibition to inspire others. Moments like these show that public school teaching is about more than language; it’s about nurturing curiosity, creativity, and empathy.
The freedom to innovate has helped me grow as a teacher. Each year, I aim to improve—not merely repeat what worked previously. Observing students’ responses, reflecting on lessons, and iterating over time allows me to create more engaging, impactful experiences. This sense of continuous growth reinforces my belief that “a rising tide lifts all boats.” Every small effort we make as educators has the potential to uplift the entire school community, and, in extension, contribute to a better world.
A Community That Feels Like Home
Public schools are more than workplaces—they are communities. Colleagues support one another in meaningful ways that go beyond professional obligation. I remember two colleagues who surprised me with a birthday cake and sang “Happy Birthday” to me. They didn’t need to do that, yet the gesture meant a lot. People regularly seek my help and input, not because they want to use me, but because they value my expertise and want to exchange cultural knowledge.
The sense of community is especially important for foreign teachers living far from family. When I needed special towels for my daughter that I couldn’t buy on my own, colleagues stepped in to help. These acts of kindness, along with everyday collaboration, make Taiwan feel like home. Public school teaching allows you to invest in relationships, and in return, you gain friendships, mentorship, and support that extend far beyond the classroom.
Free, meals and drinks are sure to find you as a form of gratitude for a job well done.
Growing Together
At the beginning, after my cram school experience, I never imagined staying in Taiwan for eight years. Yet, over time, I’ve realized that growth in teaching is only limited by your willingness to reflect, adapt, and act sincerely. Each year, I’ve become more competent and confident. Watching students develop, collaborating with colleagues, and learning from experience has been deeply rewarding.
Knowing all the students’ names, seeing them thrive, and even encountering them years after graduation still remembering me, brings a profound sense of continuity and fulfillment. Public school teaching encourages reflection, adaptation, and continuous learning—skills that not only improve lessons but also nurture the broader school community. Each small action contributes to a larger, positive impact.
I’ve also evolved in how I view education as a whole: every little bit helps. When teachers act sincerely, we can improve the community and, ultimately, contribute to a better world. The smallest thoughtful action—spending extra time helping a student, encouraging curiosity, or sharing knowledge—has ripple effects far beyond the classroom.
The Everyday Moments That Make It Worthwhile
Some of the simplest moments in public school teaching bring immense satisfaction. One day during a break, a shy student came up to me holding a small piece of paper. On it was a little drawing of our classroom with all the students’ faces, including mine, smiling. “I made this for you,” they said quietly. My heart warmed. That moment reminded me that teaching is not just about lessons or grades—it’s about the connections we make every day, even in the tiniest ways.
Greeting students by name, witnessing their curiosity, and watching their confidence grow day by day makes each day special. Another time, a student ran up to me after class to show me a new dance step they had learned at home, asking, “Can I teach it to the others tomorrow?” I laughed and said, “Sure—but only during break time!” Her eyes lit up, and she immediately ran off to practice. Moments like these highlight the playful, human side of teaching and the way students trust you to share in their small joys.
Participating in school events, such as English Days, Reader’s Theater, or holiday celebrations, further strengthens these bonds. It’s a reminder that teaching in a public school is not just about lessons—it’s about forming relationships, fostering curiosity, and creating lasting memories. These daily joys are what have made my journey here so fulfilling.
Students watch on eagerly as the local temple holds its annual parade through the community. Temples are an outside institution but are often important to local culture and education.
Why I’m Still Here
Teaching English in Taiwan’s public schools has been a transformative experience. Students are happier, lessons are flexible, and the environment is collaborative rather than commercialized. Teachers can bring creativity, witness genuine student growth, and become part of a caring community.
My journey from a rigid cram school to a joyful public school has been surprising, fulfilling, and heartwarming. I came expecting a short-term adventure but found a home instead. Over eight years, I’ve grown as a teacher, forged meaningful relationships, and found joy in the small, everyday moments that make teaching so rewarding. Public school teaching in Taiwan is more than a job—it is a chance to grow professionally, connect sincerely with students and colleagues, and enjoy the journey along the way.
For anyone considering teaching in Taiwan, public schools offer a rare combination of stability, joy, and personal connection that is hard to find anywhere else.
