Saranya Manickam

My teaching journey spans 12+ years in education, shaped by a diverse range of curricula, age groups and international learning environments. I began my career as an IB PYP Homeroom Teacher, where I developed a strong foundation in inquiry-based, transdisciplinary learning and learner agency. I then moved into Cambridge curriculum teaching, gaining international-school experience in Dubai as a Science Facilitator and later expanding my expertise in Cambridge Primary and Lower Secondary Mathematics. My journey also included serving as an Academic Coordinator for Mathematics, where I took on responsibilities in curriculum implementation, assessment, teacher support, lesson observations and learner intervention. Since 2022, I have been working as a Middle School Mathematics Facilitator at The 21K School, where I teach Cambridge-aligned Mathematics through inquiry-led, concept-based and learner-centered approaches. Across these experiences, I have developed a strong passion for mathematical reasoning, problem-solving, differentiation, assessment for learning, educational technology and real-world applications of Mathematics. I strive to create inclusive classrooms where learners are encouraged to think critically, ask questions, take ownership of their learning and develop confidence in Mathematics. My journey has continually reinforced my belief that effective teaching is not simply about delivering content, but about inspiring curiosity, nurturing potential and creating meaningful learning experiences for every learner.

The moment I discovered my calling

My journey into teaching began quite unexpectedly. After completing my college classes during the day, I started spending my evenings teaching a few children from my neighbourhood. Initially, it was simply something I did to help them with their studies, but soon, one particular learner changed the way I looked at teaching forever.

One of the boys I taught was struggling academically and lacked confidence in his abilities. As I began working with him patiently, understanding where he needed support and finding ways to make learning easier and more meaningful, I slowly started noticing a transformation. His grades began to improve, but more importantly, he began to believe in himself. The child who once struggled with academics was becoming more confident, capable and determined.

Watching that transformation gave me a sense of satisfaction that I had never experienced before. It wasn't just about seeing a better grade on a report card—it was about knowing that I had played a small part in helping a child discover his own potential. I found myself looking forward to every teaching session, every little breakthrough and every moment when a learner finally understood something that had once seemed difficult.

That feeling became something I couldn't let go of. I realised that I wasn't simply enjoying teaching; I was passionate about it. I discovered a deep sense of compassion for learners—the desire to understand their struggles, meet them where they were and help them move forward with confidence. Those evening classes slowly became more than a part-time activity; they became the beginning of my purpose.

That experience made me realise what I was truly cut out for. I understood that teaching was where my passion and compassion came together. And that is how, almost unknowingly, I began my journey as an educator—a journey that has continued to grow, evolve and become one of the most meaningful parts of my life.