It was in 2011 that teaching became my profession: feeling discouraged and unhappy after pursuing a career as a chemist (which even allowed me to live abroad), I realized that the spark wasn't there. It was at that very moment that I decided to give teaching a try and since then this has been the air that I breathe.
I started teaching general English in 2011 and began working with Cambridge exams in 2013; however, it was only in 2020, after passing the C2 Proficiency exam, that I started devoting 100% of my career to exam preparation.

Dealing solely with advanced levels has allowed me to try different approaches with students. That is, approaches that respect the learner's internal syllabus are my way of teaching. In other words, even though I am a CELTA holder (Pass A), I must confess that the PPP approach is not how I deal with language. Through constant professional development, I have been learning a lot about other frameworks, such as TBLT and dogme, the latter being my favorite when it comes to working on language development. What's more, my classroom experience has equipped me with both quantitative and qualitative data that this is the best way to facilitate students' development.

As a teacher, my main goal is to make the learning process an enjoyable journey rather than be a mere means to an end. More importantly, I strongly believe that only by helping students develop a more critical way of thinking will they, indeed, become better learners and users of the language.