Becoming A TEFL Trainer: A Journey Of Growth And Insight

Think a TEFL teacher is a TEFL teacher is a TEFL teacher? Think again!

Yes, TEFL teaching can be a filler between degrees, a stop-gap between jobs, or a starter job option. But it can also be a career. 

We asked Yasmien, one of TEFL trainers, to tell us about her journey from TEFL teacher to TEFL trainer.

A bit about myself: My name is Yasmien and I first started my journey as a TEFL teacher trainer in 2021 with The TEFL Academy in Durban, South Africa.

What got me to that point was teaching English at a South Korean public elementary school. After returning home due to the pandemic I taught English online for a few years. My students were Young Learners from Asia as well as corporate professionals from all around the world. 

In her free time, Yasmien enjoys hiking.

What motivated you to transition from being a TEFL teacher to a TEFL trainer?

Having taught English in South Korea and a wide range of students online, I felt myself wanting more. I enjoyed teaching corporate professionals online, but I intensely missed the human interaction of teaching in person. 

Read more: What You Should Know About Teaching Business English

While working as a TEFL trainer, I teach English online and face-to-face with private students. Being a TEFL teacher helps me be a more effective TEFL trainer, as it allows me to stay on top of current ESL trends, refine my own teaching practice, and offer practical, real-world insights to trainees.

How did your experience as a classroom teacher prepare you for training new teachers?

Teaching English in a South Korean public school was a game-changer in realising how to manage a class filled with ESL students. The language barrier was a major challenge– both in communicating with students and staff. 

Read more: Things To Know About South Korean Classroom Culture

Adaptability was the most valuable skill I developed as a TEFL teacher. I had to adjust my teaching style, resources and expectations for each grade I taught. 

This experience helped me be flexible, and responsive, which now helps me as a TEFL trainer. I have learnt that adapting to the unique needs of each group, be it Young Learners, business professionals or trainee teachers, is a massive part of teaching.

As a TEFL trainer, I work with adults from different backgrounds and professions. My experience teaching corporate professionals online helped ease the transition from being an animated teacher for young students to a more grounded presence for adults. 

Read more: Differences Between Teaching Adults And Young Learners

These skills have been crucial to my role as a trainer, especially when building rapport, managing different learning styles and offering feedback that empowers aspiring TEFL teachers. 

What have been the biggest challenges in shifting from teaching students to training teachers?

The biggest challenge I have faced was finding my own teaching style as a TEFL trainer. I was so used to the role and persona I had developed as a TEFL teacher – energetic, structured and always mindful of simplifying language – that I wasn’t sure how to show up in this new space. 

Should I present myself as a teacher? Be very formal? Or take a more friendly, peer-like approach? I struggled to balance being approachable and trustworthy while still maintaining a sense of authority and professionalism. 

It became a journey of self-discovery. I’m now at a point where I allow myself to simply be authentic. That was daunting at first, but once I let go of the pressure to be perceived in a certain way, I became more confident and present.

Another adjustment was learning to hold back. 

In the beginning, I felt a strong urge to share as much knowledge and experience as possible with trainees, but soon I realised this could be overwhelming for them. Instead, I’ve learned to be more fluid, to step back and give space for discovery. 

This is a great tip from Yasmien. It’s easy to want to share ALL your experience with your adult learners, but we need to be mindful that they are still LEARNERS.

Rather than shaping their journey based on my own, I aim to guide, not direct. That shift has made me a better listener, and it’s helped me trust the process more.

Can you describe a memorable moment when you realised you were making an impact as a trainer?

I distinctly remember the moment I received an email from The TEFL Academy’s course coordinator, who reached out to share the overwhelmingly positive feedback I had received from a recent group of trainees. 

Reading their feedback was incredibly validating. 

Their positive comments on my being approachable, professional, filled with energy and motivation, made me beam with pride. That moment re-inforced my belief that showing up authentically and staying informed makes a real difference. It motivated me to keep growing and to trust my training style. 

It was the first time I truly felt the impact I was making. 

How do you approach giving constructive feedback to trainee teachers?

I use the sandwich method when giving feedback: 

• Start with something positive, 

• offer a constructive suggestion, and 

• end with a positive note. 

This approach helps keep trainees open to feedback while feeling supported and motivated. 

I then ask trainees to reflect on their own delivery – what they think went well and what they would like to improve on. 

I invite the rest of the class to give feedback using the sandwich method. This is a great way for them to develop their feedback-giving skills as well as learn from each other’s teaching practice.

Annotated TEFL trainee lesson plan

What skills or qualities do you think are essential for someone considering becoming a TEFL trainer? What qualifications do you need to become a TEFL trainer?

One of the most important foundations for becoming a TEFL Trainer is having solid teaching experience – especially a mix of teaching Young Learners and adults. It helps you give your trainees real-world insights.

Public speaking skills are essential because you are presenting to a group for hours at a time – you need to be clear, confident and engaging. 

Adaptability is a big one. Every workshop is different, and every group of trainees brings their own energy and challenges. You have to think on your feet and adjust your approach according to the group.

Empathy is equally important – understanding where your trainees are coming from, especially when they are nervous or overwhelmed, makes you a more effective trainer. And of course, you need the energy to keep the momentum going through long training sessions!

Other soft skills like being a good listener, having patience, and knowing how to give constructive feedback go a long way in building trust. Trainees open up more when they feel they’re in a safe, respectful environment.

As for qualifications, you need a TEFL certificate (ideally a Level 5 qualification) and teaching  experience. This combination gives you the range and flexibility to speak confidently about different TEFL contexts, which trainees really value.

How does the role of a TEFL trainer differ when delivering in-person versus online training?

Training online and in person each comes with their own challenges—especially around engagement, communication, and energy. 

In face-to-face workshops, it’s easier to build rapport, read body language, and adjust your lesson plan based on how people are responding in real time. There’s a natural group energy you can work with, and you can use movement, physical materials, and classroom dynamics to your advantage.

Online training requires a different kind of intentionality. 

One of the biggest challenges is maintaining energy and connection through a screen—especially when trainees keep cameras off or have unstable internet. To keep engagement high, I use breakout rooms, polls, the chat box, and regular check-ins. I encourage peer feedback and small group reflection to get everyone involved.

A big adaptation I’ve made for online sessions is how I use my camera. I don’t just sit still the whole time — I stand up when presenting certain sections, change my camera angles or positioning to add variety, and try to ‘command the screen’ the way I’d command a classroom. 

It helps keep the session dynamic and shows trainees how they might also use physical presence—even in a virtual space—to hold attention.

Structurally, I break up online sessions into smaller, more digestible chunks with frequent breaks to avoid screen fatigue. In contrast, in-person sessions allow for longer group activities and more fluid interaction. 

Both formats require different kinds of energy and planning, but the core remains the same: connection, clarity, and flexibility.

What advice would you give to experienced TEFL teachers who are thinking about stepping into a training role?

Finding a TEFL training position can be quite challenging, especially from the outside. 

In most cases, trainers are hired internally – people who are already working within the organisation, who have proven themselves and built a level of trust with management. My advice is to work for a company that already has TEFL trainers, and apply for any opening internally.

Get experience teaching adults, either online or in person. Training adults who are fluent English speakers is very different from teaching ESL students. It requires a more collaborative tone, handling diverse personalities and backgrounds, and confidence in your subject knowledge.

Prepare for your mindset to shift from a teacher to a guide. Being a TEFL trainer means helping students find their teaching voice, making mistakes and growing – not just delivering content.

If you’re having fun, your students are having fun. Nothing can replace authenticity, so be yourself and trust the process! You got this!