Meet Nancy Katsikari: Teaching with Reflection | LANGUAGECERT.org

In this interview, Nancy discusses the power of reflection, the importance of embracing imperfection, and why creating moments that spark confidence, curiosity, and joy is at the heart of meaningful teaching.

Thinking back on your teaching journey, what was a defining moment for your teacher identity?

Looking back, I think one of the most defining moments in shaping my teacher identity was realising that teaching is far more than delivering knowledge. It is about creating human connection and helping learners believe in themselves.

Early in my career, I was fortunate to work with students from different countries, cultures, and educational backgrounds. Those experiences taught me that every classroom carries its own energy, and every learner has a unique story. I began to understand that effective teaching is not about having all the answers, but about listening, adapting, and growing alongside your students.

My academic training abroad also had a profound impact on me because I was challenged to reflect deeply on my teaching choices and classroom presence. I was taught the value of reflection, continuous development, and humility. Over the years, I have come to embrace the idea that teachers are lifelong learners first.

Is there a routine or technique that you use to hone a feeling of power or efficacy?

One practice that has helped me throughout my career is reflection. At the end of a lesson, training session, or even a difficult day, I always try to ask myself: ‘What went well today?’ and ‘What can I learn from this experience?’

As teachers, we often focus on what did not work, but I believe it is equally important to recognise the small victories, too. A shy student participating for the first time, a meaningful classroom discussion, or simply creating an enjoyable learning environment can remind me why teaching matters.

I also find strength in connecting with other educators. Some of the most empowering moments in my career have come from conversations with colleagues who generously shared ideas, struggles, and encouragement. Teaching can sometimes feel isolating, but professional communities remind us that we are never alone on this journey. After all, ‘Sharing is caring!’

Do you recall a moment when you felt disempowered as a teacher?

Yes, absolutely! I think every teacher experiences moments when they question themselves or feel unseen despite their efforts.

I remember a period in my career when I was trying incredibly hard to meet expectations, support students, manage responsibilities, and prove myself professionally all at once. No matter how much effort I invested, I still felt that it was never ‘enough’. That feeling can be emotionally exhausting because teaching is such a personal profession — we bring our energy, emotions, and identity into the classroom every day.

What helped me move forward was understanding that my worth as a teacher could not depend entirely on external validation. I began focusing more on the impact I was having on learners and on the relationships I was building in the classroom. I also learned the importance of setting boundaries and showing myself the same compassion I offered my students.

That experience ultimately made me more empathetic as a trainer because I now recognise how many teachers silently carry pressure, self-doubt, and emotional fatigue. Sometimes what teachers need most is simply to feel supported and heard.

What does the phrase ‘the artist in the teacher’ mean to you?

For me, the phrase reflects the creativity, intuition, and humanity involved in teaching. Teaching is not mechanical; it is deeply creative. Every lesson requires us to improvise, adapt, inspire, and respond to the people in front of us.

Like artists, teachers work with emotion, imagination, and connection. We try to create moments that learners will remember because these are the moments that spark confidence, curiosity, or joy. Sometimes the most meaningful teaching happens not through perfect lesson plans, but through empathy, storytelling, humour, and genuine presence.

I believe the ‘artist’ in the teacher is what allows learning to become meaningful and transformational, rather than simply instructional.

What would you tell yourself in your first year of teaching?

I would tell myself: ‘Be patient with yourself. You do not have to know everything to make a difference’.

In my first year of teaching, I put enormous pressure on myself to be perfect. I thought a good teacher never made mistakes or felt uncertain. With time, I realised that confidence grows through experience, reflection, and resilience, not perfection.

I would also remind myself to enjoy the journey more. Being a novice teacher, you can miss all the great experiences simply because you are too stressed to ‘sit back and take a deep breath’. However, some of the most beautiful moments in teaching are unexpected: the conversations, the laughter, the quiet progress, and the relationships built over time.

Looking for more practical insights? Watch From Reflection to Insight: An End-of-Year Teacher Toolkit by Sylvia Karastathi and Nancy Katsikari.