Passion may be an understatement to describe the teaching style of those instructors at TCS. Again, because of the strong community at TCS and because most teachers either lived on campus, or very close by, they were almost ever-present in student's lives. Taking part in house competitions, being involved as Housemasters, and leading community volunteer projects were just a few of the things that teachers seemed to universally take part in. Teachers never simply worked and then returned home, they were a part of the family that was TCS. Some teachers were so passionate and excited to teach that they bordered eccentricity, making every class entertaining, engaging, and influential. Also, an enormous number of AP options were offered and pursued by students, fostering high levels of academic development. Above all of this, teachers were always there to answer questions, even after school, at the dinning hall, or during study, helping students achieve their academic goals and pushing them to be more than ready for when they reach university.
The relationship between teachers and students at TCS is appropriately informal, which is one of the school's great strengths. Teachers are also coaches and advisers and housemasters which makes it impossible to have a formal relationship. That being said, teachers were able to maintain boundaries within such informal relationships so as to best guide students. I found most teachers to be passionate about their work. They were dedicated to our learning, both inside class hours and during periods of 'academic assistance' (supplementary teaching over lunch hours) if we were struggling. I remember most of my teachers as inspired, humorous and quirky - qualities that I needed in an educator in order to be engaged. Many provided opportunities to learn outside of the classroom through travel, cultural visits or simple engagement with the news. I can think of three teachers who directly impacted the trajectory of my life and supported the early goals I set to get to where I am today.
During my first year, especially coming from a different country and a completely different schooling system, it was quite unclear what the teachers expected from me and that made my learning process difficult. However, after talking to my guidance counsellor who advised me to directly talk to the teachers about this issue I had. To my surprise, everyone was very understanding and carefully explained their expectations and from that point, learning became a lot easier for me. I do feel that I know what my teachers expect from me because I regularly ask for feedback. I thought my desired success was the same my teachers desired for me, however I quickly realised they were very different. I thought success in school meant getting excellent grades, performing well in sports and arts as well as service but my teachers made me understand that success was primarily achieved through happiness and good health, they explained that they believed success was when I was able to get at least seven hours of sleep a night, plan my time effectively so I can work at my optimum and to enjoy the whole school experience.