The Teaching Tapestry: Navigating Cultural Differences with Kindness and Curiosity
Juliana Koch talks about her experiences as a Young Learner teacher in China
Welcome to the first edition of The Teaching Tapestry—a series of interviews with passionate educators, in Brazil and around the world. Each post weaves together a different story, a unique journey, and the lessons we learn when we teach.
The aim is simple: 5 questions to inspire, reflect, and share concrete practices that help us all grow. Whether you’re teaching from a village school or a bustling city, there’s always wisdom in the thread of our profession.
Meet Juliana Koch
If you've ever heard someone say "I was born to be a teacher," Juliana Koch is what they had in mind. From her early days as an au pair in the US to leading classrooms in Brazil and China, Ju has embraced every challenge with warmth, humor, and an unshakable belief in the power of independence in early childhood. Back when she was my student, many years ago, I once mentioned I kept seeing ads asking for Montessori-specialized teachers to work in China. She asked me to forward them to her. And, because of this quick chat, a new chapter in her life began!
She’s about to begin a new chapter in Thailand—and if her past adventures are anything to go by, she’ll carry her Montessori toolkit and her love for children wherever she goes. I’m lucky to call her a friend—and even prouder to know I played a small part in her move to China.
What inspired you to pursue a degree in education, and how did your specialization in the Montessori method shape your teaching philosophy?
I guess I always knew I wanted to be a teacher. It was never a question—I just knew. After working as an au pair for three years in the US, I was certain I wanted to focus on early childhood education.
When I began my Montessori training, I knew nothing about it—and it was love at first workshop. I felt understood by the methodology. After completing the specialization, I became more patient and confident enough to admit when I didn’t know something. I learned to ask for help, to listen more closely to the people around me, and, most importantly, to observe my students more attentively.
What motivated you to move from São Paulo to China to continue your teaching career, and what factors influenced this significant transition?
Well, you did! I’ve been in China for almost seven years now, and I always tell people I’m here because of you. You planted the China seed in my brain, I pursued it—and I made it blossom.
But honestly, like many others I know who made the move, I had just gone through a breakup, and the school I was working at had hired a new coordinator who was extremely unprofessional. I needed a fresh start—to figure out who I was, both professionally and personally. I wasn’t thinking about the financial benefits; I just wanted to challenge myself and try something new.
Upon arriving in China, what were some of the initial challenges you faced in adapting to the cultural and educational landscape, and how did you navigate these obstacles?
Oh, my God—so many! While living here, I continued therapy with my Brazilian therapist, which was essential to keep me grounded.
One of the biggest shocks was how involved grandparents are in raising children here. They’re often the main caregivers and come from a very different generation. To this day, I still struggle with things like grandparents feeding children who are old enough to eat on their own, or insisting they drink water from bottles held by someone else. They’re always cold—putting layer after layer on their grandchildren and saying, “Don’t take your jacket off,” even when the kids are clearly hot and sweaty.
These may sound like small things, but when you’re a Montessori teacher trying to help children become independent and self-aware, they become very real challenges.
On a larger scale, the educational system in China can be hard to adjust to. Some rules simply don’t make sense to me, but I’ve come to understand that, in a country with 1.4 billion people, rules have to be strict—there’s very little room for flexibility. For instance, kindergarten teachers are required to go through annual health exams, including gynecological ones. I was shocked at first, but the school nurse explained it’s because, in some rural areas, teachers and students share bathrooms, and there's a belief that toilet seats can transmit diseases.
There are so many examples of "simple" things that, with the help of my therapist, I was able to observe and analyze them as an anthropologic researcher, .
I could talk about these things forever. Another challenge is the gap between kindergarten and primary school. We’re not allowed to teach Chinese characters or pinyin in the early years, but by the time students enter grade 1, they’re expected to know some. So, many families end up teaching them at home or enrolling them in after-school classes.
Over time—and with lots of help from my therapist—I began observing these things almost like an anthropologist. That perspective helped me manage the cultural friction without affecting me too much.
How have you integrated Montessori principles into your teaching practices with young learners in China, and how receptive have students, parents, and educational institutions been to this approach?
Asian families generally love the Montessori method—especially because we teach advanced math from an early age. But they often struggle with the idea of fostering autonomy and independence in their children.
Montessori teachers in China, myself included, spend a lot of time talking with families, trying to help them understand the holistic nature of the method.
I used to say all the time: “If your child can’t hold a fork or chopsticks to eat by themselves, how are they going to be able to write by themselves?”
Based on your experiences, what key insights or advice would you offer to educators who are contemplating teaching abroad, particularly in countries with distinct cultural and educational systems like China?
First and foremost, I think that people wanting to work abroad need to research the country's law and the school's reputation. In places like China, hiring non-native speakers as English teachers is illegal. I was hired as a Montessori expert, not as an English teacher—and that distinction is very important. I'm saying this because many people get deported and in trouble because they work as English teachers but with a different contract.
Beyond that, be patient, flexible, and open-minded. I know people who say they love to travel, but they constantly judge the cultures and communities they visit. Don’t be afraid of the differences—be curious. Try to understand why things are done the way they are.
Dear community, I hope you enjoyed the interview.
Thank you, Ju, for sharing your story with such honesty, clarity, and care! Your experiences remind us of the importance of cultural awareness, patience, and a genuine love for learning.
If you’d like to connect with Juliana, you can reach her at juliana.k.mendonca@gmail.com or find her on Instagram @jukochm.
If you'd like to leave a comment, remember to be kind and to write in the same way you'd like to be addressed.
Thanks for reading, and see you in the next thread of The Teaching Tapestry.
Warmly,
G.
Brilliant idea ! Loved this interview.