Having worked as a primary school teacher on different continents, American Steffanie Balog moved to Vilnius with her family to live and work. The education specialist says that teaching systems, approaches to students, and the students themselves vary from country to country. At the same time, children all over the world strive to discover themselves in school and continue learning throughout their lives. Working at the “Erudito” Lyceum, she says she has found a new love for Lithuania and admires the parents who are actively involved in their children’s education. Moreover, having exchanged sunny countries for a chilly winter, she is grateful for having gained a deeper understanding of the importance of freedom for each of us.

You have teaching experience in various countries such as Japan, Spain, the USA, and Lithuania. What is it like in these countries—are there any similarities, and what are the differences?

Teaching in Japan, Texas, Spain, and Lithuania has been a journey full of contrasts—each country shaped my perspective on education differently. In Japan, discipline and respect were deeply ingrained, so I had to find creative ways to engage students within a structured and traditional curriculum. In schools in San Antonio, I faced various challenges. Many city students came from difficult backgrounds, and classroom management required a strong focus on social and emotional learning. The pressure of state-mandated standardized testing was constant, and while it pushed me to become a more strategic educator, it often felt as though creativity was placed second to meeting state standards.

Teaching in Europe brought another shift, with greater focus on student self-expression, critical thinking, and well-being. The IB PYP system at the “Erudito” Lyceum allowed me to apply my experience as a project-based educator to create meaningful, inquiry-driven learning experiences. No matter where I teach, the most rewarding moments come from seeing students’ confidence and understanding. Each place has its own challenges, but the essence of teaching lies in connection and exchange. I must admit, winter in Spain was a bit sunnier, but I am still eagerly looking forward to more snow here in Vilnius this winter.

Do you think that students around the world are essentially the same and only the structure of educational systems differs, or do the students themselves vary, and not everyone adapts equally easily to their country’s education system?

My experience shows that education is always about sparking a flame that inspires students to learn for life. This remains true across different cultures and educational structures. However, today’s students face more distractions than ever—from social media to constant digital stimulation—making it even more important to nurture curiosity and deep thinking. Despite these challenges, one thing remains constant: students everywhere want to explore their identity and find their place in the world. Regardless of the country or system, parents ultimately want the best for their children, hoping they grow up confident, curious, and lifelong learners.

How does the perception of teachers differ in various countries?

Teaching in Japan, Europe, and Texas has shown me how perceptions of teachers can vary greatly. In Japan, teachers are highly respected, but with that respect comes significant pressure—not only on educators but also on students, who are expected to meet high academic standards. In Europe, parents are actively involved, students speak freely, and teaching resembles more of a partnership. In San Antonio, some parents view teachers as a lifeline, especially in under-resourced communities, and the pandemic clearly highlighted the crucial role schools play in society. No matter where I teach, the real magic happens when teachers, students, and parents work together. After all, parents are a child’s first teachers, and education is strongest when everyone is on the same team.

What impact do parents have on their children’s learning?

The role of parents in the learning process is vital. Daily conversations about school provide valuable support and encouragement. As a child’s first role models, parents shape their attitude toward learning even before they enter the classroom, influencing them for life. Their love and guidance create a foundation that teachers later build upon, helping children take responsibility for their education, develop confidence, curiosity, and a lifelong desire to learn. I have noticed that in Lithuania, parents are highly involved and actively participate, creating an excellent environment for students to demonstrate their learning.

How can they support a child on their learning journey, and what actions or words can be harmful?

Being a positive advocate for a child, listening to their struggles, and encouraging perseverance are some of the most important ways parents can support and influence their child’s education. One of my favorite quotes from legendary basketball player Tim Duncan says: “Good, better, best. Never let it rest until your good is better and your better is best.” I have seen firsthand how powerful this mindset can be when reinforced at home.
I once had a student who struggled with reading and often wanted to give up. Instead of focusing on his difficulties, his mother reminded him daily that progress mattered more than perfection. She would say, “Your good will be better, and your better will be best.” Over time, encouraged and persistent, he not only improved but also developed a love for books.
When parents show that they believe in their child’s abilities, it builds confidence and resilience. By fostering open communication and reinforcing the value of perseverance, parents help their children overcome challenges, maintain motivation, and cultivate sincerity.

How should parents communicate with teachers to make learning easier for their child?

I have always believed that direct and honest communication is essential both inside and outside the classroom. I keep the doors open to students and parents, encouraging open dialogue and collaboration. In class, we focus heavily on social-emotional learning, create opportunities for role-playing, and share frustrations. Students practice resolving conflicts by listening to different perspectives and reflecting on how they might handle situations differently in the future.
Just as students learn to communicate effectively, parents can best connect with teachers through open, respectful conversations—addressing challenges, celebrating progress, or simply engaging in their child’s learning journey. Strong communication among teachers, students, and parents creates a supportive environment where everyone can thrive.

With so much experience, how do you envision a good primary school teacher?

Flexibility! Some days you are a storyteller, other days you’re exploring Wikipedia, and sometimes you debate whether teachers ever walked with dinosaurs. Flexibility is crucial because children are always keeping their teacher “on their toes.” Being student-centered means not only following a student’s questions but also being willing to stray from a well-planned lesson path.

“If tardigrades can survive in space, does that make them aliens?”—this is a question we recently discussed. Through it, we learned about these creatures’ ability to lose 95% of their water and survive extreme conditions, a state called cryptobiosis. Teaching isn’t just about presenting content—it’s about recognizing curiosity, adapting to surprises, and exploring questions that aren’t always easy but are important. I wouldn’t trade that for anything.

You’re American—how has it been adapting to the Lithuanian education system?

I am still adapting, learning, and growing. Every day I learn from my colleagues and, especially, from my students. As an American, I feel a deep respect for Lithuania and the Baltic countries. Freedom has taken on a new meaning for me and often becomes a topic of discussion around the lunch table.