I started achieving these results as soon as I began teaching in the USA. The schools I worked at were highly focused on raising test scores and driving student performance, which meant classroom management couldn’t be a problem. My effectiveness in improving my students' test scores and overall progress became so evident that schools were competing to retain me.

When I transitioned to public schools in the United States, I quickly realized that the classroom dynamics were entirely different. The challenges I faced were more intense, more frequent, and more unpredictable. The strategies that had once worked for me were no longer effective.I was suddenly dealing with extremely low test scores, frequent acts of violence, emotional outbursts, and even drug use. I had students whose behaviors made the classroom uninhabitable—from throwing chairs to destroying classroom property. The environment demanded more than just discipline; it required a completely new approach to teaching and behavior management.I had to completely shift my approach, rethink my systems, and develop new techniques that worked for the reality of my new students. While the core fundamentals of teaching remained the same, the way I applied them had to evolve. I learned how to adapt, refine, and implement classroom management strategies that worked across different environments. My ability to transform struggling classrooms led to massive improvements in student performance, and soon, schools were competing to keep me.