The Second National Primary Education Teachers’ Competition has recently concluded. More than 90 primary school teachers participated, showcasing their professional skills and creativity. Four individuals were awarded first place in recognition of their outstanding performance. We spoke with N.Ikhbayar, a teacher at the secondary school in Bayanchandmani soum, Tuv Province, who achieved the highest total score across all four types of tasks. Following the competition, she received multiple job offers from various schools. However, she expressed her dedication to her current role, stating that she would not leave her young students behind.
Congratulations on achieving first place with the highest score in the national competition! How many years have you been dedicated to teaching?
Thank you. I am honored to have participated in this competition for the first time and to have been awarded first place. I have been working as a primary school teacher for 14 years. I was born in Bayanmunkh soum, Khentii Province. In 2011, I graduated from the Teachers’ College of the Mongolian National University of Education with a degree in primary education and began my teaching career at the General Education School in Yeruu soum, Selenge Province. In 2016, I relocated to Bayanchandmani soum, where I have been living and working ever since.
Teachers were selected from their provinces and qualified to participate in the national competition. Could you share what the tasks were like?"
Teachers were nominated and selected to participate in the competition, which was organized in multiple stages. The first stage took place at the school level, followed by the provincial round. According to the official guidelines, the competition consisted of four main categories. Teachers who ranked in the top three positions at the provincial level qualified for the national competition. I placed third in my province, which gave me the opportunity to participate at the national level. After winning at the provincial stage, I focused on deepening my knowledge in content creation and familiarized myself with new educational programs and tools. However, I hadn’t had the chance to fully prepare for all areas of the competition.
The national competition presented more challenging and demanding tasks. It required a great deal of critical thinking, creativity and practical execution. One of the categories was STEAM, where we were asked to conduct an experiment using the materials provided. In our regular teaching practice, we typically follow established lesson plans and theoretical guidelines. However, during the competition, the experiment wasn’t restricted to a single model or required outcome. In fact, it didn’t have to be successful in the conventional sense. It was a unique and enriching experience that truly tested our adaptability and innovative thinking.
One of the criteria for the competition was to create content on the topic of glaciation and glacier protection. How did you approach this task?
The theme of the competition was “Protecting Mother Nature”, and my initial focus was on the idea of cherishing and preserving our water resources. At the time, I hadn’t considered the importance of protecting glaciers and ice caps. However, during the competition, we were required to gather information and create meaningful content about them within just 60 minutes, which demanded both speed and clarity of thought. It was only after the competition that I learned the Water Department had organized a national conference titled “Let’s Protect Our Glaciers and Ice Caps”.
It seems that some teachers struggled to complete all the assignments due to the tight time constraints. How did you manage your time, and were you able to complete everything?
The time allocated for the mathematics assignment felt quite limited. For instance, I completed the test portion within the first 50 minutes, and spent the remaining 40 minutes working on open-ended problems. I managed to fully solve one of the problems before moving on to the others, but due to the tight time frame, it was challenging to maintain full concentration throughout. In contrast, I approached the Mongolian language assignment by first outlining my ideas, which helped organize my thoughts clearly. Thanks to this structured approach, I was able to complete the assignment ahead of the allotted time.
What are some of your professional characteristics and strengths? As elementary school teachers play a crucial role in shaping children’s upbringing and education, it’s often said that children tend to imitate their teachers. What principles do you follow in your work?
The most rewarding part of being a primary school teacher is working with children. It brings me immense joy to be part of their innocent and joyful world. As primary school teachers, we are the first guides on their journey of knowledge and understanding. This role carries great responsibility, which is why we strive to complete our tasks diligently, fulfill our duties with precision and approach our work with care. I regularly remind my young students, as well as their parents and guardians, of the importance of this foundation.
The person who first inspired me to pursue teaching is my own teacher, D.Selenge, who currently serves as the primary education manager at the General Education School in Yeruu soum. I still carry with me the advice she once gave: “Do what you are doing to your own heart. If you don’t touch your own heart, you will never touch someone else’s heart”. These words have stayed with me and become a guiding principle in both my professional and personal life. There are certainly times when I feel exhausted from the many responsibilities that come with teaching. But in those moments, it’s comforting and deeply fulfilling to see the impact I’ve made, even after the work is done.
Mongolians have long held great respect for teachers, often saying, “We worship our teachers and we worship our books”. However, in recent years, the reputation of the teaching profession has declined, and it is said that the “old” teachers were very responsible and had a deep love for children. Do you agree with this perspective?
Mongolians have a deep-rooted tradition of respecting teachers, which is a proud part of our cultural heritage. However, in recent years, I believe the decline in the perceived value of the teaching profession is closely tied to changing social attitudes. Teaching is a profession that demands a strong sense of responsibility, perseverance and a genuine desire to learn. It’s important that those who choose this path do so with purpose and passion. Unfortunately, it’s become common to see some students enter the field without clear motivation, only to feel discouraged or make mistakes once they begin working. I consider myself very fortunate in that regard. Throughout my career, I’ve received unwavering support and respect from my students, their parents and guardians. Over time, they’ve become like family to me, more like brothers and sisters than just school community members. My love for teaching is something I’ve passed on to my own children. I’m proud to say that I’ve inspired my eldest daughter to follow a similar path. After meaningful conversations with her, I decided to further my own education and am now studying psychology at the Mongolian State University of Education.
What do you consider to be the advantages and disadvantages of working in rural areas?
For me, there are no disadvantages to working in the countryside. In fact, my entire family shares this path - my husband is also a primary school teacher, and we were classmates at university. He is originally from Baruunturuun soum, Uvs Province, and both of us were raised in rural areas. After graduation, we took the train to a place where no one knew us and began our teaching careers. Because we had always envisioned ourselves working in the countryside, the transition felt natural and fulfilling.
On the contrary, I see many advantages to living and working in rural areas. There is something truly special about walking to school in the morning, surrounded by fresh air and golden sunlight, ready to begin the day’s lessons. It’s comforting to know everyone in the soum - to smile and exchange greetings, to enjoy light conversations with familiar faces. We live in a calm and peaceful environment, free from many of the fears and dangers that come with urban life.
In urban schools, it is not uncommon for children to study in three shifts, with as many as 50 students in a class. What is the class size like at your school? Do you notice any differences in the quality of education between urban and rural areas?
Our soum’s general education school was originally built to accommodate 640 students. Today, that number has grown to over 1,000. As a result, each class now has between 30 to 40 students. This increase presents certain challenges, especially when compared to the conditions in urban schools, where class sizes and resources may be more balanced. Despite these differences, our teachers are working with great dedication and commitment to ensure that students in rural areas receive the same quality of education as their peers in the city. We strive every day to bridge the gap and provide meaningful, engaging, and effective learning experiences for all of our students.
How do you focus on developing your students, and what steps do you take to continuously improve your own skills as an educator?
At our school, we place a strong emphasis on developing our students’ creative thinking, reading comprehension and self-expression skills. Our ultimate goal is to nurture competitive individuals who can thrive in a globalized world. Understanding the importance of extracurricular activities in a child’s development, we have introduced the “Participate and Develop” method in our classrooms this year, alongside the establishment of a math club. Additionally, we have partnered with the World Vision international organization to expand our students’ horizons and enrich their learning experiences.
As for my own professional growth, I continually update my teaching methods by researching, testing and reviewing information available in the online environment. Since my family members also work in the teaching profession, we frequently discuss and collaborate on overcoming challenges. At times, we even engage in friendly professional competition, which pushes me to constantly improve and gives me a unique advantage in my work.
Elementary school teachers often teach a wide range of subjects. It is sometimes said that there is a tendency to focus too much on Mongolian language and mathematics, which may result in neglecting other subjects. How do you manage to teach all your subjects according to their content?
The profession of a primary school teacher is truly unique. As educators in this field, we are responsible for imparting knowledge across a wide range of subjects. In my case, I teach eight different subjects to my fourth-grade students. I adhere to the set schedule for all my classes, ensuring that each subject is taught with care and attention, fostering a well-rounded education for my students.
Teaching activities are increasingly relying on digital technology. Does your school have equipment such as tablets and computers for e-learning? Additionally, do you provide training for your teachers in alignment with the new curriculum?
In the 21st century, teachers are expected to possess three key sets of knowledge: content knowledge, methodological knowledge and technological knowledge. The exploration and integration of new technology-based methodologies largely depends on the individual efforts of the teacher. At our school, we place significant emphasis on enhancing the technological knowledge of our educators. To support this, we regularly organize training sessions for our informatics and biology teachers, as well as for middle and high school administrators. Additionally, we have adopted programs such as Eduten and Pearson, and have equipped an electronic cabinet to facilitate the use of these resources in the classroom. These efforts help ensure that our teachers are well-prepared to integrate technology into their teaching practices and provide students with a modern, engaging learning experience.
