Teaching portfolio · Part of Lightmare Creations
Talib Ali
I am a Computer Science teacher with Qualified Teacher Status (QTS), England.
I have taught Computer Science in secondary schools in England and English in South Korea, where I also served as a Foreign Head Teacher. I now work as an IT technician in education and design and develop the learning resources on Lightmare Creations.
This page sets out what I believe about teaching, the qualifications and experience behind it, and the educational work I am doing now.
- QTS, England
- Statutory induction completed
- Computer Science teaching in England, 2022 to 2025
- Foreign Head Teacher, South Korea
- CELTA
Philosophy
My Teaching Philosophy
Helping people gives me a feeling of worth, of value. I understand the value of education, of giving yourself the power needed to make choices. When opportunities to learn are limited, the world can start to feel smaller, and your choices fewer. I believe that effective education is about more than delivering information. It is about helping learners develop understanding, confidence and the ability to think independently. Everyone deserves a helping hand. If you can reach out, why not?
Throughout my teaching career, both in England and internationally, I have worked with learners from different backgrounds, abilities and levels of confidence. These experiences have reinforced my belief that education should be accessible, supportive and intellectually challenging without being unnecessarily intimidating. The feeling of stress and tension when you are not understanding something, a feeling of helplessness starts.
Understanding before memorisation
I believe learners should understand why something works, not simply remember the correct answer. For example, I can look at Korean writing and copy it all I want for hours, but it is all for nothing if I cannot understand what I am doing.
In Computer Science, this means developing computational thinking, problem-solving skills and an appreciation of the reasoning behind technical concepts.
I favour clear explanations, practical demonstrations, meaningful questioning and opportunities for learners to apply their knowledge.
Mistakes are opportunities to learn
A wrong answer is not simply a failure. It provides valuable information about what a learner understands and where misconceptions may exist. One of the most difficult aspects of teaching is not knowing how a learner’s mind works, or where a misconception originates.
My approach involves identifying these misconceptions, providing targeted explanations and allowing learners to revisit concepts until they can demonstrate understanding.
I believe feedback should be constructive, specific and actionable.
Developing independent learners
The purpose of teaching is not to make learners dependent on a teacher, textbook or technology.
Instead, I aim to help learners develop the confidence and skills to question information, evaluate evidence, solve unfamiliar problems and take ownership of their learning.
Support should gradually decrease as understanding and independence increase.
Accessibility and inclusion
Learners do not all progress at the same pace or benefit from identical explanations.
I believe effective teaching requires flexibility, patience and an awareness of individual needs.
Educational resources should provide different routes to understanding while maintaining meaningful academic expectations.
Technology should support learning
My experience in education, computing and IT has shaped my approach to educational technology.
I believe technology is most valuable when it makes learning clearer, more engaging or more accessible.
Artificial intelligence and interactive systems can provide additional opportunities for practice, feedback and exploration. However, they should encourage critical thinking rather than replace it.
My vision for Lightmare Creations
Through the study side of Lightmare Creations, I want to combine my teaching experience and technical knowledge to create educational resources that are accurate, accessible and genuinely useful.
My aim is to help learners understand complex subjects, recognise and overcome misconceptions, and develop the confidence to apply their knowledge independently.
Ultimately, I believe successful learning is demonstrated not by how much information someone can repeat, but by what they can understand, explain and do with that knowledge.
Background
Qualifications and experience
My route into teaching
I am a Computer Science teacher with Qualified Teacher Status (QTS), England. I achieved QTS through school-based Computer Science teacher training, alongside a PGCE (School-Centred Initial Teacher Training), awarded with Merit, and taught Computer Science in secondary schools in England from 2022 to 2025.
Before teaching Computer Science in England, I worked in education in South Korea, where I taught English and served as a Foreign Head Teacher. Alongside my teaching responsibilities, I supported the professional development of other teachers, including delivering training and helping colleagues develop their confidence with digital technologies. Between 2008 and 2020 I taught English as a foreign language, mainly in South Korea, and gained the CELTA in 2011.
In 2021 I worked as an academic mentor in secondary education in England, delivering interventions and small-group support sessions in Maths and English, before training as a Computer Science teacher.
Since October 2025 I have worked as an IT technician in the education sector. Alongside that work, I design and develop the learning resources on Lightmare Creations.
Experience
Since October 2025
IT technician in the education sector
Looking after school IT systems, supporting users, troubleshooting technical issues, and creating guidance and training materials for staff
2022 to 2025
Teacher of Computer Science
In secondary schools in England, including OCR GCSE Computer Science (J277) and OCR Cambridge Nationals Creative iMedia (J834)
2021 to 2022
School-based secondary Computer Science teacher training
Leading to Qualified Teacher Status, alongside a PGCE (School-Centred Initial Teacher Training)
2021
Academic mentor
In secondary education in England, delivering interventions and small-group support sessions in Maths and English
English Language Teaching and Educational Leadership
2008 to 2020 Teacher of English as a foreign language, mainly in South Korea
Foreign Head Teacher, South Korea
Teaching English, delivering training and professional development for other teachers, leading digital training and supporting the use of technology in teaching
2006 to 2008
Software quality assurance tester
Teaching qualifications
- Qualified Teacher Status (QTS), England, 2022
- Statutory induction completed, England, 2024
- PGCE (School-Centred Initial Teacher Training), Merit, 2022, alongside school-based Computer Science teacher training leading to Qualified Teacher Status (QTS) in England
- CELTA (Certificate in English Language Teaching to Adults), Cambridge ESOL, 2011
- Diploma in Teaching English as a Foreign Language, 2008
Subject knowledge and professional development
- BSc Computer and Video Games, 2005
- NCCE Certificate in GCSE Computer Science Subject Knowledge, 2021
- NCFE CACHE Level 3 Award in Supporting Teaching and Learning in Schools, 2020
- Google Certified Educator, Levels 1 and 2, 2026 (valid until February 2029)
Practice
How I teach
Starting from what learners know
I begin with something familiar and ask before I tell. In my guided lessons, learners make a prediction before the explanation appears. I aim to introduce technical terminology after learners have explored the underlying concepts, helping them connect new vocabulary with existing understanding.
Using mistakes to find misconceptions
A wrong answer gets a targeted hint rather than the right answer, so the learner can correct their own thinking. If they are still stuck, the way to the answer is shown, so nobody is left trapped.
Checking understanding throughout
Questions come before the explanation that answers them, and check questions follow it. Revision questions provide explanations that help learners understand the concepts being assessed.
Making learning accessible
My lessons work with a keyboard and on phones, tablets and desktops, and they are checked with automated accessibility tools. When I taught in the classroom, I adapted explanations and support for learners who were new to English, drawing on my experience of language teaching.
Work
My educational work
Lightmare Creations is my space for learning, creativity and exploration, and educational resources are an important part of it. I design and develop educational resources and interactive learning tools that reflect my teaching experience and approach to learning.
Cybersecurity Study Guide
A beginner-first set of guided lessons with revision questions, written alongside my own cybersecurity study.
Visit the Cybersecurity Study Guide (cyber.lightmarecreations.com)
The same lessons have a presentation mode for the classroom, on-screen annotation and a whiteboard, so they can be studied alone or taught to a group.
Alongside the published Cybersecurity Study Guide, I am developing Computing learning resources for secondary education. These are not yet published.
My work as an IT technician gives me practical, day-to-day experience of the systems, devices, accounts and services that schools rely on.