As an educational professional (and sometimes tutor) and someone who has worked in several after-school tutoring centres, I’ve had my fair share of experiences—both positive and negative. Recently, I was approached by a group of parents who asked me to recommend a tutoring centre for their high-school kids. At first, I was hesitant. It’s always a tricky situation when you’re asked to recommend something based on your experiences. I didn’t want to make any promises or risk pointing them toward a centre that might not meet their expectations. But after some insistence, I felt I couldn’t avoid the question any longer.

While I’ve worked with several tutoring centres over the years, not all of them stood out for the right reasons. Some had exceptional resources, but poor management. Others were well-organized, but lacked effective communication or a positive atmosphere. As a professional, I knew that making a recommendation meant I needed to consider more than just the surface-level details of these centres. I had to think about my own experiences and the qualities that made those places truly successful.

After reflecting on my options, I decided to refer the parents to a centre in Richmond, even though they didn’t live nearby. You might wonder why I chose this one, given its location. The answer is simple: the management team at this particular centre treated me with respect, paid me on time, and communicated effectively with me at all stages. These were qualities that made my experience there smooth and enjoyable—things that are crucial in creating a positive learning environment for both instructors and students.

On the flip side, I chose not to refer the parents to a couple of other centres I had worked with in the past. While some had decent resources or had management that knew how to charm parents (in their attempt to market their centre’s services), they struggled in key areas of management. Some were notorious for being late with payments to their instructors, which is inconsiderate (and, for some instructors who rely solely on that income, can be a real source of frustration and anxiety*). Others failed to communicate well, for example letting instructors know the class had been cancelled only after they had shown up or scheduling classes without informing the instructor and then blaming the instructor in front of parents, leaving teachers feeling undervalued or left in the dark about important decisions. These issues not only made my job harder, but they also had the potential to negatively affect the students’ experience.

The lesson I learned from this experience is simple: trust and professionalism matter. It’s not enough for a tutoring centre to simply offer a service; the way they treat their staff and maintain their operations has a direct impact on the quality of the educational experience they provide. As an instructor, if I don’t feel valued, I can’t give my best to the students. If communication is lacking, it becomes a barrier to effective teaching. And when payments are delayed, it sends a message that the company doesn’t value its instructors as much as they should.

As someone who has been in the industry for a while, I’ve come to realize that I cannot simply recommend a centre based on what looks good on paper. I have to consider the whole picture—the working conditions, the professionalism of the management, and how the entire system operates. The quality of service is determined by the people running it, not just the resources available.

In the end, I was happy to refer those parents to the Richmond centre, knowing they would receive not just quality tutoring, but a well-managed experience overall. And I hope that in the future, I can continue to provide recommendations that truly reflect the best of what’s out there, ensuring that both students and instructors thrive in a professional and supportive environment.

Lesson learned: Always trust your experience and instincts when making referrals, and never underestimate the power of a supportive, well-organized environment. More specifically, when a business fails to treat its employees with the respect and professionalism they deserve, it doesn’t just affect the employees—it ultimately harms the customers as well. And while it might not be immediately obvious, a lack of respect and poor management will eventually catch up with them. The experience serves as a reminder: always value the people who work for you, because if you don’t, it’ll show in the service you provide.

*There are those centres that choose to pay monthly, and are late in doing so. Those centres do not follow the normal standard of paying every two weeks or even twice a month. So, for tutors relying solely on that income (not me), you can see what the issue would be. I have also heard management say directly, “Oh, I need to pay so-and-so first because we are allowed to e-transfer only a certain amount daily, and I want to pay so-and-so first.” I have never been desperate for money with tutoring centres and have often been paid late, but imagine other instructors needing money right away and being relegated to a lower status.

In one of my last after-school teaching jobs, I was in the classroom and had just assigned some in-class work. So, as the class was working on the task, there was silence in the room.

The walls, however, were thin and I could hear parts of a conversation from next door.

The student, E****, was saying something to one of the head teachers. I believe E**** might have said something like, “I want K.P. to teach me.” The voice was soft, but those were the words I could make out. The head teacher then responded, in a louder voice, “You don’t want K.P. to teach you?”

I heard that part clearly because the walls were thin and the head teacher’s voice carried through. So, the student E**** might have said that and I missed the “don’t” when she said it. But next thing I knew, I could hear the head teacher getting on the phone to speak in Korean to the boss.

Soon enough, I was no longer teaching the student E****. I had always assumed it was because management wanted to spread hours around and make other instructors feel good by giving them classes. But later on, I noticed it was awkward when E**** needed extra classes for last-minute essays/projects and I was asked to help out.

For me, the irony was that I wasn’t good enough to teach her, but now I was suddenly good enough as a last-minute backup because others weren’t available to cater to her last-minute projects?

Anyway, over the years I have heard students — maybe they were joking, or maybe not — telling me to my face that they’d like to get me in trouble so I wouldn’t teach them, because they wanted to get out of those classes and wanted no classes, period. Some instructors would view that as disrespectful. Normally, I played along.

I would say something like, “Well, if you get me fired, don’t worry — all I have to do is make a few phone calls, and there’ll be people lining up to hire me.” I said that every time when I played along to their comment about getting me fired. Those students would laugh and think I was bluffing or exaggerating.

Well, by December 2024, I was still working a regular full-time job, but I was no longer getting any meaningful hours in after-school classes.

For a while, I didn’t do anything. One day in December, I looked on Indeed and found one teaching job that interested me. I emailed the contact person — whom I do not know, and I had no connections — and attached my resume expressing my interest in the position.

Within 24 hours, I had received an email back asking me for an interview in two days. (Actually, to be more exact, it was just after 25 hours. I emailed at 9:37 a.m. on a Monday morning, and I got a response the following day at 10:45 a.m.)

It was one shot, and one goal.

It really didn’t surprise me. My resume speaks for itself. My credentials speak for themselves. My background, my experience, and my passion speak for themselves.

After the interview, I was immediately given a trial class scheduled three days later. I did the trial class, and within an hour I was offered full hours for the rest of the week. I did regular hours for two weeks, filled out my hours and submitted them (on the final day of the second week), and I was paid (by e-transfer) the following day (ie. the day after submitting the hours). I was given more hours for after-school classes in January and onwards.

I’m not sure if there was ever any doubt. Basically, it was one shot, and one goal. I applied to that one place on that one day, and I got the job.

My resume speaks for itself. My experience as well. … I’m not sure why any serious student would ever say something like “I don’t want K.P. to teach me” the way that E**** or the other earlier students who wanted to get me into trouble did.

I was never dead, but I’d like to say I’m back from the dead, without really even trying in the sense of sending out hundreds of applications.

It was one shot, and one goal.