From apprentice to teacher: a path he never expected
Jonas was still sitting at the student’s desk not long ago. Today he stands at the front of the classroom teaching mechatronics of automatic systems – a profession that requires both technical knowledge and creative thinking. He chose the path of a teacher not by planning ahead, but naturally, as if life itself had pushed him.
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While still in tenth grade, he chose a finishing worker training program, later graduating with an electrician specialty. He worked in residential building installations and industrial electrical maintenance, but curiosity about technology and the desire to grow led him to the thought: maybe it’s time to pass on knowledge to others.
“I realized that this is an opportunity to share knowledge and contribute to the development of young specialists,” says Jonas. So, still very young, he became a teacher.
The beginning was not easy. “There were doubts. Do I have enough knowledge? Will the students accept me as an authority? Will I be able to manage the lesson?” he recalls. But he quickly understood that the most important thing is not age or a perfect knowledge base. The most important thing is connection.
Today Jonas leads modules on the installation of electrical switching devices and motors, pneumatic and hydraulic device installation, and technical maintenance. Students appreciate him for his ability to explain complex things in a way that makes them understandable and interesting.
Connection with the student – the core of the lesson
Jonas is open: as a student, he himself did not always obey. He looked for his own paths, his own truths. This experience today helps him understand students in a way not every adult can.
“The teacher’s age is not the most important. The most important thing is attitude, energy, dedication, and the ability to establish a connection,” he says.
In his classroom, there are no strict walls between teacher and student. Respect, comfort, and safety prevail here. “When a student feels good, he asks questions more boldly, is interested, wants to improve. And for the teacher, this provides an opportunity not only to pass on knowledge but also to help a young person grow,” Jonas says.
According to him, connection starts with simple things: sincere communication, respect, attention to each one. “It’s important not only to teach but also to listen. The student must feel seen and valued.”
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The biggest challenge – trust
Not all students open up immediately. Not all trust adults. Jonas understands this and does not rush. Patience is his daily tool.
“There was a student who avoided practical work because he was afraid to make mistakes. I gave him more individual attention, allowed him to work at his own pace. When he saw that he succeeded, trust appeared and then his motivation grew every day,” the teacher recalls.
This story reminded him of a simple truth: a student begins to learn only when he believes in himself and sees the meaning in pursuing knowledge and realizing himself.
The problem is not motivation, but meaning
Jonas is convinced that modern youth are not lazy or unmotivated. They just want to understand why they are learning.
“A modern student wants to see meaning, wants to engage, wants to be heard,” he says.
Theory alone is not enough. “Theoretical knowledge is important, but it gains meaning only when the student can apply it practically. That’s why I try to give real tasks, provide challenges that they have to overcome themselves.”
Practice, according to him, not only teaches but also gives meaning. It helps the student see that what he does has value.
“True learning begins when there is an inner desire to understand,” says Jonas. When a student sees meaning and feels connection, motivation arises naturally.
