Martijn van Mourik: from programmer to teacher

Martijn spent the years after his studies in Business Informatics, mainly programming and developing websites. He did this as an employee, but also for the company he still runs with his brother. The work wasn't a problem, but staring at screens for days on end became too much for Martijn more than twenty years after graduating. It was time for a job in which he could also contribute in a social way. 

β€˜I was in need of more people around me and had been running with the idea of going into teaching for some time. When my contract was not renewed due to corona, I decided to approach schools. I was welcomed with open arms by an intermediate vocational school in Haarlem: I was allowed to start immediately and also take a course. I really enjoyed teaching, but the mbo was too practical for me. I discovered that I preferred being educated and, believe it or not, then Regius College in Schagen, one of the schools I had written to in my orientation phase, called. I could immediately start working in the upper grades of havo and vwo as a lateral entry professional. Yes, it is definitely a challenge, but it is just like driving a car: during the first lessons you are mainly busy keeping the car on the road, but after that you are able to assess situations better.’

β€˜In February, I will be halfway through my two-year course at the university that will make me a first-degree teacher. The fact that this training is largely subsidised by the government is, of course, fantastic. Thanks to the legal exemption, I can teach until February 2024, after which, if all goes well, I will be a qualified teacher. I find the diversity within the profession very attractive. You teach, you are involved in working methods, you put together tests, in short, I am constantly doing different things. The great thing about working with children is the surprise of their open-mindedness. Adults see bears on the road faster, children are still open-minded. Of course, there are also drawbacks to this work. For instance, it can be difficult to motivate pupils. That is why I do my best to build a bond with them and find a good balance between being strict and flexible.’