An interview with Daniel Guim, an English teacher who specialises in the TOEFL exam
Abigail Fulbrook: Welcome back to the Elevate blog. I’m here with Daniel today. Welcome, Daniel.
Daniel Guim: Thank you for having me.
Abigail Fulbrook: Where are you in the world at the moment?
Daniel Guim: I am based in Santiago, Chile in South America.
Abigail Fulbrook: Nice. I see. And you’re an English teacher.
Daniel Guim: Yes.
Abigail Fulbrook: What what kind of English teacher are you? What kind of people do you teach?
Daniel Guim: So now I’m focusing mostly on teaching TOEFL, being a TOEFL trainer and preparing people for that international exam. I do also teach in some other areas but I’m pretty much focusing on TOEFL now.
Abigail Fulbrook: I see. Okay. What made you decide to focus on TOEFL?
Daniel Guim: So what happened was I so I moved to Chile back in 2010 just in time for that big earthquake. So that was a nice warm welcome and so I started in as a teaching assistant in a school and then I transitioned to working for institutes so helping business people with English things like that. And then I started picking up some private classes and I I think it was 2012 when I had my first TOEFL student and um, I saw this exam and I was I remember I was working with this guy that was very hardworking, very knowledgeable about law, but he needed to pass this test in order to be able to study in other countries and really to advance in his career. And one thing I noticed is that you know we find people that are really brilliant that that they can do really really valuable work but their English is holding them back. Um so people like you and I maybe we don’t experience that as much because you know English is such a dominant language in many areas of work. So I realized that people need help preparing for this test, you know, so that they can take the next step in their career, masters, PhD program, um, you know, things along those lines. Typically yeah, I think that there are some people that get very very anxious.
Abigail Fulbrook: Yeah, I see. And do you find that some people they have good English, great English, but their exam technique or they just sort of fall apart when it comes to exams?
Daniel Guim: And, I think that if you have that type of reaction, that’s a valid reaction to have. but what things can we do to help you cope with when you’re feeling anxious? I think that’s one issue that comes up. Another one is like you said the testing techniques. So, there are strategies that we use when we’re reading a text, skimming, scanning, things like that. And, you know, they’re good strategies. However, they’re not necessarily the strategies you would use when you’re reading a text for TOEFL because you’ve got a time limit and you have specific questions you have to answer. So you just need to do things in a very specific way in order to get the score that you need.
Abigail Fulbrook: I see. Okay, and I’ve heard, so we’re speaking now in October 2025. I’ve heard the exam is going to change in January 2026. Is that right?
Daniel Guim: Yes.
Abigail Fulbrook: And nobody knows exactly what’s happening.
Daniel Guim: Well, well, we do know what the new questions are. We do know what the new format is. It’s going to be shorter. It’s going to be different question types, and there’s going to be less academic English on it compared to what you have to do now. Um, so it’s an interesting change and I’ve heard people say, some people think it’s not a really good change. They think the test is kind of being dumbed down. Other people feel like, well, you know, it’s still testing them with practical skills and things like that. It’s more spontaneous with speaking and things like that. So, you know, we’re not really sure what what’s going to happen. There isn’t really there aren’t really too many practice materials out yet. So, we’re looking at, you know, at least I’m looking at what things are out now. And in the next few months, I’m going to be planning and seeing, you know, what the new test is going to be, but also helping as many people as I can take the test in the format that I know and that, you know, that I have my expertise in to help them get the score, you know, which is then valid for two years.
Abigail Fulbrook: Right. Yeah, that’s important. Okay. So, yeah, change is coming, but we can prepare in the best way we can. Yeah. Okay. Daniel, tell me about some of the memorable moments or the memorable students that you’ve had from your time teaching.
Daniel Guim: That’s a good question. Uh, let’s see. Well, if I think of just my time in Chile, there’s one student I think of particularly. I remember I had to go to Banco de Chile and I was teaching three students at the elementary level. Typically in Chile, even if students are at the elementary level, they can at least say a few things. And I remember I went in and I introduced myself and I said, “Okay, I’d like you to say something in English.” And then one guy says, “Hi, I’m Leo. I’m from Chile.” Excellent. And then the next one, hello, I’m Juan. I speak Spanish”. Excellent. And then we got to the to the other student, a woman, and I had the class list, so I knew what her name was, but she just would not speak. And I said to her, “Okay, you know, um, okay, I’m going to ask you some questions, and I want you to tell me yes or no.” And then I said, “Is your name Jacqueline?” her response, nodding her head up and down, she couldn’t even say the word yes.
Abigail Fulbrook: Oh yeah. Oh no!
Daniel Guim: And I thought, okay, you know, she’s probably had some not so wonderful experiences with English. So I was very I was very sensitive to the group particularly with her, and it took her some time, but then she started talking in class and participating um and they were such a great group to work with. I think I worked with them for probably about five or 6 months with the course through the institute and then I ran into her a few years later walking in downtown and I chatted with her a little bit and she told me she never liked English. She still doesn’t like English, but she had good memories from class with me and that even though she doesn’t like it, she can use English for her job when she needs it.
Abigail Fulbrook: Oh, great.
Daniel Guim: And then, at one point we found like I found her on Facebook. I think like her sister, someone was selling something and I saw her commenting and I’m like, “Oh, wait. Is that you?” She said, “Yeah, that’s me.” So, now we’re connected on Facebook. She’s married. She has a son. And I mean, it’s just so fulfilling seeing, you know, how you help people. And then, you know, just seeing what’s happening in their lives. So I think that’s something that I really enjoy in my current context, working with adults, seeing what’s happening with their career, you know, and as their life goes on, you know.
Abigail Fulbrook: Yeah, exactly. I saw someone commenting, I think on Threads or something, saying, “Uh, I wish I could keep in touch with my English teachers, but I guess they don’t really think about us after the lesson’s finished.” are you kidding?!
Daniel Guim: Oh my gosh.
Abigail Fulbrook: We love to hear from our students. We really want to stay in touch with them as much as they want to stay in touch with us.
Daniel Guim: Yeah, I Yeah, I think that’s true. You know, for many of us, maybe there are some people, that maybe um aren’t as worried about that, but yeah, I mean, you get to know these people. You build relationships with them.
Abigail Fulbrook: Yeah, for sure. Yeah, it’s and it’s great to see how especially maybe, when you’ve taught kids and they grow up and yeah, they they’ve changed a lot, but also yeah, how adults are going as well. It’s always really interesting to hear.
Daniel Guim: Yeah. And I mean that makes me think back because, I did get my teaching credentials in the states and so my first year I actually taught kindergarten um and I mean it’s just such a special age, you know, and being a kid’s first teacher, a lot of the kids didn’t go to preschool. Um, and I mean just having just seeing them learn and seeing them grow up and things. I did go back to the elementary school and I think when they were in I visited them when they were in fourth grade then. Um, and one of my colleagues that I worked with at the school, she was still there. So, I was able to get in contact with her and, you know, see the kids and everything.
Abigail Fulbrook: Yeah. Some of them change quite dramatically and some of them like you’re exactly the same as when you were four and five years old. Yeah. Okay. So tell me about teaching adults these days. What keeps you doing this job doing TOEFL doing TOEFL doing teaching adults English?
Daniel Guim: Well, I mean, I think that that there are just so many people. I think as I said before that you know they just need a better level of English or they need TOEFL for their jobs, you know to advance with their studies things like that there’s a need out there. Unfortunately I feel like schooling in Chile is very traditional copying from the board the teacher calling on one student to answer not really doing any type of pair work group work, not really much critical thinking. There’s a they really like I don’t know why, but there are some teachers here that really like using the red pen and they really like crossing out things that are wrong and really I don’t know some people they just really seem to take pride in that. And it just breaks my heart to think of, you know, what that does to students and their self-esteem.
Abigail Fulbrook: Yep. Yeah. I see that kind of thing in Japan actually because if the student hasn’t answered exactly what the answer says in the book that it’s wrong and the teacher will not accept any alternative. You know, we can say things hundred different ways and why not this way, but it’s not in the book, so it’s wrong.
Daniel Guim: Before I made the transition to working exclusively with adults, I was working with a girl. I think she was maybe in like sixth or seventh grade and she had some type of exercise where it was like matching like it was kind of like matching collocations or matching words, you know, to make a collocation and there was something like book a flight, take a flight, but then like one was like book a hotel room and take a flight. Um, but if you think about it, you know, like you could book a flight, you could take a flight. And so she she said the incorrect one and the teacher wouldn’t give her credit, you know, and it’s, you know, it’s a shame I think, you know, when we see people that are very very rigid in their thinking.
Abigail Fulbrook: Mhm. Yeah. And it causes people not to want to speak at all. Like, you’re a student. Because nothing nothing’s right, so why bother? So, yeah, that’s our job to build up their confidence as much as teach them English.
Daniel Guim: Yeah. I think the whole, you know, um the whole movement with socioeotional learning, um I mean, I think that’s so important. And I mean, you know, just the effect of filtering, you know, how people feel when they’re in a space. Um, and it’s one thing that I’ve learned to kind of like pay attention to the energy in a room, pay attention to how I feel around particular people, and really being mindful about where I’m spending my time, where I’m spending my energy. And when I work with someone, I want that energy to be positive. I want it to be supportive, and I really want people to feel the best that they can when they’re working with me.
Abigail Fulbrook: That’s great. Yeah, I’m so happy to hear that. And that’s one of the reasons that I do these interviews is so people can get to know you a bit better, see what you’re like, you know, talking and interacting. So, Daniel, thank you very much for speaking to me today.
Daniel Guim: Thank you so much for having me.
Get in touch with Daniel via his website here
