Helena Rýparová was born and raised in Prague. She came to London in 1994 initially for a year to improve her English, but ended up staying permanently. She raised her children here, keeping them Czech-speaking, while maintaining a strong connection to the Czech language and culture herself. For eight years, she has worked as a teacher at the American School in London (ASL), focusing on preschool and early primary education and supporting children’s development with respect for their individuality and environment. Today, London is her home, though she regularly visits the Czech Republic to see family and friends.
Personal Journey
How did you end up in London, and what brought you here?
I originally came to London for a year in 1994 to improve my English. My grades had slightly spoiled my high school diploma, and the competition for Prague universities I applied to after graduating was tough. By the way, my high school started on Lenin Street, and by the end of my first year, it was called European High School.
What were your first impressions of London compared to life in the Czech Republic?
I was excited by the incredible diversity of London’s people. I probably expected hats and umbrellas, but instead I met people from all over the world. Everyone somehow belonged here, and I still love this global village aspect of London the most.
Had you thought about teaching abroad before, or was it more by chance?
Staying here was really by chance – I met a boyfriend, and back in Prague I lost my best friend. According to my nineteen-year-old logic, there was no point in going back.
Profession and the American School (ASL)
What led you to teaching, and how did you end up at the American School in London?
I’ve now been at the American School in London (ASL) for eight years. I was drawn here after becoming disillusioned with the direction British schools were taking. I focus on preschool and early primary education, and my teaching philosophy is based on respect for the child and their readiness to learn and develop. I take a holistic approach to children, respecting their neurodiversity and environment (language, culture, family type).
How do you think working at an American school in London differs from teaching in the Czech Republic?
ASL is a private school, so it has resources for equipment, teacher training, conferences, and more. My colleagues often come from international schools around the world, bringing rich experience, progressive methods, and enthusiasm for teaching.
What are the biggest challenges of working in an international environment?
I think one challenge can be working with the families of my students and their expectations of the educational system, often based on long-past memories of school.
What do you find most enjoyable and fulfilling about your work?
I love watching children grow and develop a passion for learning – children lucky enough to attend a school that, ideally, every child deserves.
Students and Community
How would you describe your students – where do they come from, and how do they interact? How are they different from Czech students?
ASL students range from 4 to 18 years old. Most hold more than one passport, about half are American. Every year the stats change – students come and go, bringing different languages and nationalities. A few stay for the full fourteen years, from kindergarten to graduation. Even my youngest students have already seen a bit of the world, and many grow up in households where their parents are working professionals. They tend to be more confident and have higher expectations of their surroundings.
Czech Language and Cultural Identity
How do you maintain your Czech language and culture in London?
I maintain Czech daily by speaking with my Czech-speaking children, reading Czech books, and following online Czech news.
Do you have a Czech community around you, or do you mainly operate in the school’s international environment?
I used to be part of the London Czech School without Borders every Saturday. Now, even my youngest child has grown out of it, and I see my Czech-speaking friends only occasionally at cultural events. I travel to Prague several times a year to visit family and a few old friends, but London is definitely home.
What do you miss most about the Czech Republic?
I miss good Czech bread – unlike beer, you can’t really buy it here.
Does your Czech identity influence how you teach or communicate with students?
I think my Czech identity shows in a more direct way of communicating and in my knowledge of nature. Recognizing mushrooms or plants isn’t so common in other countries.
Reflection and the Future
What advice would you give Czech teachers considering working abroad?
I would tell them to go out into the world with an open mind. I consider myself Czech and am aware of how little the world knows about us. Often, I am the only representative through whom people form an idea of the Czech Republic. And that’s okay – we are a small nation, and in my opinion, it’s more important to find what we have in common with others than to define ourselves too much by language or nationality. When someone asks where I’m from, I say Prague. They usually respond, “I’ve been there, beautiful place,” or “I’ve always wanted to visit.” That’s nice to hear. Otherwise, apart from explaining the origin of the word “robot,” I don’t push my identity on people – it would feel a bit provincial.
Where do you see yourself in a few years – back in the Czech Republic or abroad?
I’m not sure if I’ll return to the Czech Republic in my later years. I would enjoy the peaceful Czech countryside, but we’ll see where my grandchildren end up living.
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