The Star, tuesday 5 july 2016

special

Myriad talents,
versatile teaching

THE STAR, TUESDAY 5 JULY 2016

2 bright kids

By THERESA BELLE
SOME of the greatest early
educators in the Roman Empire
were Ancient Greek travelling
pedagogues who were entrusted to
take young men under their
tutelage.
They taught science, language,
geometry, astronomy and
meteorology although many
citizens of the time failed to see the
merits of intellectual growth
because far greater importance
was placed on physical fitness.
Today, numerous educational
reformations later, those merits
are virtually undeniable in every
nation. Although teachers no
longer need to physically travel to
spread knowledge, they go through
a unique journey in growing the
hearts and minds of children.
Beyond updating in-depth
knowledge in their areas of
teaching, teachers in private and
international schools today adopt
teaching styles and methods that
complement the ethos of diversity
and autonomy in 21st century
learning.
As a profession, teaching is
associated with immense passion
and dedication. Educating young
minds is guided by the desire to
impart knowledge, create meaning
in the lives of children, and
contribute to society in a manner
that is vital to the success of future
generations.
Its not just about teaching
mathematics or English teachers
jobs require a much wider range of
skills, says Eileen Quigley,
elementary school principal of the
soon-to-be-opened St Josephs
Institution International School
Malaysia (SJIIM).
These skills include the ability to
be an effective moderator in the
classroom while getting students to
participate in active learning.

Motivation breeds
interest
It is not uncommon for children
to fail to see how their learning
relates to everyday living, which
may lead to them questioning the
relevance of academic content to
future careers and survival in the
real world.
Making learning applicable is
very much about implementing
classroom strategies in a
differentiated manner to create
meaningful learning opportunities
for every student.
Once this understanding is
created, students are intrinsically
motivated in their studies and
more invested in learning.
Ray Martin, head of performing
arts at elc International School,
shares that one of his greatest
challenges comes in the form of the
unmotivated learner. So how do
educators overcome this?
Teachers need to be aware of
what the child is interested in, and
how to engage them in their own
learning. You cant be all chalk and
talk let the child experience and
discover for themselves, and be
creative enough to provide
different opportunities that
stimulate interest in a more
individual, specific and effective
manner, he says.
This requires detailed planning,
preparation and appropriate
resources. Martin elaborates,

Teachers who go the extra mile to inspire learning can become a friend, cheerleader and trusted leader.

The noble profession

There are times when you must
improvise or get creative during
lessons, but this can only be done
when you have all the necessary
tools at the students disposal and
perhaps when the lesson isnt
going so well which is a reality
for every teacher at some point.
Sometimes, however, these are
the best moments when you find
a new way for students to learn or
understand a topic, skill or
knowledge because the old way
just wasnt working on that
particular day.
Lakshmi Venkat, head of science
at elc International Schools
Cyberjaya, explains how this
process creates an altogether more
rewarding experience for
educators: Teachers are eternal
students learning from our
students keeps us ever young and
inspired. The light in your students
eyes when they finally understand
a concept or have a moment of
discovery is priceless motivation.

Teachers need to let

the child experience
and discover for
themselves, and be
creative enough to
provide different
opportunities that
stimulate interest in
a more individual,
specific and effective
manner.
Ray Martin

Indeed, mutual motivation is the

cornerstone of effective learning
and keeping students continuously
driven requires a motivated
teacher.
In the same manner that a good

teacher can instil a love for

learning, an uninspired one could
find it hard to get students excited
about school at all.
This phenomenon is
demonstrated by the findings of a
recent study by the University of
British Columbia, published in the
Social Science & Medicine journal
last month.
By comparing the levels of the
stress hormone cortisol among
more than 400 students against the
burnout level of 17 teachers
measured using a modified
Maslach Burnout Inventory,
researchers found that students
were more stressed when their
teachers reported higher
burnout levels.
This could also begin to explain
why caring and open teachers
reach out to students better than
those with a strict authoritarian
disposition.
For children to be excited about
learning, they must be interested
in what the teacher has to say, and
this comes from establishing a
trusting, honest relationship with
them.

Touching hearts,
changing lives

One of the skills 21st century teachers should possess is the ability to engage
students in active learning.

Ask any teacher about their

decision to dedicate their life
to education, and they would
probably recall a defining moment
they experienced in their own
learning or a teacher of their
own who inspired them in a
life-changing way.
High school principal of SJIIM
Stuart Glascott believes that his
purpose as a teacher is setting
students up to be lifelong learners,
discover themselves and contribute

to society touching their hearts in

even the smallest ways.
Sometimes, all it takes is a
conversation, but sometimes it
takes hours and hours of working
with somebody to make them feel
that they can do something they
felt they couldnt. I want to make a
difference with students beyond
school and create positive
experiences that they will
remember, he says.
Although personalised methods
do not necessarily translate to
individual attention, many
teachers are naturally inclined to
go the extra mile in guiding
students, especially those who
are visibly struggling.
The pressures of growing up
can be hard for children and
adolescents to cope with alone,
and no one knows this better than
teachers who spend their days with
a class full of different behaviours,
opinions and moods.
As a teacher, I try to help my
students in all areas of life,
whether it concerns their family,
friends or ambition. I need them to
understand I am here to help them
so that they can concentrate on
being a better student and fulfil
their dreams, says Catherine
Dcruz, an English tutor with 20
years experience teaching students
from public, private and
international schools.
In doing so, a teacher becomes
more than an educator he or she
becomes a friend, cheerleader and
more importantly, a trusted leader.
If learning is the pursuit of truth
and knowledge, future generations
are privileged to have these
guardians to ease the journey.

> SEE ALSO PAGE 11

THE STAR, TUESDAY 5 JULY 2016

THE STAR, TUESDAY 5 JULY 2016

4 bright kids

THE human race is a living, breathing power

with a distinct ability to create great works
and leave a lasting legacy.
One area in which humanity is still
evolving and creating is their capacity for
interaction and production of great works in
the arts, specifically music, dance and
drama, which are commonly referred to as
performing or expressive arts.
When we speak of culture or national
identity, it is often interpreted as visible
elements such as food, clothes, customs,
language, architecture, sports, fine art
(such as paintings or sculptures) and the
performing arts.
Unfortunately, there are schools and
educational systems where music, dance
and drama have not always held an
important place in the minds of educators
who wish to develop well-rounded students
and future citizens.
Classical and western-style music,
ballet and theatre can be seen as elitist or
antiquated art forms that require dedication
and commitment, which do not always gel
with modern life or parents desires to see
their students succeed academically.
Fortunately, the arts are gaining support
in educational circles and this is especially

Power of the arts

Kevin Kim (left), a Year 10 student at elc International School, plays the saxophone. Exposure to
the arts greatly improves the mental development of children.

true for international schools in Malaysia

and across Asia, where parents are
increasingly looking for opportunities that
the arts can provide their children.

Recitals, performances, shows,

examinations and competitions are the
norm for students learning within these
environments.
This is mainly due to the understanding of
how these benefit children in terms of
improving their focus and concentration,
creativity, determination and independence
as well as physical and mental development
in terms of memory and coordination.
There is now a greater understanding that
having teachers who are passionate about
the arts makes learning a joy for students
and places them in a supportive
environment where failure is a learning tool
and achievement is a springboard to new
understanding and greater heights.
One example of learning through the arts
can be witnessed at elc International School
as students prepare for the staging of this
years original musical production
de-RAILED! This is a Broadway-style

musical, complete with music, singing,

dancing and acting.
The story and characters are original, yet
the band will rock out to great songs from
renowned artistes such as The Beatles, The
Rolling Stones, The Who, Ozzy Osbourne,
Queen, David Bowie, Emeli Sande and One
Direction.
This jukebox-style musical is a great
platform for students to learn about music
and songs that they may not know and learn
how to put on a show, starting from
auditions to rehearsals, staging and
performance.
This production is a celebration of our
students and their abilities; it features a
combined effort of teachers and students
from both campuses of the school
community and is a fundraising effort
for breast cancer charitable bodies and
non-governmental organisations.
Working together since September,
students have gained much in terms of
self-confidence, performance skills,
technical abilities and stagecraft.
In the process, they have collaborated with
students outside their year and age group
and their campus.
They have supported each other in the
creation of new characters and situations
and have developed trust and camaraderie
as fellow musicians and performers.
It has been a wonderful experience for all
and highlights the power of the performing
arts in the holistic development of students.
By Ray Martin
Ray Martin is the head of Performing Arts
at elc International School.

n For more information, visit

www.elc.edu.my/v2/.

Make an
electromagnet
YOU can carry out this experiment at home
or in school. Ask permission and help from
your parents or teacher.
What you need:
A large iron nail (about 8cm)
About 1m of thin coated copper wire
A new D size battery
Some paper clips and other small
magnetic and metal objects
What to do:
1. Wrap the wire around the nail leaving
about 20cm loose at each end. Cut the wire if
it is too long at the ends. Try not to overlap
the wire.
2. Remove about 2cm of plastic coating
from both ends of the wire. Ask your teacher
or parent to help you do this if you face
difficulties.
3. Attach each end of the wire to each end
of the battery. You can tape the wire to the
battery but be careful as the wire can get
very hot.
4. Put the point of the nail near the
paperclips the nail should attract them
and pick them up.
5. Try picking up other metal and
magnetic objects with the nail.
6. The electromagnet uses up the battery
quickly and the battery will get warm so
once you are done with the experiment,
disconnect the wires.

How it works:
Magnets such as this one are called
electromagnets as they run on electricity and
are only magnetic when the electricity is
flowing. They can be turned on and off,
unlike permanent magnets.
The electricity flowing through the wire
rearranges the molecules in the nail so they
are attracted to certain metals.
Ask yourself:
1. Does the number of times you wrap the
wire around the nail affect the strength of
the magnet?
2. Does the thickness or length of the nail
affect the strength of the magnet?
3. Does the thickness of the wire affect the
strength of the magnet?

Try making an
electromagnet at
home or in school.

THE STAR, TUESDAY 5 JULY 2016

bright kids 5

Fun, full growth

Q-DEES has grown into one of the foremost
establishments in early childhood education
in Malaysia since its inception more than 25
years ago.
The language programmes are geared to
enable children to master English, Bahasa
Malaysia and Mandarin. Taught thematically
and phonetically, the lessons encourage
children to expand their vocabulary while
fostering correct contextual usage.
Encompassing the essential skills of
reading, writing, listening and speaking, the
Q-dees approach nurtures mastery of subject
matter beyond students age so that they can
confidently express themselves.
At Q-dees, seemingly complex
mathematics concepts are made simple
and fun for children to understand using
Hands-on Mind-on Mathsboard.
The science programme is designed to
make science simple and stimulating to
learn. The lessons encourage hands-on
participation in fun experiments to ignite
childrens curiosity for the world.
Q-dees art and craft programme develops
childrens creativity and imagination in
tandem with the daily theme.
Through the Gymflex programme, they
learn about teamwork, improve body
coordination and develop fine and gross
motor skills through fun exercises, physical
activities and team games.
The Q-dees Love to Life programme
infuses Q-dees programmes with good
values that teach children to love and care
for others and be responsible individuals.

Fun, holistic Q-dees programmes empower

children with a strong foundation.

Q-dees Scholars offers primary

enrichment programmes in IQ Math and
International English. Centred on the awardwinning Q-dees Link & Think Methodology,
learning is made fun through the integration
of logical and creative concepts.
The IQ Math programme combines the
childs logical and creative thinking skills.
The Q-dees Scholars International English
programme is aimed at instilling children
with the confidence to independently listen,
read, write, and converse in English.
The Q-dees Scholars programmes usage of
interactive multimedia through the Q-dees
Hub (computers with Q-dees unique
software) stimulates your childs interest in
learning concepts through graphics and
songs and helps in increasing your childs
grasp of technological advancements.

n For more information, call 1700 815 077

or visit www.q-dees.com.

Develop the brain

THE Institutes for the Achievement of
Human Potential, founded by Glenn Doman,
are a group of non-profit institutes that have
been serving children with brain and
developmental disorders and teaching
parents from around the world since 1955.
Those admitted to the programme range
from newborn babies to young adults.
Children are never refused admission to the
programme because of the severity of their
diagnoses and include those with cerebral
palsy, epilepsy, autism, attention deficit
disorder, developmental delay and learning
problems.
The Institutes for the Achievement of
Human Potential aim to raise the abilities
of these children in three areas:
1. Physical growth ending in physical
normality
2. Intellectual growth ending in
intellectual normality
3. Social growth ending in social
normality
Glenn Doman and the staff at the
Institutes for the Achievement of Human
Potential also extend their help to parents of
normal children to stimulate their childrens
brain and reach their full potential.
His research has shown that a childs brain
grows approximately twice in size from
birth to age two and almost full capacity
by the time the child turns six through
stimulation and use; a childs mind is
shaped by the input it receives from birth.
Parents should experience the joy of
sharing knowledge and teaching their

Glenn Doman programmes are designed to

make learning enjoyable.

children to read or do mathematics.

The GymnAdemics Early Human
Development Program that began in
Singapore in 2012 provides the ideal
environment for optimal brain growth.
GymnAdemics opened in Malaysia this year.
The new centre is fully equipped to
develop children through both intellect
stimulations and physical activities.
Glen Doman believes that children must
enjoy learning. Its programmes are designed
to engage children in learning how to learn.
To learn more, register for the seminar on
Aug 14 titled How to maximise your childs
learning ability choosing and using the best
activities and learning aids at the Glenn
Doman Intellectual Program Sdn Bhd office
in Jaya One.

n For more information, call 03-7932 5677 or

visit www.glenndoman.com.my.

THE STAR, TUESDAY 5 JULY 2016

6 bright kids

Parents role
in learning
process
Parent-teacher interviews (review of the report card and student performance) provide an opportunity for parents to
discuss their childs learning progress with teachers.

AT Sunway International School

(SIS), it is an honour to have
an interested, involved and
vibrant parent community that
continuously supports and
contributes to the school
culture.
Parents play a big role
in their childs learning
and growth in school. SIS
believes with parents active
engagement, students growth
will be at its best, be it
academically or socially.
The collaboration between
students, parents and school is
the backbone of SIS. Called the
three-legged stool approach, it
was developed and enhanced
over years and parents have
many opportunities to actively
partner with the school.
As one of the initiatives to
provide a platform for open
communication, a complete list
of the staffs e-mail addresses is
shared with parents.
Besides that, various events
are held each semester to
provide continuous
opportunities for parents to
meet with SIS teachers and
the school leadership team to
discuss and contribute to the
school and students learning.
A monthly message
by the principal serves as
communication on the schools
development and happenings.
In addition, a newsletter is
published every quarter and is
available for download on the
schools website.

Students growth
Meet-The-Teachers Night, a
dedicated session to introduce
parents to the educators
teaching their students, is held
at the beginning of each
semester. Parents are able to
gain insight into lesson plans,
activities and important
happenings planned for the
semester.
Students at-risk report and
parent-teacher interviews are
platforms for parents to discuss
their childrens learning
progress with teachers and
develop an action plan for
further improvement.
Additionally, parents have
access to the schools digital
learning management system
used by students and teachers
as a learning tool.
It is a powerful instrument
for parents to monitor students
academic progress as teachers
offer feedback on their
assessment, update daily
assignments and reports and
share learning resources with
students and parents in real
time.

SIS-Parent Council
Officially launched in March
this year, the main objective of
SIS-Parent Council (SIS-PC) is to
serve as a constructive voice for
education in the school and
foster positive relationships
among families, staff and the SIS
community. The gatherings may
be in formal and informal
settings.
The first informal event held
by the SIS-PC was the Teachers
Day celebration, which was
organised by parents and
students to appreciate the
teachers.
It featured parents and
students performances and
there were light refreshments
prepared by SIS parents.
Monthly SIS-PC meetings are
attended by parents, students
and school representatives to
discuss matters as a community.
SIS-PC chairman Peter Murray
says, As parents, I believe we
can add value to the nurturing of
our childrens minds and the
development of their character
by being present and providing
support during sporting and
competing events, school events
and performances.

Parents trust
SIS parents involvement and
trust in the school have been
verified again in May this year.
The school was voted the most
trusted brand in the private/
international school category for
two years running by parents
from all over Malaysia.
Being the winner of Readers
Digest Trusted Brand Award
(Gold) is testament to SIS
excellence.
The reasons for SIS excellence
are clear: dedicated and highly
qualified Canadian teachers, a
world-renowned curriculum,
an innovative approach to
ongoing assessment and learning,
exciting co-curricular
programmes, outstanding
facilities, confident parents and
successful students.
SIS parents understand that
their support at home and in
school plays a vital role in their
childrens academic and social
development.
The school supplements
parental engagement through
a variety of planned social and
educational activities to produce
significant benefits to students,
parents and the school.
SIS July intake is now open for
registration.

n For more information, visit

www.sis.sunway.edu.my or call
03-7491 8070.

THE STAR, TUESDAY 5 JULY 2016

THIRTY years of hard work,

sleepless nights and tireless efforts
have finally paid off for group
executive director of Smart Reader
Worldwide, Datin Seri Datuk Dr K.
H. Wang.
In Monte Carlo, Monaco,
recently, Dr Wang was bestowed
the Global Lifetime Award for
pioneering the work of early
childhood education franchised
programmes.
Dr Wang was honoured at an
award presentation ceremony by
the World Confederation of
Businesses (Worldcob), a wellknown international business
organisation with headquarters in
Houston, Texas.
I am deeply honoured to win
the award. One is usually awarded
a lifetime award at the final
chapter of ones career. However,
for me, I hope that this is a step
towards a new chapter of a book
filled with new adventures,
experiences and accomplishments.
I am sure it is going to be more
delightful, rewarding and
fulfilling, said Dr Wang during the
award acceptance.
The Global Lifetime Award is
indeed a distinct recognition for
her diligence and uncompromising
standards of quality and
excellence. Other awards conferred
to Dr Wang in recent years include
the Visionary Educator Award
during the BIZZ 2015 in Las Vegas,
the United States, Global
Educationist Extraordinaire Award

bright kids 7

Entrepreneur extraordinaire

Smart Reader Worldwides chief executive officer Datuk Seri Dr Richard Ong
(third from left) and group executive director Datin Seri Datuk Dr K. H. Wang
(second from left) received the Global Lifetime Award and the Pinnacle
Award in Monte Carlo, Monaco, in May.

during the BIZZ 2014 in Venice,

Italy, and the World Leader in
Education Award during the BIZZ
2012 in Barcelona, Spain.
During the Asia-Pacific
Enterprise Leadership Awards

2013 in Singapore, Dr Wang was

bestowed the Built-To-Last Award
by the Asia-Pacific Enterprise
Cooperation (Apec).
In 2011, she was named
Masterclass Woman Entrepreneur

of the Year at the Global

Leadership Awards in Kuala
Lumpur.
At the Stevie Awards for Women
in Business 2010 in New York, USA,
she was conferred the title Best
Asian Entrepreneur while in 2009,
she was named National Woman
Entrepreneur in Kuala Lumpur.
In addition, Dr Wang was
recognised by The Malaysia Book
of Records as the woman
entrepreneur who has garnered
the most number of awards.
With 31 local and international
awards to her name, she is still the
only woman entrepreneur in
Malaysia to hold this unbeaten
record.
Dr Wang believes that children
are a nations greatest assets. With
the right educational foundation in
their formative years, children can
be nurtured to become pillars of
the nation and world-class citizens.
Quality early childhood
education has lifelong implications
as it provides a solid foundation for
learning in children. Hence, we
engage a teaching approach that
evolves with a dynamic and
challenging world. We also
put in extraordinary effort into
expanding young childrens minds
to bring out their best potential,
she said.

The effectiveness of the

curriculum, coupled with the
Smart Reader Creative Teaching
Methodology, has made Smart
Reader Kids the No.1 choice among
parents.
Under Dr Wangs leadership,
Smart Reader Worldwide was
presented the Pinnacle Award by
Worldcob at the same event in
Monaco.
Currently, the organisation lists
more than 300 successful
franchised centres in Malaysia and
more than 150 on foreign shores.
While the organisation looks into
fortifying centres nationwide, the
focus is on overseas expansion in
achieving the vision of nurturing
tomorrows world leaders.
The educational programmes
offered by Smart Reader
Worldwide are Smart Reader Kids,
Smart Reader Kids Islamic, Smart
Reader Kids Mandarin Medium,
Smart Reader Kids Intensive
English Programme and Smart
Reader Kids++ franchised
programmes.

n For more information, visit

Smart Reader Worldwides
programmes or events, call
03-6279 5555 or SMARTLine
at 1300 885 555 or visit
www.smartreader.edu.my.

THE STAR, TUESDAY 5 JULY 2016

8 bright kids

Educator, mentor
and friend
TEACHERS play an important role
in developing a childs mind
imparting knowledge, encouraging
creativity and setting the

foundations for important life skills

and practices.
Here are some key traits of good
teachers that often go unnoticed:

Eyes and ears at school

Children can have contrasting
behaviours at home and at school. For
this reason, teachers communicate
frequently with parents so that they
may better understand the child and
formulate more effective learning
modules that will benefit the child.

Passion is paramount
Teachers bring it upon themselves to mould
outstanding individuals and push students to
reach their maximum potential.
The additional time, energy and tears spent
on students well-being both in and out of the
classroom, grading work and planning for
classes are what separate great teachers from
the good ones.

Connect with children

Be it through classroom
activities or talking about current
events and pop culture, the best
way teachers bring the most out
of children is by connecting with
them and being a person they can
relate to.

Administrator of fun
Great teachers practise their craft
not for the money or because they
have to, but because they genuinely
enjoy being around children and
seeing their students develop into
exceptional individuals through the
imparting of knowledge.

Master of the craft

Great teachers will constantly aim to
improve themselves, be it by finding
additional sources of knowledge,
learning innovative teaching methods,
speaking to experts of the field, or
developing methods to bridge the gap
between theory and practice.

High expectations in education

Different students will undoubtedly excel at
various degrees in their studies but teachers
always strive to help students achieve the best
academic results and never give up on
underachievers.

Think like a child, behave

like an adult
While it is important to always
maintain control of the class and set a
good example to students, teachers
always find ways to make learning fun
and entertaining to capture the interest of
students.

THE STAR, TUESDAY 5 JULY 2016

bright kids 9

Holistic learning

The NH Nutri Grains drink provides children with the nutrients of purple sweet potato, which
help boost the immune system.

Kick-start
your day
HAVING breakfast kick-starts the
metabolism and provides energy for
excelling either at school or work.
Skipping breakfast means you are
depriving the body and brain from muchneeded fuel. This explains why children
who do not eat breakfast cannot focus well
in school and have a tendency to feel
irritable.
If they lack the energy that they need,
children tend to snack on junk food and this
may lead to obesity.
The type of breakfast matters too since it
influences metabolism if something with
high carbohydrate or fat content such as
nasi lemak is your childs breakfast, there is
a high chance that your child will feel
sluggish for the rest of the day.
So how do you ensure that you and your
children get a healthy breakfast regardless
of the morning rush or lack of appetite?
The answer lies in making the healthy
breakfast simple to prepare and delicious to
consume.

Wholesome and satisfying

The NH Nutri Grains drink ticks all the
boxes of a healthy breakfast, making for a
wholesome and satisfying kick-starter for
your and your childrens day.
NH Nutri Grains is a simple drink to
prepare that packs a punch in terms of taste
and nutrition. It contains 20 types of grain,
including pearl barley, buckwheat, black
beans, flaxseeds, walnut and millet, among
others, as well as purple sweet potato.
Barley, buckwheat, black beans and millet
are great for the heart with the addition of
being full of nutrients such as potassium,
folate and vitamin B.
Flaxseeds are one of the highest sources
of plant-based omega-3 fatty acids, giving
you great skin and hair.
Overall, these ingredients are a great
source of dietary fibre, making you feel
fuller for longer and ensuring your
digestive system is in top condition.

The NH Nutri Grains

drink ticks all the boxes
of a healthy breakfast,
making for a wholesome
and satisfying kickstarter for your and your
childrens day.
The power of purple
Besides making NH Nutri Grains extra
tasty, purple sweet potato is known to have
the highest antioxidant properties in
comparison to potatoes that have flesh
of a different colour such as orange, yellow
or white.
Well-recognised as an immune booster,
purple sweet potato can prevent the body
from contracting diseases as well as enhance
memory.
By strengthening childrens immune
systems and boosting their memory, the
purple sweet potato should be in every
school childrens breakfast menu. You can
supply that to your child with NH Nutri
Grains.
And that is not all. Since it is so full of
nutrients, your children will feel energised
and be ready to face the day.
The drinks dietary fibre content ensures
that children will not crave junk food and
develop obesity.
So give your children the healthy head
start they need to be successful in school
with NH Nutri Grains.
Give yourself and your family the gift
of a hearty, healthy breakfast with this
wholesome, tasty drink.

n For more information, call the NH Careline

1300 882 993 (Monday to Friday from 9am to
6pm) or visit www.nhnutrient.com.

I AM often asked what holistic learning is.

Governments and employers around the
world stress the necessity for educational
institutions to develop young people who
are equipped to be effective lifelong
learners, productive knowledge workers
and global citizens who can make positive
contributions to their community.
A holistic learning approach to learning
addresses this, where schools give such
opportunities to students to experience this
within the schools landscape.
Rafflesia Schools is not limited by its
entrenched values and this allows us to be
pragmatic to meet the needs of our learners.
We ensure a blend of knowledge and
understanding, skills and processes and
action and participation.
Our curricula require students to acquire
relevant subject knowledge and
understanding but we have woven in the
acquisition of skills by providing formal
opportunities for more creative approaches.
Integrating a global holistic dimension to
learning is not a question of whether it
should be delivered but rather of how to
integrate it into a schools curriculum and
make it part of the culture.
At Rafflesia, our competency framework
gives students opportunities to explore such
skills in subjects through learning themes,
whether through the International Primary
Curriculum (IPC) or in Global Connections
for senior students.
We also encourage and support our
teachers to build learning opportunities
within traditional subjects such as science
and mathematics.

Our schools have established extended

enrichment activities through co-curricular
activities, student enrichment programmes,
sporting activities, art and science fairs,
volunteering via community services and
through our prefectorial body that gives
leadership opportunities.
The changing educational landscape
places critical demands on teachers to be
culturally and pedagogically competent in
addressing issues of globalisation, racism,
diversity and social justice as well as in
creating an equitable and inclusive learning
environment for all students.
Therefore, the key to holistic learning is
fostering sound teaching practices. We have
to adapt as our world changes. However, it is
not the results but the process of holistic
learning that matters.
At Rafflesia, we want to build a strong
foundation to develop life skills and
competence with a quality education that
has a global vision.
We maintain traditional values and
employ qualified, experienced and caring
staff who connect the learning environment
with the community. Learning takes place in
a relaxed, yet purposeful atmosphere and is
a combination of eastern and western
educational approaches.
Our core values courage, commitment,
community, compassion and creativity
ensure that holistic learning remains at the
heart of our school. By the principal of
Rafflesia International & Private Schools

n For more information, visit welcome.

rafflesia.edu.my.

THE STAR, TUESDAY 5 JULY 2016

10 bright kids

Creating
impactful
learning
Good teachers have profound and lasting impact on their students lives.

YOUNG minds need the right

combination of care and
independence, empowerment
and challenge for their
development so they can thrive
in their lives.
Nowadays, international
schools have a variety of
learners from various countries
that contribute to fostering
children in becoming wellrounded global citizens and
potential leaders in their
communities.
That is where the
International Baccalaureate (IB)
programme comes into the
picture. It is a great option for
families who want their children
to grow in an internationally
minded environment where
they are encouraged to become
independent learners and to
interact with the wider
community so that they can
make a difference in other
peoples lives.
The heart of an IB school is
based on the IB Learner Profile.
It puts students at the centre
and encourages them to develop
10 traits in their behaviour and
daily lives to become lifelong
learners and global citizens
prepared to succeed in the 21st
century.
That is where IB-trained and
experienced teachers make a
difference. The IB programme
has developed a very thorough
process through the years to
provide professional
development to support IB
schools by giving IB teachers
access to a wide variety of
resources through the different
networks it offers.
Teachers are a great influence
in shaping children for the
future. Teachers who are able to
inspire, support and provide
appropriate care for their
students deliver a great impact
in their lives.
For that to happen, it is
important for teachers to have
high professional and ethical
standards. The ability to not
only provide the knowledge but
also guide children on how to
ask the right questions and
develop the skills needed to
succeed in life is a key factor
that schools would like their
teachers to have.
Good teachers have profound
lasting impacts on their
students lives and add value to
them by helping students
succeed in their studies to enter
good universities.
Since teachers play such an
important role in shaping
childrens future, parents are
very careful in looking for a
school and curriculum that they
feel confident in.
Parents want to know that

Teachers are a
great influence in
shaping children
for the future. They
inspire, support and
provide appropriate
care for their
students to deliver
a great impact in
their lives.

their children will be able to

move forward and overcome
obstacles, learn how to deal with
frustration, make informed
decisions and understand the
impact of their decisions on
others around them.
Teachers who are able to offer
something beyond their subjects
learning content can give better
help. Nowadays, schools
emphasise extracurricular
activities, which are normally
run by a teacher who is
passionate for that activity, be
it in sports, art, music, board
games, charity events or other
activities that kids feel excited
and inspired.
Here are five factors that
identify a good teacher:
Dedication Good teachers
dedicate extra time to their
students
Effectiveness Good
teachers demonstrate good
classroom management and
organisation
Multiple skills They have
the ability to vary instructional
strategies, activities and
assessment
Preparation Good teachers
are always prepared and can
differentiate to accommodate all
students in a class
Experience The more they
have taught, the better they are
at teaching
In a nutshell, a teachers work
should relate to students work
and the success can be seen as a
fundamental measure to a
teachers effectiveness.
At the end of the day, teachers
are a very significant part of a
childs education and what they
become when they grow up.
Teaching is a rewarding and
challenging job but it is worth
the journey. By Alexander
Trespach Nenes
Alexander Trespach Nenes is
principal of UCSI International
School Springhill.

n For more information, visit

www.ucsiinternationalschool.
edu.my.

THE STAR, TUESDAY 5 JULY 2016

bright kids 11

Advocating inclusive classrooms

EVERY teacher engages a special
needs student at some point of
their career. These are students
with learning disabilities such as
dyslexia (difficulty reading),
dyscalculia (difficulty with
mathematics), ADD (attention
deficit disorder) and ADHD
(attention deficit hyperactivity
disorder) all demonstrating nonphysical discrepancy between
academic achievement and
learning abilities.
Today, school systems are
increasingly inclusive, which
means that students with these
conditions are educated together
with their peers in the same
classroom.
This approach facilitates greater
academic and social outcomes for
all children than if they were to be
separated in school.
International school teacher
Nirmala Nair says this of her
experience in an inclusive school:
I have always had one special
needs student in my class, but in a
small class, I have ample time to
see to individual needs and have
managed to help these children
learn.
Brendan Lanza, special assistant
to the UCSI group chairman and
founding principal of UCSI

Special strategies
Special needs education
advocate Brendan Lanza shares
some tips for teachers with
learning-disabled students in the
classroom:
Understand the students and
their difficulty by getting to know
them well, then analyse the best
options to get around the
particular difficulty
Attempt to teach them
individually, making sure they
develop a foundation that enables

It is important for teachers to learn how to cater to special needs children to

address learning difficulties early on in their education.

International School Subang Jaya,

is passionate about special needs
advocacy and support.
He opines that there are not
many teachers in Malaysia who are
trained to recognise and teach
children with special needs, which
makes it hard for them to identify
these unique needs and respond
with appropriate remedies.
Special needs students must be

helped when they are young, so the

primary teachers require the most
exposure to identify and help these
children before they pass that
stage.
You cant secure a leaning tower
by fixing the roof, so in the same
way, we should start at the
beginning to fix these difficulties
instead of waiting until the end of
their formal education, he says.

Lanza provides examples of how

history has proven that the only
limitations to what children with
special needs can accomplish are
the limitations forced upon them.
Renowned physicist Albert
Einstein was poor in mathematics
and had ADHD. Leonardo DaVinci,
monumental polymath most
famously known for his paintings,
was dyslexic and sometimes wrote
notes backwards.
In fact, many famous and
prominent figures have succeeded
despite and often, fuelled by
their learning disability.
From journalists with dyslexia to

them to be included in the class

Build students trust and have
patience in guiding their progress
Avoid scolding instead,
explain in better terms if
previous explanations were not
understood
Be energetic and adaptable,
but do not lose sight of the
learning objectives and always
bring focus back to the lesson
Make learning fun using
audio and visual aids
athletes with ADHD, people have
displayed perseverance time and
time again and not let their
disabilities stand in the way of
greatness.
Some special needs students
have extraordinary ability from
the get go while others just need
help in finding their special niche.
The potential and value of the
aspirations and dreams of our
children must be cultivated by
teachers for them to be realised
there is truly no telling how far
they can go and what new miracles
can be discovered in doing so,
says Lanza.

Young
learners at
CEFL build
a strong
foundation
in using the
English
language.

Magic of teaching
SINCE Cambridge English for Lifes (CEFL)
inception in 2001, its teaching has worked
with learners of all ages and especially very
young children.
There are six key approaches that are
helpful in teaching very young children to
learn and cope with the challenges of
growing up in the 21st century.
These approaches form the guiding
principles of the developmental milestones
to be reached by children enrolled in the
Junior Explorer and Young Learners
programmes offered at CEFL centres in
Malaysia.
The six approaches are:
1. Using children-centric words: Use
words that are familiar to children to
convey the essence of a concept. You can
use it in sentences such as lets focus on
... right now.
2. Reinforce benefits: Explaining to
children why certain actions such as picking
up their toys can be enjoyable is important
to ensure children do not see them as a
chore.
This way, children put their heart and
mind into a task and enjoy the process of
accomplishing it.
Simple life lessons can also be
incorporated as well in particular tasks.

3. Appreciate art and music: Invite

children to sit and relax in the theatre-in-theround, a standard learning and recreational
area in all CEFL centres. Here, children can
reflect on their days activity, watch a movie,
sing songs or role-play and teachers can
teach speech and drama techniques.
4. Enjoy childrens presence: As teachers,
there should be a sense of fulfilment in being
around young children and imparting useful
knowledge and skills.
5. Teach by example: When teaching
children, you must complete the task and
enjoy what you are doing. Even when you
are upset, you have to maintain a cool
demeanour and never take out your
frustration on children.
6. Have patience: Neither teachers nor
children master anything overnight it takes
a combination of time, patience and
commitment. Interestingly, you may find
that children take on the role as teachers and
they can show what they have learnt and are
capable of doing.

n For more information, call 03-7883 0912,

e-mail info@cambridgeforlife.org or visit
www.cambridgeforlife.org.

Rafflesia
18x4

THE STAR, TUESDAY 5 JULY 2016

12 bright kids

LOCATED near Kuala Lumpur,

Epsom College in Malaysia is an
international school that brings the
best of British boarding education
to Malaysia.
One of the many opportunities
offered by the opening of a school
is the chance to take an innovative
approach to education.
However, organisations
can quickly become rather
conservative in their education
approach.
If innovation is not embedded in
the culture of the school, one can
rapidly fall into an educational rut
where, even when great things
happen, they are achieved through
a rather staid and conventional
approach.
While this might not always be a
problem, children are naturally
creative, innovative and lateral
thinkers, and educators owe it to
them to help develop these
qualities.
These qualities will not only
benefit them, they are also good for
humanity. Great human progress
was achieved by innovative
thinkers and it is time for schools
to embrace rather than hinder this.
Albert Einstein, one of the 20th
centurys most creative thinkers,
said that education is what is left
when you have forgotten all that
was learnt in the classroom.
Although not to be taken too
literally, the statement conveys a
clear message: we rarely
remember or benefit from the
mundane.
Innovative teaching promotes
innovative thinking. This is a
concept designed to develop real
thinking skills, not simply
knowledge retention.
One concept that Epsom is
experimenting with is the
embedding of Philosophy for
Children (P4C) into its curriculum.
P4C is not revolutionary; indeed,
in many ways, it is very simple. It
gets children to discuss topical
issues and delve deep into human
nature.
As teachers do not lead or direct
the discussion, pupils themselves
lead the direction of the debate,
eventually developing empathy
with each other and listening to
others with a far more openminded approach than they

Innovation in education

Emphasising independent learning, Epsom aims to nurture individuals who are more than just grade-A students.

otherwise would.
As a college, Epsom is keen to
promote independent learning. I
suspect all good schools have a
similar aspiration.
In our Sixth Form, we are
developing what we believe will be
a rather unique model of tutorialstyle teaching.
Epsom is working to partner
with New College of the
Humanities to introduce a
university-style approach to some
A-Levels subjects.
Among the many elements of
this approach are simple things
such as staff conducting tutorials in
their offices rather than in
classrooms.
This may seem like a gimmick,
but it can already be seen that
students respond to such a change
in an extraordinary way. It is as if
they see themselves as equals in a
journey of intellectual exploration
rather than subordinates in a

As a global member of Round Square, a leading international association

of schools, Epsom is able to offer students real, lasting and challenging
opportunities to work with and learn from students from many
countries.

As teachers do not
lead or direct the
discussion, pupils
themselves lead
the direction of the
debate, eventually
developing
empathy with
each other and
listening to others
with a far more
open-minded
approach than
they otherwise
would.
hierarchical relationship, with the
teacher as the expert.
Epsom believes that teaching is a
collaborative effort. For too long,
teachers have been emperors in
their classrooms, reluctant to share
practice and resisting outside
influence.
Of course, this does not in itself
indicate poor teaching, but how
liberating and enriching it is for
teacher and students to plan
lessons together, observe each
other and review lessons together.
Epsom has begun trialling a
system of triangular collaboration,
crucially across rather than within
departments.
There are logistical obstacles
involved that require a major
cultural shift at all levels, but the
benefits are clear and substantial,
not just for the teaching, but more
importantly for the learning.
The above are just three
examples of the way Epsom
students receive a truly
invigorating educational
experience.
As a college, we believe that

Exchange opportunities are available for pupils from Epsom

campuses in the United Kingdom and Malaysia.

innovation is key. Therefore, we

have many more ideas that we are
developing.
We have appointed a member of
staff as director of innovation
whose job is to look at all Epsom
does and deconstruct it to the point
where we can rebuild it in a
different way. Nothing is off limits.
If Google and Facebook can
do it in their workplaces,
then how much more apt it
is for a school full to the
brim with creative and
innovative minds that
adults must never stifle to
innovate. By Martin
George, headmaster of
Epsom College in Malaysia

n For more information, visit

www.epsomcollege.edu.my

Martin George.