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Life is a series of spontaneous changes. At times, we get stuck in life’s routine and feel trapped in the mundane. To most of us, tomorrow is just another normal, perhaps a boring day: work, eat, sleep, repeat. But to the refugees, the word ‘tomorrow’ has a different kind of representation. With each rise of the sun, in between life and death, hope and despair, they are dreaming for a future which may never come.

In 2014, at the age of thirteen, Ekhlas Ahmed was forced to leave her country, Somalia, a place she'd call home. The ongoing civil war and conflicts had left her family with no choice but to carefully plan an escape. In the midst of all the chaos, her mother found an incredible source of strength within, the survival instinct kicked in. They fled their country as refugees

Ekhlas left her war-torn country with her mother and two older siblings, to seek refuge in a foreign land, Egypt. The brave decision saved their lives, but they also left behind their loved ones, including Ekhlas’s father, who was unable to travel with them.

"It was very difficult to live in a world filled with fear and uncertainty. I'm not sure anyone will truly understand what we’ve been through unless he or she experienced it," said Ekhlas.

If there’s something that they learned from the war, it is the power of resilience to survive the unexpected situations. The war has forced Ekhlas and her family lived a different kind of life, a life they weren’t prepared for, a life that filled with unanswered questions. Deep down, they knew that the price for freedom was high. At the same time, they also knew very well that the feeling of peace was priceless.

In the face of great change and adversity, Ekhlas continued to dream what seemed like an impossible dream, the right to education for refugee children. Due to her refugee status, she was not allowed to go to school in Egypt. The doorway to education was shut down completely.

After two years of living in Egypt, they moved to Sudan. During their stay in Sudan, Ekhlas mother took a leap of faith; she applied for the Refugee and Humanitarian Entry to Malaysia. Six months later, their visas were approved.

In 2016, the four of them arrived safely in Malaysia. However, like most of the countries, refugee children are not given access to Malaysian schools. Despite the setback, fortunately, there are a few local refugee schools supported by the United Nations Refugee Agency and other agencies with the intention of providing education for refugee children. Ekhlas’s dream to continue high school finally came through. She was granted the permission to enroll herself at Fugee School in Kuala Lumpur, a school founded by formal Ms. Malaysia Deborah Henry.

At Fugee School, Ekhlas was given the opportunity to meet teachers from different parts of the world. There were local teachers as well as teachers from Australia, USA, England, and other countries. She learned new skills from them, this helped her broaden her perspectives of the world.

Being out of school for more than two years means Ekhlas has got a lot of catching up to do. However, she is not afraid of hard work. She believes education is a way to help her achieve her ambition and open the door of new possibilities.

Diving into entrepreneurship is something Ekhlas hopes to do in the future. “I would like to become a businesswoman and be successful in what I do. I also want to help others to succeed in life. To do that, I need to become their role model and be successful in what I do.”

Going to school gives Ekhlas a sense of purpose, dedication, and direction. It is through hope that she keeps her entrepreneurial spirit alive inside her. Hope gives her faith and courage, it also gives her wings to soar to new heights. Ekhlas has learned to use adversity to make her life better, not bitter. She becomes more flexible and resilience as days go by.

Cultural adjustment in a new country can be quite challenging to a teenager. Ekhlas was once shy and quiet. The words of encouragement and praise from her teachers were like rain that nourishes the plants. Slowly, she opened up her world and learned to communicate better.

She developed an interest in public speaking. Today, she enjoys sharing her story with others in the hope that her experience will inspire them to become a better version of themselves

Ekhlas has given speeches at Monash University, Taylor’s University and Sunway University to help raise awareness of the refugee crisis. She also goes to other refugee schools to motivate refugee students to learn.

With sheer willpower and support from her teachers at Fugee School, she is currently a year eleven student. She hopes to sit for the IGCSE exam next year and further her studies at a university. Despite being a busy student herself, Ekhlas also works as an assistant teacher. She teaches math, science, and English to preschool refugee children daily.

Her plan now is to finish high school and get into a university. Ekhlas is thankful for the education she received in Malaysia, which helps her one step closer to making her dreams come through.

All of us have leadership potential, age is only a number. In fact, leadership skills can be learned at a very young age; everyone can teach someone something. Teaching children and adults self-leadership skills can help them develop a sense of who they are, discover what they are capable of and find out their life purpose.

Richard Ong, an entrepreneur and author of 5 books said, “True leadership starts with self-leadership because leadership begins first on the inside. The best leaders are the best learners.” His latest book, Mindsets, talks about the power of right thinking.

“When it comes to mindsets, I only preach two things, which is to create values to others and build a meaningful relationship with them. The role that your mindset plays is a direct reflection of your leadership quality. It’s hard for a person with a fixed mindset to see things from multiple perspectives.” He added.

Ong believes leadership and authority are not the same things. Unfortunately, to most people, the only leaders they know are authority figures, someone who sets rules and gives orders. A leader who relies only on power and authority will have a hard time seeing values in other people.

Being a passionate writer himself, Ong teamed up with his friend, Philomena Chan, and they created a website that promotes creative writing, petalz.org

Chan called herself a student of life. She enjoys exploring the world of entrepreneurship, communications and art. Both Ong and Chan believe creative writing can help youth become better leaders and boost leadership skills.

“Writing is a form of communication, and the messages behind those stories can create a lasting change to someone’s life. For centuries, humans have been teaching each other through stories. Sharing stories helps us see the world from different perspectives. A good leader listens to the perspectives of others. He or she understands that there are hidden values in different opinions which may lead to new solutions.” Explained Ong.

After many years of climbing the corporate ladder at multi-national companies, Ong and Chan left the corporate world to follow their life calling. Despite the lucrative income, they realized the ladder of “success” was not leaning against the right wall. If they kept doing the same thing, each step they took would get them further and further away from what they truly wanted in life.

Today, Ong facilitates design thinking workshops using entrepreneurship skills as an educational tool to support youth and adult leadership training.

When asked how to become a successful writer? Ong said, “Encouragement helps. I have been in love with writing ever since I was a kid. The greatest joy for me is to have my words expressed in a series of chapters so that others can enjoy reading or get inspired by the stories. My sister was my best advocate, she helped me find my own voice.”

In 2017, Ong had a chance to meet one of the most famous leaders at a local conference in Malaysia, Prince Charles. They had a short discussion about sustainable technology. “It was interesting to know that Prince Charles prefers to use a pen and a paper to document his thoughts instead of using writing apps from a phone.” Said Ong.

Ong stressed that in order to be a successful leader, one must know how to lead himself first before leading others.


Written for Dreamic educational magazine.

Educhat:

Wesley Methodist School Kuala Lumpur (International Secondary School)

School educational programme: International General Certificate of Secondary Education (IGCSE)

Secondary student population: 1150

School mission: To provide education with mission, excellence and compassion.

Principal name: Mr. Wong Chee Kheon


1. How do you tackle disciplinary problems at your school? What forms of punishment? Any counseling and wellness center to assist students affected by personal crisis?

Students at WMS are given freedom for their own benefits but within the boundaries of the school rules and regulations. In any school, there will always be some disciplinary issues. After all, students are humans, they make mistakes. But the most important thing is how we find effective solutions to educate them the right values.

Disciplining students is part of the educational process. They need to know that they must take responsibilities for their own actions and accept punishment gracefully if they break any of the school rules. Then only they will learn from their mistakes. When kids are punished for their wrongdoing, it is important to explain and let them know it is our way of steering them to the right values. They will appreciate our disciplinary actions once they understand that what we do is for their own good. The punishment meted out in my school ranges from warnings to negotiated withdrawals, which will be carried out only as the last resort. Students who undergo severe punishment, e.g. suspension will have to undergo a mandatory counseling session


2. Based on your personal experience, what is the best way to discipline students? Why it is effective?

Students need to know that in any place there are boundaries. Likewise in a school, there are rules and regulations, and they need to know the penalties for breaking those rules and regulations, why they are being punished. The rules and regulations must be clear to the students. They must learn that the rules are there to protect them, to make sure they look neat and tidy, and to keep peace at school. The disciplinary methods that make students understand that they are responsible for their wrongdoing are the most effective. Sometimes students are not aware that they misbehave. In order for some students to take full responsibility for their actions, counseling may also be required.


3. What kind of values does WMS instill in students?

The core values that we instill in our students are based on the Bible since we are a Christian school. There are sub-values within the core values, and most of the sub-values are universal values. The core values that we are infusing in our students are: (a) God-Centeredness (b) Respect for Life (c) Integrity (d) Excellence with humility


4. Parent reviews show that your students are known for their courteous behavior. How do you teach them to mind their manners?

When we teach our students the values of our school, we are building their characters. Character building includes inculcating courteousness starts from the time they step into the school. The counselors and I will be there to greet the students. We do not demand the students to greet us, but we show them we are there to greet them first. And we will be there to correct their dressing and behavior when they are at our gate. For example, we will ask them to greet the guards. We may also ask them to adjust their uniforms if required so that they look neat and tidy.


5. Do you allow students to date at school?

Students are not allowed to date in this school. They can be friends but not be alone with their "boyfriends" or "girlfriends".


6. Any bullying in school? How does your school deal with this?

If a school tells you that there is not a single case of bullying, then the school is not telling you the truth. We do have a few cases of bullying; some cases are teasing that have gone overboard. But we have always taken actions right away to provide necessary intervention at an early stage. We have engaged our psychologists and other trainers and equip them with tools to help the victims. Our counselors also play an active role in changing the behavior of the students. I always believe that the counseling unit must be given the full resources to manage students' behavior.


7. Does your school focus on professional development? If yes, what kind of professional development?

Professional development is very important to us. All teachers must attend a certain number of hours of professional courses, some of which are recommended by us. Teachers without a teaching qualification are required to get one within a certain time frame.


8. How would you describe your leadership style?

My leadership style is more towards the democratic type but it is actually situational. I strongly believe in leadership by example and uphold integrity and discipline at all times. We may make mistakes in decisions but we must and should not compromise on unethical behavior. Sometimes we need to exercise "servant leadership". A leader must not just delegate and empower his or her staff but must be seen to serve others, which means getting his or her hands "dirty". Teamwork is also very important. Gone are the days where the principal makes all the decisions. Leaders must learn to seek opinions and thoughts of members in the team.


9. How do you empower teachers to be leaders?

Teachers need to know that they are being "observed" by students and they are the parents to the students while they are in school. They are therefore leaders in many ways and need to behave like good leaders. They are encouraged to make decisions on their own. When they meet me for a decision, I will not make it for them; instead, I will let them decide first and then give my thoughts on that decision.


10. What classroom management strategies have been most effective for your school?

(1) Make lessons interesting.
(2) Teachers care for their students’ well-being and happiness.


11. How do you assess teachers’ performance?

Teachers here are assessed or appraised based on the following (1) feedback from the students (2) lesson observations by the head of departments and the management team (3) the quality of students’ work and assignments (4) curriculum duties (5) special duties (6) extra mile outside their allotted duties but in an official capacity.

We always believe that teachers spend 70-80% of their official time with the students and hence the later can give valuable feedback on the performance of our teachers.


Written for Dreamic educational magazine
I conducted the above interview with Mr. Wong Chee Khean, the principal of Wesley Methodist School in October 2018. The purpose of this interview is to understand Wesley Methodist School existing school policies and disciplinary guidelines. This interview will help parents have a better understanding of the school practices.

Always dressed in a crisp business suit, Samuel Hungsoo Kim might seem to be someone who gets a kick out of the cutthroat code of Wall Street crashes and highs. Nothing, however, could be further from the truth.

Kim, a Korean, left a high-paying job as a consultant to pursue his dream of nurturing and empowering talented youth in Asia through leadership education, helping young people to become the leaders of tomorrow. Back in 2014, while at Harvard as a student and then as a scholar, he set up the Center for Asia Leadership Initiatives (CALI) with John Lim, his colleague and dear friend since elementary school.

Kim believes that nothing is more satisfying than giving thousands of young people a reason to develop their leadership qualities. He has given talks in 72 cities across 32 countries, primarily in Asia. In his view, the education offered in 21st-century schools must prepare students to adapt to their own rapidly changing society, keeping pace with global development.

To Kim, cultivating leadership skills is essential even for those young people who don’t want to lead. Not everyone enjoys standing in front of a group or directing a meeting, but they can still contribute valuable ideas to improve a situation. Leadership qualities and skills will therefore serve all young people well, no matter their position in life. Kim believes that leadership is personal, not positional. Effective leaders are constant learners; they know when to lead and when to follow. Exploring and developing his ideas, he has written and edited nine books on how to strengthen one’s leadership skills and become a successful leader, as well as why student leadership is important to education.

The ongoing quest for better educational outcomes has motivated Kim to work tirelessly toward his goal and to travel around the world extensively, giving seminars and workshops for both youth and adults. The way he sees it, the real goal of education is to help students acquire flexibility and resilience, so that they can remain lifelong learners under all circumstances.

When asked about the future trends in education, Kim replied, “The world is moving away from the conventional pattern of teaching and learning. We are witnessing a paradigm shift in education. High-school students are encouraged to demonstrate their learning by following a more practical approach—project-based learning, which is a dynamic classroom approach giving students the opportunity to explore real-world problems and acquire a deeper knowledge. This instructional approach, in which students learn through completing a project, is becoming a common practice in high schools across the U.S.”

John Lim, the co-founder of CALI, shared his views on education: “Teaching does not always result in learning unless the teachers are able to provide feedback and motivation to students. Gone are the days when teachers were seen as the only source of information. This is the digital age, and students are turning to social media for research work and study. The first thing most students do when they need to know something is search Google.com. In a classroom setting, effective learning will take place only through discussions, presentations, and positive teacher- student interactions.”

Kim explained that high-performing high schools in the U.S. tend to place a strong emphasis on ongoing professional development, while average schools prefer to focus on rules. High- performing schools know that teaching quality and school leadership are the most important factors in helping students raise their achievement levels. High-performing schools also strive to prepare their students for the real world, while low-performing schools simply prepare their students for graduation. Many schools still fall into the second category, and this has been a major focus of the changes underway in the education system.

Kim strongly believes that schools should provide a wide range of opportunities for students to acquire knowledge and practice their leadership skills, in preparation for later life. It is crucial for a school’s teachers and management team to work together in order to identify what will work best for the school and the students, so that the quality of learning and teaching in their classrooms can be improved.

Education experts have been saying this for many years: the 21st century is the era of lifelong learning. Teachers as educators should constantly look for new ways to boost critical-thinking and practical-reasoning capabilities in their students, as well as promoting citizenship and reflection-in-action skills regardless of the students’ age or experience. And while teachers are busy telling their students to adopt a growth mindset, they should also be pushing themselves to grow. Everyone, at any age, can learn and improve. Teachers owe it to their students to learn, improve, and apply a variety of effective strategies in their teaching, so that their students can achieve their personal bests and earn better grades.

Kim feels strongly that schools should focus on preparing and equipping students with problem- solving skills that are applicable in real life, so that they can analyze and reflect on their own learning processes. One way to do this is to provide Design Thinking courses in schools, creating real-life experiences in the classroom and encouraging students to draw analogies between their academic lessons and the skills they will need to lead in later life.

“The design-thinking framework can be applied to all subjects,” explained Lim. “It consists of four key elements: defining the problem or need, creating and considering multiple options, refining the selected directions, and executing the best plan of action.”

Design thinking is an emerging movement around the world, not just in the U.S., and its methods can be taught to primary, secondary, and university students. Design-thinking courses offer a series of projects that require students to identify problems, find solutions, develop new answers, share ideas, and collaborate. Most of all, the programs teach students that they can shape the world with their own knowledge and skills, helping them gain a deeper understanding of social issues and cultivate a passion for improving the lives of others.

In July of this year, Kim designed and led a five-day workshop for primary students at Sunway International School, incorporating design thinking into lesson plans for the first time in Malaysia. He used a framework created by scholars at Harvard University and then used in Korea, where school leaders are constantly looking for creative ways to integrate design thinking into their lesson plans as a long-term learning strategy.

Both Kim and Lim agreed that a high-quality holistic education is needed to give children their best start in life. Our future leaders need life-pioneering, purpose-defining, and survival skills in order to thrive in a world filled with growing uncertainties and surprises. Many schools today are adopting new ways to assess “well-rounded” students. They look for students who are able to focus on a handful of activities they really love, rather than participating in every activity their school offers. Such focused and committed students, even if they do not score a string of A’s, might still be the next great composers or star athletes.

In this way, the 21st-century definition of a well-rounded student contains a slight twist. As some Harvard University experts put it, well-rounded students use their knowledge to serve others in an intelligent and empathetic way, creating solutions and adding value to their society. They are not necessary all-A students, nor can they be expected to be equally strong in all areas, but they specialize in specific areas within a population of students who have varying specialties and interests.

According to Kim, the well-known colleges and universities in the U.S. are less interested in students who try to be perfect in every way, join a dozen clubs, and remain active in sports all year long. They recognize that a student who is a strong writer may not necessarily be a star in Chemistry too.

“We can’t deny that creating a foundation of core academic knowledge and skills is important for students,” said Kim, “but finding ways to help them build confidence in their own abilities is equally important. We need to let the students know that, despite their young age, they can make a difference in their communities, one small step at a time. We need to inspire them to be great collaborators, great communicators, and great innovators, who will create positive change in our world. These are the kinds of students that schools should produce.”


Written for Dreamic educational magazine

As our world becomes more globalized, the number of parents who enroll their children in international schools continue to rise each year. In recent years, international schools in Malaysia are growing rapidly. It can be quite an overwhelming experience when it comes to selecting the right schools to suit their children needs.

Having taught at an IB (International Baccalaureate) school, and now teaching IGCSE (International General Certificate of Secondary Education) program at an international school, I feel very fortunate to be given the opportunity to explore these two internationally recognized programs.

Malaysian parents have shown a growing interest in choosing international schools over the “tuition free” national schools. They are willing to spend thousands of ringgit simply because English is widely used in teaching.

In order to stay competitive in today's global job market, parents don’t mind paying the expensive school fees to ensure that their children get into a “high quality” school. In some cases, international schools hire native English speaking teachers to attract more learners.

IB or IGCSE programs are well-known for offering subjects through a global lens, to help prepare students to thrive in a competitive world. They are the popular choices among the Malaysian parents.

Let’s compare these two popular programs.

The IGCSE program:
Cambridge Primary (5–11 years)
Cambridge Secondary 1 (11-14 years)
Cambridge Secondary 2 (14-16 years)

The IB program:
Primary Years Programme (PYP, 3-12 years)
Middle Years Programme (MYP, 11-16 years)
IB Diploma (16-19 years)

First of all, all international curriculums are subjected to be revised by a panel of experts every few years. New subjects may be added to the syllabus, while the content of traditional subjects is re-examined in order to build an even stronger foundation for student success.

For example, Cambridge IGCSE required all students to take a subject called Global Perspectives this year. The 21st-century education experts simply can’t ignore the importance of fostering globally minded citizens. Exposing students to global issues will certainly help them to develop a broader worldview and appreciation of the international community.

International General Certificate of Secondary Education (IGCSE) is a UK based education program and is modeled after the British GCSE program. International Baccalaureate (IB) is founded in Geneva, Switzerland in 1968 by a group of university and secondary teachers. It offers a broad spectrum curriculum and focuses on inquiry-based learning.

Both IGCSE and IB year eleven students take written examinations at the end of their courses before entering university. The two programs emphasis on developing critical thinking skills and problem-solving skills. Year 10 students are given the flexibility to choose the subjects that best meet their abilities and interests. Both programs take a holistic approach to education, linking student classroom activities to the real world.

IGCSE is a broad and balanced curriculum designed for learners of all abilities. Students are given a choice between core and extended curricula. Its aim is to help students develop oral skills, analytical skills, open-mindedness and self-awareness. In general, IGCSE is designed for the academically inclined students. It focuses on knowledge gathering and leaning towards examination-based assessments.

On the other hand, IB stresses on increasing student global mindset competencies and is an intense curriculum for both teachers and students. It is a demanding course as students are required to develop in-depth knowledge of the general subjects at hand. All IB students must take part in humanitarian work. The year eleven students will spend almost a year working on personal projects, a research paper based on their personal interest.

IGCSE has a more structured curriculum. The curriculum is pre-designed. Teachers train their students based on the materials provided, they are not required to come up with their own syllabus, unlike the IB teachers. The IGCSE syllabus is textbook oriented. For some subjects, the content is mostly UK focused.

On the contrary, the IB teachers are heavily involved in course design process based on the six global contexts, and concepts derived from the IB framework can be adapted to the local culture successfully with effective lesson plans.

Compares to the IB program, IGCSE is a cheaper program. Perhaps this is why IGCSE is more popular among Asian parents because of the clear structure it provides and the affordability. IB is marketed as an “elite” education. Pursuing the IB program can be costly as it is expensive to implement.

IB uses the scale of 1-7 to assess and report on a student’s performance. 7 is equivalent to an A* in IGCSE. IGCSE has a letter-based grading system: A*, A, B, C, D, E, F, G, and U (ungraded means fail). Some universities required IB diploma students to score at least a 5 to be eligible to join their programs.

If you want value for your money, do your homework when choosing an international school for your child. Take time to study the school policy, vision and mission. Nothing compares to talking to parents who send their children to international schools. Find out the strength of the schools of your choice. After all, it is not cheap.

Children spend an average of 5-7 hours at schools. Therefore, a good school plays an important role in shaping their worldview. Choosing the right program that suits your child’s need is important. However, it is more important to find a school where teachers are able to implement the program effectively to support student learning. You want to look for teachers who are very engaged and use feedback from students to evaluate and improve their teaching experience.

Where possible, speak to the teachers personally about their teaching methods, the syllabus and other issues. Only teachers can give you the most detailed overview of student daily life and their expectations placed on the students. A teacher who is able to explain the syllabus well says a lot about the school and her ability to teach. A teacher who is willing to keep up to date with what is going on in the world of education is certainly a school’s greatest asset.

Some international schools prefer hiring teachers from diverse background to promote a global climate to the students. Others are keen to preserve their school cultural identity through an international education program. Regardless of the implementation of school philosophy, the objective of having an international program is to put global learning into place. We need to better prepare our students for today's global realities and challenge them to think and act both locally and globally.

The fact is, effective learning cannot take place unless we have teachers who are committed to teaching and learning. On top of that, a positive school atmosphere will certainly improve teaching quality.

So all my statements boil down to one single question: Which program is better? IGCSE or IB? As education continues to evolve, and the trends of education continue to change, comparing apples and oranges will never produce a fair result.

To sum up: A farmer who knows how to plant and grow apple trees will definitely harvest apples that taste good and juicy, the same principle applies to the orange growers.

I remember being a lecturer 25 years ago. Teaching was so much easier in those good old days. Teachers used a teacher-centered approach, the classroom remained in order. They took full control of the classroom activities, students were obedient and quiet most of the time.

Today, 21st-century teaching is a different phenomenon. Teacher and student roles are defined differently. Students are encouraged to ask questions, teachers practice student-centered teaching. Student-teacher interactions are preferred in a classroom.

With the invention of the Internet, learning is happening everywhere, all the time. It is not necessary for students to learn solely in the classroom anymore. They can get access to the topics they are interested in just a click away in the comfort of their own home. A great deal of information is available in digital form, with or without the guidance of a teacher, ready to be consumed by anyone.

Like any good student, a good teacher is a forward-thinking teacher, someone who is willing to learn, well-read and own the right attitude. Out of these three virtues, I believe attitude is the most powerful tools in teaching. It is said that the correct attitude is more important than intelligence. A conscious attitude will help teachers become lifelong learners, and foster the ability to accommodate the diverse learning styles of students. In order to help them develop higher-order thinking skills, we must be able to show students not only on how to solve problems, but why they should learn to solve their own problems.

In a modern classroom, it is essential for teachers to teach and promote critical thinking skills to students so that they are able to dig deeper in their learning in order to be successful in the global market. Ignoring the shift of the students’ needs and continuing to teach them using the conventional methods is like preparing them for a society that doesn’t exist. The world is changing fast, students are mastering more complex information. As educators, we need to close the gap and keep pace with our ever-changing society.

As a teacher teaching at an international school that uses an international curriculum, the curriculum is being revised every two years. New courses are created with materials that reflect the world’s diversity. We are moving towards a global classroom, where the knowledge of other cultures is celebrated. The aim of updating the curriculum is to help students foster global awareness, understand the importance of international experience and encourage them to explore new ideas and prospects.

Therefore, a 21st-century teacher is not just about using the Smart Board and turning on the laptop, but integrating technology into the classroom, and cultivating a growth mindset. This means being open-minded and flexible. It is a requirement, not an option.

It is impossible to prepare students to develop international mindedness and thrive in the new world if teachers teach a curriculum with a fixed mindset. A different result requires a different approach.


Article written for The Star newspaper
www.thestar.com.my/news/education/2018/03/11/different-approaches-needed/

Is pain necessary in life? No one can avoid it. Even the most intellectual of us are not exempt from it. But the wise understand that there is more in living than suffering, that life can only attract more life. “It takes more distress and poison to kill someone who has peace of mind and loves life,” says Bernie. This is one of the principles I held dearly during my son’s routine medical treatment a few years back. I learned the value of having an extraordinary guide like Bernie on my journey, and to listen to what my six-year-old boy had to teach me about life and living.

The disappointments life throws at us can teach us about ourselves. Getting a deep self-view allows us to stand in solidarity with those who suffer. As humans, we certainly do not plan to come into this world to be in pain. Yet it is often when we think we have reached the end of our rope that we discover, through hope and learning, what is hidden from our view. Our ability to learn, think, make decisions and solve problems can help us stay flexible and adapt to change. These gifts become a Way of Life that raises our awareness so we can move beyond our restrictive viewpoints and see from broader perspectives.

Just like the universe is a reflection of its Creator, our body contains all the movements of faith from the beginning to ensure our survival. We each have an inner survival mechanism that promotes self-healing. The information that flows through the mind, body and emotions is the raw fabric that, when sewn together, creates a patchwork design for life. An experienced quilter knows how to blend the right elements to create a harmonious design much like the smooth flow of Yin and Yang energies.

Although healing is possible for everyone, methods of healing vary between traditions and cultures. The goal is the same: to seek a well-balanced life. When our life is in the shade (Yin), we must balance it with the sun (Yang) so there can be growth. There is a profound mystery that touches every life. Bernie explains this in a meaningful way telling us that we should not close our eyes to facts or scientific facts.

I learned that a disease can be a stepping stone to something greater, something deeper. The contrast of everyday life is necessary to sharpen our focus and awaken our inner knowing. Life is unpredictable and sometimes it can be difficult. Still, it is possible to live in a world that is meaningful if we open up to those possibilities.


Article written for Dr. Bernie Siegel Website
berniesiegelmd.com/2011/12/the-dance-of-yin-yang/

My interview with Ng Shu Wen, a 2017 Sri KL International School graduate. Shu Wen managed to score 9 A* and 1 A for the IGCSE exam. She was the 2017 IGCSE World Top Scholar for chemistry and math. How did she do it? Here's what she said:


The two years of IGCSE had been a productive journey, to say the least. It was a leap forward with significant differences from the earlier years of high school especially when it came to the subjects that I had briefly heard of but never been exposed to. Despite the new challenges, it was satisfying to finally gain the knowledge of the subjects that have been the talk of society.

A plan is, without a doubt, the best way to start off any challenges faced. It gives a clear direction and allows priorities to be set straight. Personally, for me, it can be as simple as making a to-do list for the day to planning them for the week. Contrary to popular belief, I do not prefer to have a set routine in carrying out my day due to the lack of innovation and it can honestly be frustrating to have a repeat of every day. I believe that switching plans around is more effective in learning.

The one part of learning that all of us do not escape from is studying. Studying has played an important role in refreshing my memory of the topics learnt. Honestly, it was impossible for me to recall the details of the first chapter of Biology when I was busy memorizing the terms of the internal structures of the heart. Besides that, choosing the right way to study is of greater importance than studying without a direction. For example, when your brain capacity has reached its limit after an hour of studying, close your book, take a break and come back better than before.

Aside from studying conditions, studying is basically to understand the fundamental concept behind the theory and not blindly memorizing facts. Once the underlying theory is grasped well enough, it is sufficient to answer any relating questions with the back of your hand without having to rummage through the memorized piles of information at the back of your mind.

For me, one method of acquiring that understanding is to clarify my doubts by asking questions. If pestering the teachers with ‘why’ questions are going to help me understand organic chemistry, so be it.

The work of studying is not enough to ensure a perfect score in an exam despite its importance. Another method that we, as students, always love is drilling ourselves with past year papers. Admittedly, it holds a significant role in learning but a balance between doing past year papers and studying must be achieved. The past year questions are perhaps the best way to predict and understand the way and format of answering the questions that have been nothing but repetitive every year.

Commonly, using the Internet for extra information on the topic of the subject has benefitted me in ways more than one. For example, Google has been an efficient search engine that answers all of my curiosity and sometimes abnormal questions that pop up in my mind once in a while.

Just like the rest of the student population, I do groan at the thought of studying, but the right kind of motivation keeps me from turning my back on the stack of books. My personal motivation to keep going is to think of the consequences of the outcome which would be the guilt of not trying my best when I could have done so. But aside from that, I strongly feel that motivation can arise from happiness and a positive mindset which will relieve me of the stress that comes with too much studying. This can be attained from doing sports which improves my mood after a long day in school.

Also, my family and friends have played a huge role in making me feel contented. Personally, I think that time should be given to them apart from using it to study or finish my homework. I tend to spend time with my family during dinners and my friends on Fridays by catching a movie at the mall or having lunch with them right after school.

Lastly, I focus on achieving progress and not perfection because instead of striving for perfection, progress is a much better pathway to eventually reach perfection in the future. Improvement is when you do better than you did before and not aiming to be the best when you have not overcome your limits.


List of subjects:

Mathematics A* (IGCSE World Top Scholar)
Additional Mathematics A*
First Language English A*
Biology A*
Chemistry A* (IGCSE World Top Scholar)
Physics A*
Accounting A*
Business Studies A
Chinese as a Second Language A*
Foreign Language Malay A*

My interview with Serena Merican, a student of Sri KL International School. In Malaysia, less than 10 students score A* for IGCSE English Literature subject each year in Malaysia. Serena was one of the Malaysia IGCSE Top Scholars in 2017. Currently she is a student at Concord College.


1. How do you set your priorities and stay organized?

The pressure coming from my surrounding, my own expectations to be able to perform well at school, and finding my place in the ever-changing environment can be overwhelming. As a student, I understand that finding the best way to stay on top takes effort and needs constant adjustment and re-adjustment. I would plan out my day either scribble a schedule on the back of my hand or type out a to-do list on my phone and make it my phone’s wallpaper to remind me of my agenda for the day.


2. Do you study anytime anywhere? How do you take charge of your learning?

I am a big believer in studying on-the-go. I was an active sportsperson. Lessons were sometimes missed or training stole the time that I could have had holding a book and absorbing information of the materials being taught at school. So I trained myself and quickly got into the habit of scrolling through past year questions on my phone during long car rides or testing myself on a chemistry chapter with online quizzes in between breaks.


3. Do you stick to a routine?

I will do my best to stick to a routine. Distraction is everywhere. I will turn off my smartphone when it is necessary to do so. I use technology to enhance my study. At the same time, I learn when to turn off my smartphone, sitting down and make effort to focus at least an hour of work before taking a short break and continuing the rest. This helps me remember my materials better.


4. Do you have enough sleep and exercise regularly?

I’ll do my best to find the balance between study and rest. When I don’t have enough sleep, I will try to make it up by taking a nap. At times it can be difficult to strike a balance in everything, especially during exam time. Sometimes, I experience health issues due to lack of sleep, especially during the beginning of exams. But I always allow myself time to unwind, to stay stress-free and sane.


5. Do you clarify your doubts right away in class?

I don’t like the feeling of uncertainty. I like to fully understand what I’m being taught in class before the end of the period.


6. Do you use online source/technology to support your study?

I am a huge fan of online study websites and I depend on the internet for revision and note-making wherever I go, at parties or functions that I don’t want to miss out, which really helped me feel less guilty for indulging and making time for myself and my friends just to have fun.


7. How do you achieve your successful goals?

Telling myself that I could do better and then allowing myself to feel proud of even the smallest achievements is what motivated me to keep going.


8. Do you categorize your friends?

I like surrounding myself with positive people, those who accept my flaws and encourage me to go further without triggering an anxiety attack or making me feel guilty for not working hard enough. Those who care about me genuinely would support me and want to see me do well.
Having the right kind of friends count, they stand by me during challenging times.


9. How do you motivate yourself to keep going?

My parents have always had high expectations of me. However, my own expectations exceed theirs, this has propelled me to work even harder to meet my goals.


IGCSE Result

A* subjects:
English Language
English Literature (Malaysia IGCSE Top Scholar)
Mathematics
Chemistry
Biology
Physics
Art

A subject:
Malay as a Foreign Language

"Do you have to be talented to be an artist?" A question I asked my grade nine students. Almost all of them raised their hands and said, "YES!"

But if I asked the same question to my grade eleven students, some of them would try to convince me that talent is not relevant in art. While others said both skills and talents are equally important. Talents or skills? It's the chicken or the egg situation.

I often received compliments from people from all walks of life telling me how talented I am because I could paint and draw. However, I have never considered myself to be gifted in art. Artistic talent is overrated, skills do not come naturally. Wish you could paint? Here's the good news, anyone can learn the skills. The bad news? Painting requires time and effort. It is the result of hard work and learning from failure.

My love affair with art began when I was six years old. I was willing to do my best to learn what I needed to learn in order to achieve the different painting techniques I desired. I am a big believer in practice makes perfect. With time and effort, I trained myself to become a better artist. Most people think talent is an inborn ability. The truth is, it is not necessary to be born with artistic talent in order to be an expert in art. If you don't have the talent, but you have the interest, you will work toward your goal and become the person you most want to be.

I can't tell you why I love art. You can say it is a higher calling. Loving art doesn't need a reason. Because love in its purest essence is unknown. Art takes me on a journey only my imagination can reach to answer life's challenging questions. I am dedicated to it. I draw because I want to create something. While doing so, it entertains me and brings peace into my life. It helps me appreciate beauty that comes in many different forms.

Here's the thing, anyone with dedication can eventually make good work. Maybe I am talented, like what others see in me. But I really don't know. What I know is because I have an interest in art, I don't mind spending hours making art. I believe everyone can be good at art if they are willing to practice the skills needed to paint. Talent is a rare commodity and not everyone comes with this wonderful gift. On the other hand, skills are something everyone could learn.

As the years went by, I got better and better at what I do. Perhaps true talent is earned through years of study, practice and dedication. It is not a gift fallen from the sky. The way I see myself, I am a practicing visual artist as well as a lifelong learner. I have learned from the bitter-sweet experiences from the day I picked up my brush for the first time many years ago. I aimed at getting one percent better every day. And I developed my talent through dedication and hard work.

Ask yourself. which one matters more? Talent or practice? Talent without hard work accomplishes nothing. Success is an accumulation of small efforts. Even creativity can be learned.

I am passionate about art. My love for art drives me to create. For the first thirty years, my main job is to learn as much as I could. And I continue to learn today. I was not born as an artist, I learned to become one. If you don't hold yourself back, there are no limits to what you can accomplish, both in art and life.