With 26 years of experience as an English teacher in a Malaysian school, my journey in education has been shaped by a profound commitment to fostering a love for learning and nurturing the potential of every student. My core values include empathy, continuous learning, innovation, and collaboration. Empathy allows me to understand and address the diverse needs of my students, ensuring an inclusive learning environment. Continuous learning keeps me abreast of the latest educational trends and teaching methodologies. Innovation drives me to integrate new strategies and tools to make learning engaging and relevant. Collaboration with colleagues, parents, and the community creates a supportive network that enhances the educational experience. Gillies (2016),  provides an overview of research on cooperative learning, highlighting its benefits for students’ academic, social, and emotional development. Gillies discusses practical approaches for teachers to incorporate cooperative learning into their teaching practices.

My school is located in a culturally rich and diverse community in Malaysia. The student body reflects this diversity, comprising learners from various ethnic, linguistic, and socio-economic backgrounds. Many students are multilingual, with English often being their second language. In my classroom, I employ a variety of teaching practices to cater to different learning styles and needs. Interactive learning is a cornerstone of my approach, utilizing technology and multimedia resources to create dynamic and engaging lessons. Project-based learning is another key strategy, where students work on projects that integrate real-world applications of language skills, fostering both critical thinking and practical application. Bell, S (2010), discusses the importance of PBL in developing 21st-century skills such as critical thinking, collaboration, and communication. Bell provides examples of how PBL can be integrated into the curriculum to engage students in meaningful learning. I believe collaborative learning promotes group work and peer learning, helping students build communication and teamwork skills. 

Beyond my classroom responsibilities, I contribute significantly to the broader school community. I assist in curriculum development, ensuring that the English curriculum aligns with current educational standards and addresses the needs of our students. I mentor new teachers, providing guidance and support to help them navigate the challenges of the profession. Additionally, I coordinate extracurricular activities, such as Leaderonomics Club, that promote leadership skills among the students and enhance students’ engagement in any leadership conferences and international leadership conferences such as IMUN CNY 2024. My students are also doing projects on blood donation campaign and will present their project in MAD conference in Johor representing our Kedah state. 

Outside of school, I am actively involved in activities that further my professional growth and contribute to the community such as DELTA.  I participate in and present at educational workshops and conferences, sharing insights and learning from peers. I organize and engage in community programs that promote literacy and education, helping to foster a culture of learning beyond the school environment. I also develop educational content and resources for broader use, such as lesson plans, teaching materials, and articles on educational platforms like Wakelet, Nearpod and Sway Microsoft Lesson plans to support other educators and enhance the quality of education.

The impact of my work is evident in various areas. My students show improved language proficiency and academic performance, a testament to the effectiveness of my teaching practices. Increased student participation and enthusiasm for learning English reflect the engaging and inclusive learning environment I strive to create. In conclusion, my dedication to education extends beyond the classroom, encompassing a holistic approach that involves continuous professional development, community engagement, and a commitment to creating an inclusive and dynamic learning environment.

Reference:

Bell, S. (2010). Project-Based Learning for the 21st Century: Skills for the Future. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83(2), 39-43.

Gillies, R. M. (2016). Cooperative Learning: Review of Research and Practice. Australian Journal of Teacher Education, 41(3), 39-54.

Written by Saraswathy Rathakrishnan