Everyone Gets the Same Medal
By Dr Evelyn Chen, Director of Education

This past Sunday, at the Garmin Run held in Putrajaya, a man aged 42 running the 21km half marathon collapsed at the 19km mark. Just two kilometres from the finish line. He was rushed to Putrajaya Hospital and despite the doctors’ best efforts, he succumbed at 6.54am.

I could not stop thinking about him.

When I started running in 2019, all I wanted was to finish. Time meant nothing to me. I was not in a rush; I just ran. Since then, I have run many 10km races, even more 21km races and two full marathons. That is 42.195km each, in case you were wondering.

So I get rather annoyed when someone comes up to me after a run and asks for my timing. Let us be honest here. Unless you podium, meaning you finish in the top three or five, everyone gets the same medal, the same finisher tee and the same goody bag. No more, no less. So why the obsession with finishing under two hours or three hours? Or shaving two minutes off your last run? We are all built differently.

I am not obsessed with running. I run because my friends use me as their motivation; when I run, they feel they should exercise too. I run so I can eat everything and still stay pretty and thin. I run because it keeps me accountable for living a relatively healthy life. And I also like buying beautiful running skorts. I do not push myself.

When I ran my first full marathon, the Borneo Marathon in Kota Kinabalu, I went without training or a plan. My goal was simple: talk to God and see as much of KK as I could. After that, I would find the most expensive Italian restaurant in town and order spaghetti carbonara and angel hair bolognese. So I went and did my thing.

When I reached the finish line, an ambulance had just left. Just left. I asked what happened and was told a man had died just before reaching the finish line.

Adrenaline is a funny thing. I am a fairly chilled person, so I doubt there is much of it in me. But my friends tell me that when they see the finish line, they feel the need to speed up. I suppose this is the norm and this is where the problem begins. By then, you have run a substantial distance and your body is tired. You see the finish line, get excited and push your already exhausted body even further.

And BOOM. Problems.

It saddens me that people die doing what they love. Running is such a harmless sport. So, like everything else in life, perhaps we need to take it easy. Everything in moderation. Trust me, the few minutes you save mean nothing if you end up injured or, worse, dead.

Chasing a personal best is futile if it costs you everything else.

Run your own race. Enjoy the view. Then go and have that carbonara.

 

Vocabulary for the Long Run

Succumb: to die from, or give in to, an illness, injury or pressure.

Podium: to finish in one of the top places in a race and stand on the winners’ platform.

Obsession: an idea or interest that fills a person’s mind all the time.

Accountable: responsible for your own actions and ready to answer for them.

Adrenaline: a hormone the body releases when excited or scared, giving a sudden burst of energy.

Substantial: large in amount, size or importance.

Moderation: avoiding too much of anything; keeping things within sensible limits.

Futile: pointless; producing no useful result.

Every runner crosses the finish line at their own pace. Learning is no different. True progress is not about racing ahead of others, it is about steady steps, the right guidance and the confidence to keep going.

At the Ipoh Learning & Training Institute (ILTI), we believe every learner deserves to grow at a pace that suits them. Our courses focus on emotional intelligence, professional etiquette and effective communication.

Learn to communicate with impact, grace and purpose and run your own race with confidence.

Your English learning journey starts here. Call/WhatsApp: 010-395 3067 or email us at info@ilti.edu.my

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Finding My Rhythm in Primary School
By Ms Amira Nurdiini Rosli, Year 6 Homeroom, Knewton Global Schools Rawang

Before I joined Knewton Global Schools Rawang, I had spent three years teaching high school ESL. Working with 16-to-18-year-olds wasn’t all smooth sailing, but there was a certain predictability to it. My students were usually occupied with written assignments; I would introduce a language concept, model what they needed to do, and they would get on with their assignments. That cycle repeated all year long.

Naturally, when I decided to take a leap of faith into primary education, I made the naive assumption that teaching younger children would be much less challenging.

I was completely wrong.

There is a common belief that teaching gets easier by your third or fourth year, and that you’ll finally find your groove in your fifth. The irony is that this is my fourth year as a teacher, yet stepping into a primary classroom made me feel like a beginner again.

When I first made the transition, I felt genuinely apprehensive. I was so accustomed to teaching older students that I initially found myself expecting elaborate and polished answers, and a certain level of independence that simply wasn’t realistic for younger students.

Skimming through my students’ child-like responses and deciphering messy, lopsided handwriting put me on edge during my first couple of weeks. It took a while to realise that the problem wasn’t necessarily their work; it was my expectations.

I needed to stop judging them by secondary school standards and start meeting them where they actually were. Primary students aren’t miniature versions of teenagers. They learn differently, respond differently, and, perhaps most importantly, need a completely different kind of teaching.

Now, a little over a month into my time at KGSR, my perspective is slowly shifting, and I am beginning to appreciate just how different that kind of teaching can be. My students are sweet, full of wonder and constantly find unexpected ways to melt my heart.

Yet, underneath the joy, the transition hasn’t been without its internal hurdles. A change of environment always triggers my anxiety, and I still panic whenever a lesson plan doesn’t unfurl as I had imagined. Moving from quiet drilling to high-energy primary activities has forced me to rethink what a successful lesson actually looks like.

It isn’t enough for me to explain a concept clearly and expect students to work independently. I have to think about movement, energy, attention spans, games, visuals, interaction, and about a dozen other things that can determine whether an activity succeeds or falls completely flat.

What I am slowly learning is that becoming the teacher my students deserve isn’t about delivering a flawless, textbook-perfect lesson every single hour. It’s about creating engaging, joyful experiences for young minds while giving myself the grace to grow along the way.

Sometimes, I need to remind myself to take a step back, breathe, and take things one step at a time.

Progress doesn’t happen overnight, and as long as I continue showing up willing to learn and adapt, I know I am moving in the right direction.

 

Challenging Vocabulary

Predictability – The ability to know or expect what is likely to happen

Accustomed – Being familiar with something because you have experienced or done it often, making it feel normal or usual.

Apprehensive – Anxious or fearful about a possible, usually negative, future event.

Genuine – Truly being what something is said to be; authentic, sincere, or not fake.

Hurdle – A physical barrier that a runner or horse jumps over in a race, or a metaphorical problem and difficulty that you must deal with to achieve success.

Flawless – Having no mistakes, imperfections or defects

Naïve – Lacking experience, wisdom, or judgment; often implies an innocent belief in things that aren’t quite true.

Unfurl – To open, unroll, or spread out something that has been rolled or folded up tightly.

Speak English flawlessly and open doors to opportunities around the world!

A strong command of English is valuable in every profession, especially in education. Teaching different age groups requires effective communication, confidence and the ability to express ideas clearly.

Whether you aspire to become an educator or simply want to communicate better, your journey starts with the right foundation.

Come to ILTI and start your English learning journey today!

Call/WhatsApp: 010-395 3067 or email us at info@ilti.edu.my

Transform your English skills—one word at a time.

Beyond Memorisation, Beyond the Classroom
By Dr Venix Teo, Deputy Head of International School, Knewton Global Schools Rawang

Sometimes, in the middle of our busy schedules, we have opportunities that remind us why we chose to work in education in the first place.

This week, I had the opportunity to visit a university and share my thoughts with students who are preparing to become future educators. My session, Beyond Memorisation: Learning to Think, Apply and Grow, focused on something I strongly believe in: learning should be about more than remembering information for examinations.

Having spent many years in education, from teaching in the classroom to taking on school leadership responsibilities, I have come to realise that real learning happens when students understand what they learn, ask questions, connect ideas and apply their knowledge in real situations. We can teach students to reproduce information, but can they explain it in their own words? Can they use what they know to solve a problem they have never encountered before?

These are the questions that matter to me.

Sharing this message with future educators was particularly fulfilling. It gave me the opportunity to reflect on my own journey and share lessons I have gathered along the way. More importantly, I hope it encouraged them to see teaching from a different perspective and understand the importance of developing independent thinkers who have the curiosity and confidence to explore beyond what is taught.

School leadership keeps me busy with daily decisions and responsibilities, but experiences like this remind me that my contribution to education can extend beyond my own school. Sometimes, a simple conversation or an idea we share can leave a lasting impression.

I may never know how these future educators will navigate their own teaching journeys, but I hope something from our session stays with them.

After all, education is not just about what students remember. It is about how they think, what they can apply, and how they continue to grow.

 

Challenging Vocabulary

Fulfilling– Giving a deep sense of satisfaction or purpose.

Reflect– To think carefully about an experience. 

Reproduce– To repeat or recreate information.

Gathered– Gained or collected over time.

Perspective– A particular way of looking at something.

Independent– Able to think or act for oneself.

Curiosity– A strong desire to learn or discover.

Confidence– Belief in one’s own abilities. 

Contribution– Something done to help or benefit others. 

Impression– An effect or feeling left on someone’s mind.

Navigate – To find one’s way through a situation or challenge.

Responsibilities – Duties or tasks that someone is expected to manage.

Encountered – Experienced or faced something.

Developing – Growing or helping something to improve.

Extend – To reach beyond an existing limit.

Great teaching goes beyond helping students pass examinations. It is about inspiring curiosity, building confidence and empowering learners to think independently.

At ILTI, we believe every learner deserves the opportunity to grow, communicate confidently and discover the joy of learning English.

Ready to take the first step?

Call/WhatsApp: 010-395 3067 or email us at info@ilti.edu.my

Transform your English skills—one word at a time.

Where Change Begins
By Ms Anba, Year 1 Teacher, Knewton Global Schools Rawang

There was a time when my classroom looked very different. Before stepping into a Year 1 classroom, I spent my days in lecture halls, teaching psychology students and discussing theories of human behaviour, development, learning, and the many factors that shape who we become. Education has always been a significant part of my life, but the journey that led me to young children was not one I had originally planned.

During my psychology studies, I conducted research on parenting styles and juvenile delinquency. My research explored how different parenting approaches, family environments, and early experiences could influence a child’s behaviour and development later in life. As I immersed myself in academic journals, research findings, and real-life case studies, I became increasingly fascinated by the relationship between childhood experiences and future outcomes.

The more I learnt, the more I realised that many of the challenges we encounter during adolescence and adulthood do not simply appear overnight. Rather, they often have roots in a person’s earliest years. As a lecturer, I enjoyed teaching psychology students and helping them understand the complexities of human behaviour. However, despite my enjoyment of higher education, there was a question that continued to linger in my mind: What if we could make a difference much earlier?

These questions gradually transformed from academic reflections into personal calling.

Over time, I realised that I wanted to be part of the beginning of a child’s educational journey. I wanted to work with children during the years when they are discovering who they are, how they learn, and how they relate to the world around them.

This realisation led me to make what many considered an unexpected decision. I stepped away from higher education and chose to work with young children, eventually finding my place in a Year 1 classroom.

To some, the move from lecturing psychology students to teaching six- and seven-year-olds may have seemed like a dramatic change. Yet for me, it felt like the most natural step I could take. My purpose had not changed; only my starting point had.
Today, I have the privilege of working with children during some of the most formative years of their lives. Every day brings new opportunities to guide, encourage, and inspire young learners.

One of the greatest joys of teaching young children is witnessing their growth. Seeing a hesitant reader successfully read a sentence independently, watching a shy child raise a hand with confidence, or observing new friendships blossom are moments that remind me that progress is not always measured by grades, but by courage, confidence, and the willingness to keep trying.

Sometimes, the most meaningful moments arrive after the most challenging days. A child who struggled all week suddenly understands a concept. A child who once doubted themselves proudly shares their work. A child who needed encouragement begins to believe in their own abilities. These are the moments that remind me why I chose this path.

Children have a remarkable way of teaching us as much as we teach them. Their curiosity inspires wonder. Their honesty encourages authenticity. Their resilience reminds us that growth often comes through persistence. As Buehner (1971) aptly noted, “They may forget what you said, but they will never forget how you made them feel.” This quote resonates deeply with me as an educator. Long after the lessons are forgotten, children often remember the encouragement they received, the kindness they experienced, and the people who believed in them.

As I continue this journey, I carry a hope that extends beyond the walls of my classroom. One day, I aspire to establish a programme that provides free tuition and educational support for underprivileged children. While this vision is still a work in progress, it remains close to my heart. I believe every child deserves the opportunity to learn, grow, and succeed regardless of their background or circumstances.

Looking back on my journey, I can clearly see how each stage prepared me for where I am today. My research taught me the importance of the early years. My experience as a lecturer deepened my understanding of human development and learning.

Today, I am grateful for the opportunity to play a small part in that journey. What started as a research project eventually became a personal mission—to help children build strong foundations, discover their strengths, and develop into confident, caring, and capable individuals.

My journey from researcher to lecturer, and finally to Year 1 teacher, has taught me a simple yet profound lesson: If we hope to shape the future, we must first invest in the beginning because that is where change begins.

Challenging Vocabulary

Delinquency – Behaviour that does not follow rules or laws, especially among young people. 

Resilience – The ability to recover from difficulties and continue moving forward. 

Empathy – The ability to understand and share the feelings of others. 

Perseverance – Continuing to work hard despite challenges or setbacks. 

Formative – Having an important influence on a person’s development. 

Compassion – Kindness and concern for the well-being of others. 

Achievement – Something accomplished successfully through effort or skill.

Potential – The ability to develop and achieve success in the future. 

Guidance – Advice, support, or direction given to help someone. 

Confidence – Belief in one’s own abilities and strengths. 

Every great journey begins with a first step! 💙 Just as a strong foundation helps children grow with confidence, learning English opens doors to new opportunities. Start your English learning journey with ILTI today, and let us grow together, one step at a time!

Call/WhatsApp: 010-395 3067 or email us at info@ilti.edu.my

Transform your English skills—one word at a time.

When the Struggle Becomes Worth It
By Mr Mohd Firnaz, Deputy Head of Exams at Knewton Global Schools Rawang

There was a time when I thought the greatest challenge of university would be passing examinations and completing assignments. I soon discovered that the real challenge was learning how to manage everything else at the same time. 

University life taught me many things that could never be found in a textbook. There were assignments to complete, deadlines that seemed to arrive far too quickly, presentations to prepare and responsibilities outside my studies that could not simply be ignored. Some days felt organised and productive. Others felt like there simply were not enough hours in the day. 

Time management became one of my greatest struggles. 

I learnt that being busy and being productive are not always the same thing. There were moments when I had to choose what needed my attention first, sacrifice personal time and continue working even when I was tired. Looking back, those difficult periods taught me discipline, patience and responsibility. At the time, however, they simply felt exhausting. 

Then came teaching. 

Standing in front of students for the first time brought an entirely different kind of challenge. Teaching is much more than explaining a chapter, preparing worksheets or helping students achieve good examination results. Every classroom is filled with different personalities, abilities, emotions and stories. 

Some students understand immediately. Others need the same idea explained three different ways. Some confidently put their hands up, while others quietly wait for someone to notice that they are struggling. 

And, of course, there are those unforgettable students who somehow manage to test every ounce of a teacher’s patience! 

Yet these experiences are precisely what make teaching meaningful. 

There is a special happiness in watching a student finally understand something they once found impossible. There is joy in seeing a quiet student become confident enough to speak. There is pride when students improve their results, but there is an even greater satisfaction in watching them become more responsible, independent and determined young people. 

Over time, students become more than names on an attendance list. We remember their jokes, their questions, their struggles, their achievements and sometimes even the small conversations they have probably forgotten themselves. 

Teaching has also taught me that educators do not simply teach students. Students teach us too. 

They teach us patience. They remind us to listen. They challenge us to improve. They show us that the same approach will not work for everyone. Most importantly, they remind us why we chose education in the first place. 

Looking back at the difficult university days, the late nights, the deadlines, the struggle to manage time and the uncertainty about where everything would eventually lead, I now understand that those experiences were preparing me for something. 

They were preparing me for this. 

Teaching is not always easy. There are tiring days, difficult lessons, endless planning, meetings, marking and moments when things simply do not go according to plan. But then a student says, “Sir, I understand now.” A former student remembers you. A class achieves something they once thought they could not. Or you simply see students enjoying learning together. 

Suddenly, the difficult days feel a little smaller. 

Perhaps that is one of the greatest lessons my journey from university to teaching has given me: not every struggle makes sense while we are going through it. 

Sometimes we only understand its value when we look back. 

The deadlines taught me discipline. 

The pressure taught me resilience. 

The lack of time taught me priorities. 

And my students taught me why it was all worth it. 

I once studied because I wanted to build a future for myself. 

Today, I teach because I have the privilege of helping young people build theirs.

 

Challenging Vocabulary

Discipline – the ability to control yourself and continue doing what needs to be done, even when it is difficult  

Productive – achieving useful results or completing important work  

Priorities – the tasks or responsibilities that are considered more important than others  

Sacrifice – giving up something valuable in order to achieve something more important  

Resilience – the ability to recover from difficulties and continue moving forward  

Uncertainty – a situation in which you are unsure about what will happen  

Meaningful – having an important purpose or value  

Independent – able to think, work or make decisions without relying heavily on others  

Determination – the strong desire to continue trying despite difficulties  

Privilege – a special opportunity or advantage that is valued and appreciated 

The struggles we face today may not make sense now, but with determination and resilience, they can lead us towards a brighter future. At ILTI, we support our students through every challenge, providing the guidance and encouragement they need to grow in confidence and achieve their goals.

Hard work and perseverance pave the way to success. Start your journey towards English proficiency and a brighter future with ILTI!

Call/WhatsApp: 010-395 3067 or email us at info@ilti.edu.my

Transform your English skills—one word at a time.