When will be the last time?
By Aainaa Sofea, Head of Early Years & Language Kinderlabz

 

Do you ever feel like social media is spying on you? Well, I do.

Last weekend, I was idling on TikTok when I came across a piece of content that I genuinely relished. It was an English-speaking practice video where a paragraph of text would scroll across the screen for you to read aloud.

And because social media seems to know everything about me, once I started reading, more and more of these videos kept surfacing on my feed!

Honestly, I didn’t mind. I had time to spare, and I enjoyed reading them in between cute cat videos and those AI-generated movie clips. *grin

Have you noticed that AI-generated movies have become quite a phenomenon these days? Some of them are so well made that they almost feel better than real movies!

Then came another English practice video. This time, the text said:

There is always a last time for everything.
Ironically, you will never know when that last time will be.
You will never know when it is your last dinner with your parents,
You will never know when it is the last vacation with your best friend,
You won’t even know when it is the last time you drive your favourite car,
So, cherish every moment in your life.
Say “thank you” and “I’m sorry” more often. Tell them that you love them.
Because we never know when we will have the opportunity to do it again.

That was it.

The moment I read the very first sentence, I broke down.

Ever since I got married and moved out of my parents’ house, I’ve missed them every single day. Going through my daily routine without them still feels foreign, even now. Reading those words made me feel incredibly emotional.

At that moment, I wished I could start my car, drive back to their house, and embrace them as tightly as I could.

But it was already 1:00 a.m.

So, I had no choice but to hold back my emotions and stop myself from crying like a little kid. I remember I prayed to God to bless them with good health and long live.

Cherish every moment in life.

Now, I understand those words more clearly than ever.

As Meryl Streep once said:

“Life is precious, and when you’ve lost a lot of people, you realise each day is a gift.”

Every moment we spend with the people we love is invaluable. Once that moment passes, we may never have the opportunity to experience it again.

If you’re reading this and you haven’t told your loved ones “I love you” today, please do.

You never know when today becomes the last time.

 

Key Vocabulary

• Idling – Spending time without doing anything important or productive.
• Relished – Enjoyed something very much.
• Surfacing – Beginning to appear or become noticeable.
• Phenomenon – A remarkable event or something that becomes widely popular.
• Opportunity – A chance or favourable moment to do something.
• Broke down – Became overwhelmed with emotion and started crying.
• Foreign – Strange, unfamiliar, or not yet comfortable.
• Embrace – To hold someone closely in your arms; to hug.
• Cherish – To love, value and appreciate someone or something deeply
• Invaluable – Extremely precious or valuable; impossible to replace.

We never truly know when the last opportunity to change our lives will pass us by. That’s why mastering English is what you need to do now—after all, it’s always better late than never! Enroll with ILTI today, and embrace the journey to become the best you can be.

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

Transform your English skills—one word at a time.

Overcoming the Fear of Speaking – Helping Shy Learners Find Their Voice in English
By Ms Caroline Samuel, Principal at ILTI

“Courage doesn’t always roar. Sometimes courage is the quiet voice at the end of the day saying, ‘I will try again tomorrow.'”
– Mary Anne Radmacher

Many students understand English well, complete their written work successfully, and perform well in reading and listening activities. However, when it comes to speaking, they become quiet, nervous, or hesitant. They may worry about making mistakes, being laughed at, or not finding the right words to express themselves.

At ILTI, we believe that every student has a voice worth hearing. Speaking English is not about being perfect—it is about building confidence, expressing ideas, and communicating effectively. By creating a supportive and encouraging learning environment, teachers and parents can help shy learners gradually overcome their fear and develop the confidence to speak English naturally.

Understanding the Fear of Speaking

Many children experience anxiety when asked to speak in English. This fear is completely normal, especially for learners who are still developing their vocabulary and sentence structures.

Some students are naturally shy, while others may have had previous experiences where they felt embarrassed after making mistakes. Others may compare themselves with classmates who speak more fluently and become afraid of being judged.

For example, during a classroom discussion, a student may know the correct answer but choose not to raise their hand because they worry about pronouncing a word incorrectly. Instead of participating, they remain silent even though they understand the lesson. Recognising these feelings is the first step towards helping students build confidence.

Creating a Safe and Encouraging Environment

Students are more willing to speak when they know mistakes are accepted as part of learning. Teachers play an important role by praising effort rather than perfection. Instead of focusing only on grammatical accuracy, teachers can encourage students whenever they make an attempt to communicate. Simple comments such as “Well done for trying,” or “That’s a good idea. Let’s improve the sentence together,” help students feel valued and motivated.

At ILTI, we encourage a positive classroom atmosphere where students support one another and understand that every learner progresses at their own pace. When students feel safe, they become more willing to participate and take small risks in speaking English.

Building Confidence Through Small Speaking Opportunities

Confidence develops gradually through regular practice. Rather than asking shy learners to give long presentations immediately, teachers can begin with simple speaking activities.

For example, students can:

• Introduce themselves to a partner.
• Describe a favourite toy or hobby.
• Answer simple daily questions.
• Read short dialogues aloud.
• Share one sentence about their weekend.

These small successes help students realise that speaking English is achievable. As confidence grows, students naturally become more comfortable speaking in front of larger groups.

Learning Through Pair and Group Activities

Speaking becomes less intimidating when students practise with classmates instead of speaking alone in front of the entire class. Pair work and small group discussions allow learners to practise English in a relaxed setting. Students encourage one another, exchange ideas, and build confidence together. For example, during a picture description activity, two students may work together to describe what they see using simple English sentences. As they discuss the picture, they naturally practise vocabulary, sentence construction, and pronunciation. These collaborative activities reduce anxiety while making speaking enjoyable and meaningful.

Accepting Mistakes as Part of Learning

One of the biggest obstacles to speaking is the fear of making mistakes. The truth is that mistakes are an essential part of language learning. Every successful English speaker has learned through practice, correction, and continuous improvement. Teachers should correct mistakes gently without interrupting students’ confidence. Instead of immediately pointing out every error, teachers can allow students to finish speaking before providing helpful feedback. This approach helps students remain confident while continuing to improve their language accuracy.

At ILTI, we remind our students that every mistake is another opportunity to learn.

Using Real-Life Communication Activities

Students gain confidence when they practise English in situations they may encounter outside the classroom. Role-play activities make speaking both practical and enjoyable.

Students may practise:

• Ordering food at a restaurant.
• Asking for directions.
• Introducing themselves to a new friend.
• Shopping at a supermarket.
• Booking a hotel room.
• Conducting a simple interview.

These activities prepare learners for real-life conversations while helping them understand that English is a communication tool rather than simply another school subject.

Celebrating Progress, Not Perfection

Every learner develops confidence at a different pace. Some students begin speaking confidently within a few weeks, while others require more time and encouragement. It is important to celebrate every achievement, no matter how small. A student who answers one question today may volunteer to participate in a discussion next month. These small milestones represent significant personal growth. Recognising progress motivates students to continue challenging themselves.

The Role of Parents

Parents can play an important role in helping children become more confident English speakers.

Simple activities at home can make a big difference:

• Encourage your child to speak English during everyday conversations.
• Praise effort rather than correcting every mistake.
• Read English storybooks together.
• Watch English cartoons or educational programmes.
• Ask open-ended questions that encourage longer answers.
• Give your child time to think before responding.

Most importantly, avoid comparing your child with others. Every learner develops confidence at their own pace.

How ILTI Supports Speaking Confidence

At ILTI, developing confident communicators is one of our primary goals. Our Cambridge English programmes provide students with regular opportunities to practise speaking through:

• Interactive classroom discussions.
• Pair and group activities.
• Role-play and real-life communication tasks.
• Storytelling and presentations.
• Speaking games and vocabulary challenges.
• Individual feedback and positive encouragement.

Our teachers create a supportive environment where students feel comfortable expressing themselves while steadily improving their communication skills. We believe that confident speaking develops through consistent practice, patience, and encouragement.

Practical Tips for Parents

Parents can help build speaking confidence by:

• Speaking simple English during daily routines.
• Encouraging children to express opinions in English.
• Playing language games together.
• Reading aloud as a family.
• Praising confidence rather than perfection.
• Creating opportunities for children to communicate with others in English.

These small daily practices reinforce what students learn in the classroom.

Vocabulary Galler

Confidence – belief in one’s own ability.

Communication – sharing ideas and information with others.

Pronunciation – the correct way of saying words.

Fluency – speaking smoothly and naturally.

Encouragement – giving support and confidence to someone.

Participation – actively taking part in an activity.

Role-play – acting out real-life situations for learning.

Vocabulary – the words a person knows and uses.

Conversation – a spoken exchange between two or more people.

Self-confidence – believing in your own abilities.

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

Transform your English skills—one word at a time.

Chasing Heights: Kinabalu and the Making of Resilience
By Ms Bong Sew Hwa, Primary and Secondary Teacher – Mandarin as Foreign Language, Knewton Global Schools Rawang

In life, we are often summoned not by circumstance alone, but by an inner calling to confront the unseen mountains within us. My journey to Mount Kinabalu was not merely a physical ascent, but a quiet unfolding of self-awareness. Beneath the demands of altitude and terrain lay a deeper encounter—with uncertainty, with limitation, and ultimately, with growth.

Preparation began long before the mountain came into view. In the dim stillness of early mornings, my students and I gathered at Batu Caves, returning week after week to its 272 steps. What first appeared routine gradually evolved into ritual. Each climb became an exercise in rhythm and restraint—measured breathing, deliberate pacing, and the steady negotiation between effort and fatigue. Over time, the repetition refined not only our physical strength but also our capacity for focus.

Yet it was within these shared moments that my reflection as an educator deepened. I watched my students encounter challenge in their own ways—some with quiet resolve, others with hesitation that slowly gave way to courage. In guiding them, I became increasingly aware that teaching is less about direction and more about presence. Like the climb itself, it demands patience, attentiveness, and the humility to recognise that growth unfolds differently for each individual.

On the mountain, distractions fell away. Each step became intentional, each breath a reminder of my own limits. The body laboured, but it was the mind that required greater endurance. It was here that I understood that resilience is not a fixed trait, but a practice—formed in moments when continuing feels uncertain, when the path ahead is obscured, and yet one chooses to proceed.

There were moments when doubt surfaced quietly, almost imperceptibly. Progress slowed, and the summit felt distant. In those spaces, I came to recognise that perseverance is seldom dramatic. It resides in the ordinary decision to take the next step, even when certainty is absent. In many ways, this mirrors the work of an educator—where effort is continuous, outcomes are gradual, and belief must remain steady.

The mountain’s silence fostered a profound sense of camaraderie. Without the need for words, connection emerged through shared effort and mutual understanding. It reflected the unspoken bonds within a classroom—relationships built not through grand gestures, but through consistency, trust, and time.

As we climbed in the early hours, guided only by dim light and instinct, the journey demanded fortitude. There was little to anchor the mind beyond the rhythm of movement. In that stillness, I reflected on the necessity of remaining unwavering—not rigid, but grounded in purpose. As educators, we are often required to hold that steadiness, offering direction even when the path is not immediately clear.

Reaching the summit was neither triumphant nor loud. It was, instead, a transcendent stillness—a moment suspended between effort and arrival. Standing above the clouds, I felt not conquest, but clarity. The mountain had not been something to overcome, but something that revealed.

In that moment, I crossed a personal threshold—an understanding that both teaching and climbing are not defined by their outcomes, but by the transformation they invite. We do not guide students merely towards achievement, but towards awareness—of their strengths, their limits, and their capacity to grow.

Not all who began the climb reached the summit, and this, too, carried quiet significance. It reminded me that progress is not linear, nor is it uniform. As educators, our role is not to measure worth by completion, but to recognise effort, to honour individual journeys, and to support with discernment.

Ultimately, this experience reshaped my understanding of both resilience and teaching. In training alongside my students, in walking beside them rather than ahead, I came to see that education is a shared ascent—one that requires reflection as much as instruction. The mountain remained unchanged, yet I did not. And in that subtle transformation, I discovered that true resilience lies not in conquering, but in understanding—of self, of others, and of the journey that continues beyond the summit.

Key Vocabulary

Summoned – called or invited to undertake something important or challenging

Ascent – the act of climbing upwards, especially a mountain

Endurance – the ability to persist through difficulty or hardship

Resilience – the capacity to recover and remain strong after challenges

Perseverance – continued effort despite obstacles or setbacks

Camaraderie – mutual trust and friendship among people sharing an experience

Fortitude – mental strength in facing adversity with courage

Unwavering – steady and resolute; not weakening

Transcendent – beyond ordinary experience; deeply uplifting or spiritual

Threshold – a point at which a significant change or transition begins

At ILTI, learning goes beyond textbooks and examinations. Through reading, writing and meaningful discussions, students develop the ability to express themselves with confidence and preserve stories that matter.

Mrs Angela Toh’s heartfelt recollection of her childhood in old Ipoh reminds us that good writing does more than describe experiences – it brings memories to life and connects generations.

Let’s be aspired to write with clarity, creativity and purpose. Join us at ILTI and discover how language can become a lifelong gift.

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

Transform your English skills—one word at a time.

Village Life In All Its Glory
By Mrs Angela Toh, Principal of Kinder Labz Jalan Woodward

I was a true-born and bred village damsel who enjoyed village life to the fullest. My village was one of the New Villages established in the 1950s by the British colonial government during the Malayan Emergency to isolate and protect the Chinese community from the Malayan Communist Party.

My parents, who were town dwellers in the 1950s, already had a growing brood of children and could no longer fit comfortably into a rented room in one of the heritage buildings in Ipoh’s Old Town area. When they learned that a village house was up for sale, they immediately bought it and settled there.

The village was only a few kilometres from Ipoh town and transportation was never much of a problem. Buses and taxis served the area frequently. Want to go to town for a movie? No problem. A bus ride cost only ten cents for adults and five cents for children. Taxi rides were a flat twenty cents, shared among four passengers travelling to the same destination. If a passenger happened to be a young lady travelling at night, an empathetic taxi driver might even send her right to her doorstep at no extra charge. Bus stops were conveniently located along the main roads, often less than a hundred metres apart.

Back to my glorious village life. I was born two years after my parents and siblings moved into the village house. Perhaps it was the relaxed atmosphere or perhaps my parents wanted an offspring who was one hundred percent village-born. Whatever the reason, I owe them my gratitude because I thoroughly enjoyed my childhood.

The surroundings of our house resembled today’s eco-parks, except they were entirely natural. The most unforgettable place in my memory was the pond just ten metres from our home. Calm and scenic, it mesmerised me with its breathtaking wild grasses and purple water lilies. If I was lucky, I would spot a lone snake gliding across the water, creating gentle ripples as it swam and sometimes wild fowls moving between the grass. Spectacular scenes like these could easily make one dreamy and poetic.

The best part of the day came in the evening when the sun had set and nature’s orchestra began its nightly performance. The familiar chorus of insects, frogs and other small creatures filled the air. We became so accustomed to these sounds that a quiet night would have felt strangely unnatural.

To say that one would never go hungry in the village is no exaggeration. There was always plenty of land to grow fruit trees and vegetables. Our house had seven coconut trees, a ciku tree, a wild cherry tree, a rambutan tree, numerous banana trees and several guava trees. My siblings and I climbed trees as though it were the most natural thing in the world. Chickens were reared for home consumption and I could swear that the meat was organic and tasted much better back then.

If we felt like having fish porridge for supper, my brothers would simply catch some catfish from the pond and add them to the pot. In those days, houses were not fenced and everyone knew one another by name. Surplus food was generously shared among neighbours and any problems involving blown light bulbs or burst pipes were quickly attended to by helpful men living along the road.

I remember my siblings’ schoolmates frequently visiting our house to play table tennis, go fishing at the pond or simply relax beneath the fruit trees. This was especially true for those who lived in town and rarely had the opportunity to experience such surroundings or enjoy fresh, unpolluted air.

During my childhood, I played games such as hide-and-seek and cops and robbers with the other children from nearby houses. One can still imagine the sight of bright, colourful lanterns carried by groups of delighted children lighting up the village roads during the Mid-Autumn Festival.

Life in the village was truly wonderful, full of adventure and extraordinary experiences. It was indeed the envy of our counterparts who lived in town.

Key Vocabulary

Brood: A large family of children

Heritage: Having historical or cultural importance

Empathetic: Showing understanding and concern for others

Mesmerised: Fascinated or captivated

Scenic: Beautiful and pleasant to look at

Chorus: A combination of many sounds together

Accustomed: Familiar with something through repeated experience

Reared: Raised or brought up

Surplus: More than what is needed

Extraordinary: Remarkable or unusual in a positive way

At ILTI, learning goes beyond textbooks and examinations. Through reading, writing and meaningful discussions, students develop the ability to express themselves with confidence and preserve stories that matter.

Mrs Angela Toh’s heartfelt recollection of her childhood in old Ipoh reminds us that good writing does more than describe experiences – it brings memories to life and connects generations.

Let’s be aspired to write with clarity, creativity and purpose. Join us at ILTI and discover how language can become a lifelong gift.

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

Transform your English skills—one word at a time.

What I Wish I Knew When I Started Working in Education
By Mdm Agalya Balaguru, Campus Principal of Knewton Global Schools Ipoh

 

When I first stepped into education, I thought I understood the job. I imagined lesson plans, clear routines, motivated learners and a sense of steady progress. What I did not yet realise was that education is not simply a profession—it is a living, shifting ecosystem of people, emotions and moments that rarely behave according to plan.

If I could speak to my younger self on that first day, I would offer a few quiet truths that only experience can teach.

First, I would say: not every day will feel successful—and that is normal. Early in my career, I measured success in obvious ways: perfect lessons, engaged students, smooth transitions and visible progress. I now understand that some of the most meaningful work is invisible. A student who returns to class after a difficult weekend. A quiet word that prevents a situation from escalating. A lesson that does not go as planned but still leaves something behind in a learner’s mind. These are not always measurable, but they matter deeply.

Second, I would remind myself that relationships are the real curriculum. I used to believe that content was the centre of education. Over time, I realised that trust is the foundation upon which all learning is built. Students learn more readily from people they feel seen by, respected by and safe with. The same applies to colleagues. Schools function best not when everyone is perfect, but when people are connected enough to support one another through imperfection.

Third, I would say: flexibility is not a weakness; it is a skill. No matter how carefully a lesson or timetable is designed, reality has a way of rewriting the script. A student has a meltdown. A fire drill interrupts the flow. A brilliant discussion takes an unexpected turn. At first, I saw these as disruptions. Now I see them as part of the craft. Teaching is not about rigid control; it is about responsive thinking.

I would also warn my younger self not to underestimate emotional fatigue. Education is joyful, but it is also emotionally demanding. You carry the hopes, struggles and needs of many young people at once. Without reflection and balance, it is easy to feel overwhelmed. I wish I had known earlier that rest is not indulgence—it is sustainability.

Perhaps most importantly, I would say: you will not have all the answers—and you are not meant to. In the beginning, I felt pressure to be certain, decisive and consistently right. With time, I learnt that humility is far more powerful than certainty. Asking questions, seeking advice and admitting uncertainty do not weaken leadership; they strengthen it.

Looking back, I see that education has never been a straight path. It is layered, unpredictable and deeply human. And while I once thought I was entering a profession, I now understand that I was entering a community of continuous learning.

If I had known all this at the start, perhaps I would have worried less. But perhaps that is also part of the journey—learning not only how to educate others, but how to grow alongside them.

Key Vocabulary

Ecosystem — a connected system of people or things that affect one another

Progress — forward movement or improvement over time

Meaningful — important and valuable in a significant way

Foundation — the basic support or underlying principle of something

Curriculum — the subjects and learning experiences taught in education

Flexibility — the ability to adapt and respond to change

Disruptions — interruptions that affect normal flow or routine

Emotional fatigue — mental and emotional exhaustion caused by ongoing stress or responsibility

Humility — the quality of being modest and willing to learn from others

Sustainability — the ability to continue something in a healthy and balanced way over time

At ILTI, we believe that education is more than just studying. It is about learning, growing and becoming more confident every day.

We provide a supportive environment where students are guided with care, encouragement and dedication. Every student matters and every step of progress is celebrated.

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

Transform your English skills—one word at a time.