One day, as I sat with my grandchild helping her read in English, it struck me – this is how we should teach our students – with the same warmth, patience, and belief.
Teaching English to your students the way you teach your children at home reminds us that education is not merely about lessons, textbooks, or exams – it is about heart, connection, and the gentle art of nurturing confidence and character.
At home, when we teach our children, we do it with love and understanding. We celebrate small steps, and when mistakes happen, we guide – not scold.
That same nurturing spirit, when brought into the classroom, changes everything. When students feel safe, they dare to try. They may stumble in pronunciation or grammar, but with gentle encouragement, they learn to keep going.
Learning a language requires bravery. A classroom filled with kindness gives students the courage to speak, explore, and believe in themselves.
At home, children learn through conversation, songs, and stories. They imitate, they play, and they learn without fear.
Imagine bringing that same spirit into the classroom: storytelling sessions, role plays, daily chat time, or even talking about what they see outside the window. English then becomes alive and relevant, not just a subject filled with grammar rules.
A teacher who teaches with a “home-like” touch allows language to grow organically. Students begin to see English as part of their everyday lives – not something distant or difficult.
At home, we know our children’s personalities – their fears, pace, and strengths. We never compare one to another, because each is unique.
The same empathy should be extended to our students in school. Each child learns differently. Some are quick to speak; others take time. Some write well but hesitate to talk.
When teachers say, “I see your effort, not just your result,” it builds trust. That sense of being accepted often becomes the key that unlocks motivation and persistence – especially for remedial or mixed-ability learners.
A student who feels loved will dare to speak. When students sense that their teacher genuinely cares, they open up. Their fear of making mistakes fades, replaced by a desire to connect.
I remember a boy who never dared to say a word in English. Instead of correcting every error, I praised his effort. One day, he looked up with a shy smile and whispered, “Teacher, can I try again?” From that moment, his progress blossomed – not because of a new technique, but because of trust.
This connection is not only about learning English – it’s also about building character, something our Education Minister recently emphasised as a national priority.
As we support the ministry’s call for character-based education, let us remember that values begin at home where values such as respect, kindness, and perseverance are first nurtured. These are then strengthened in school.
When teachers continue these same values in the classroom, education becomes an extension of home – a place where knowledge is taught and character is shaped. And when students experience consistency between what they learn at home and what they see in school – care, honesty, empathy – they grow not only in language but also in humanity.
Let us teach English not only with our minds but with our hearts. Language learning is more than mastering vocabulary or tenses. It is about understanding, expressing, and connecting – qualities deeply rooted in emotional and moral intelligence.
Through storytelling, dialogue, and empathy, we are not just teaching words – we are shaping voices, confidence, and character. Whether we teach young children or university students, let us bring the warmth of home into our classrooms – patience that guides, trust that nurtures, and love that believes.
After all, the best teachers are those who teach as they would guide their own children – with care, respect, and hope, not just with lesson plans.
SAMIHA MOHD SALLEH Kota Tinggi, Johor
