I am drawn to the teaching profession because of my deep interest in teaching itself. I feel a sense of joy when I see students begin to understand a concept as a result of my teaching efforts.
The field of special education provides space for me to be creative in developing engaging teaching and learning materials. I am also very interested in hands-on learning approaches, such as sensory-based or skills-based activities, to meet the diverse needs of students.
I aspire to become a dedicated teacher who makes a meaningful impact on students and the wider community. I hope to contribute to changing perceptions of students in special education, emphasising that they are not weak but rather require different approaches.
I also aspire to achieve recognition as an excellent teacher, particularly in special education, so that I can advocate to the broader community, especially parents of students with special educational needs, and help them unlock their children’s potential.
Che Damia Adilah Che Wil, Universiti Kebangsaan Malaysia teacher trainee
I never planned to become a teacher, even though my mother was one. It only became real when I joined the Teach For Malaysia fellowship. I was posted to a rural school in Balai Ringin, Serian, Sarawak, and that experience reshaped me.
In a place where transport is difficult and literacy can be a challenge, my students still showed up every day, ready to learn, with no complaints but quiet determination. That made me realise that teaching is a responsibility - to match their effort with our own.
I hope my students grow into people they are proud of. Not just academically successful, but respectful, grounded and genuinely happy.
While we all want the best for our children, teachers cannot do this alone. I hope parents can stay closely involved and take time to understand what their children are going through. Checking in, listening and showing care can make a big difference. When children feel supported at home, they come to school more motivated and confident.
At the same time, school leadership plays an important role. Teachers need trust and support to design lessons that truly meet their students’ needs. We need to focus beyond academic performance and look at holistic growth.
Nur Adila Azman, teacher and Teach For Malaysia 2023 alumna
I have wanted to be a teacher since I was five. Throughout my life, I have been drawn to this profession for different reasons at different stages. Today, as an experienced Mathematics teacher, I am drawn to this profession for deeper, more philosophical reasons.
From a child growing up in poverty to the educator I am today, I am shaped by the teachers who changed my life. I see education as a powerful force for change - it can break the cycle of poverty, empower the younger generation and bring out the light of humanity in every individual.
With the right support, I believe we can move towards “teaching less but teaching better”, and ultimately nurture students to become independent, lifelong learners.
We can learn from countries like Finland, which has shown that teaching less content but focusing on depth can lead to better learning outcomes. At the same time, we should also reflect on systems like China and Japan to understand the challenges of reducing academic pressure within highly competitive cultures.
Loh Chee Hoo, Mathematics ‘Master Teacher’ and Teach For Malaysia 2014 alumnus
