THE STAR Tuesday 3 March 2015

StarSpecial

Learning,
growing,
playing

The continuing evolution of boarding > 2

Planting seeds of responsibility > 6

2 BRIGHT KIDS StarSpecial, Tuesday 3 March 2015

The continuing
evolution of boarding

Current trends
BOARDING schools are no
longer limited to the elite and
financially privileged. Parents
have the choice of sending
their children to the more than
affordable government-run
Sekolah Berasrama Penuh (SBP)
or Maktab Rendah Sains Mara
(MRSM) schools.
For those seeking a different
curricula experience, many
private and international
schools offer scholarships and
sponsorships for chosen students.
In fact, a few private schools
are actually tuition- and
expense-free, thanks to the
generosity of their benefactors
offering generous aid packages to
qualified students.
In some cases, middle-income
parents have found it worthwhile
to spend a little more money on
boarding schools in exchange
for a more holistic education and
development for their child.
Many people also seem to
assume that boarding schools
and reform schools are the same.
Unlike the girls in the movie
St Trinians, it is a misconception
that boarding schools are fertile
breeding grounds for trouble.
Heads of school, teachers and
administrators in modern day
boarding schools work together

with their students to ensure a

loving and safe environment for
everyone.
Oliver Twist in a modern
day boarding school will not
need to ask Please sir, may I
have some more? as assuredly
there is plenty of more to be
found in terms of state-of-theart facilities, passionate highly
certified teachers and the best
in pastoral care.
Boarding school students
shared school pride sometimes
can be misinterpreted as
arrogance, earning boarders a
reputation for social immaturity.
The situation is quite the
opposite as boarding schools
tend to help students develop
and deepen personal qualities
such as self-confidence,
independence, personal and
social skills.
These are places where
communities are shaped
students learn to share, respect,
work together and support one
another in a common place.
Beyond their teachers,
boarders also interact with and
learn from another large group
of adults on a daily basis such as
the House Master, school nurse,
cafeteria staff, cleaning staff
and security.

The boarding school environment facilitates social bonding among students.

YOUNG boy stares forlornly

at his parents car driving
away, a tear rolling down his
cheek. He tries to chase after them
but falls down and scrapes his
knee. An adult (presumably the
teacher) looks disinterestedly from
a distance and beckons the boy
to follow him into the boarding
school building.
In the award-winning
Bollywood movie Taare Zameen
Par (reissued as Like Stars On Earth
by Disneys International DVD),
the parents of eight-year-old
Ishaan decide that sending him
to a boarding school will make
him behave better and improve
academically.
Many Malaysian parents
seem to share this same view of
boarding schools: as a magical
correctional facility for both books
and behaviour. Indeed, popular
media still depicts boarding
schools as a place to banish the
unruly who need some sense
knocked into them.
Readers of J.D. Salingers classic
Catcher in the Rye dread boarding
schools as a representation of
the winter of their adolescent
discontent a cold, distant place
where parents threaten to send
their children to if they do not
measure up. Parents drop their
children off in September, pick
them up again in June and let the
schoolmasters worry about what
happens in between.
Movies such as Lindsay
Andersons If... (1968) and
books such as Enid Blytons The
Naughtiest Girl in School begin
with the main characters being
sent away by their parents
because the adults viewed their
parenting skills as inadequate.
Kathryn Farrell, principal
of UCSI Springhill, echoes this
statement, In the past, boarding

schools were viewed by some

people as places that parents send
children to if they are too busy to
care for them.
This is not the case now.
Modern boarding schools are
becoming more relaxed and
pleasant places for children to
develop.

First few steps

How and why do parents make
the decision to send a child away
from home to study?
To accuse parents who send
their children to boarding school
of lazy parenting and neglect
is not only insensitive but also
misinformed. The reality is
that boarding parents are very
involved in the lives of their
children and are committed to
providing their children the best
opportunities.
Far from being part-time
parents, there are many ways
for parents to participate in the
well-being of boarders. More
parents of students in boarding
schools realise an improvement in
terms of communication quality
between parent and child: less
nagging and more openness
towards honestly expressing
endearments and encouragement.
Boarding builds on the
existing family life and injects
new dynamics into the childs
development such as leadership,
teamwork and a sense of the
larger community.
Boarding schools provide
the social and emotional bridge
towards a sense of independence
for children. Students who take
the time to research boarding
schools and attend schoolorganised Open Day events
find the facilities, campus and
the notion of a higher level of

autonomy appealing.
The majority of parents who
send their children to boarding
schools do so because the children
themselves wish to go.
John Fancourt, the principal of
Rafflesia International and Private
Schools Puchong recalls refusing
to
follow his pilot father around
the world, choosing to stay with
friends at a boarding school in
Australia instead.
My wife and I both went to
boarding school and loved it,
which is why I did professional
development in terms of pastoral
care for boarding, he says.
Although not currently

The staff in boarding schools work together with its students to create a loving
and safe environment.
managing a boarding school,
Fancourt has brought his love
of boarding schools with him
to Rafflesia and is applying
his professional pastoral care
experience with his day-schoolers.

Boarding schools build teamwork and camaraderie among their students.

It has helped him see students

as more than mere vessels of
knowledge and as multi-faceted,
constantly developing individuals.
>> TURN TO PAGE 8

Tuesday 3 March 2015

StarSpecial 3

4 BRIGHT KIDS StarSpecial, Tuesday 3 March 2015

Enhancing learning
with technology
T

ECHNOLOGICAL tools are

a ubiquitous reality in
classrooms today and its
prevalence in the teaching and
learning process is unavoidable.
Used wisely, technological
tools can open new dimensions in
learning, research and discussions.
The variety of emerging
learning technologies can be
overwhelming, which is why
Sunway International School (SIS)
teachers choose three strategic
areas in deploying its use
student response technologies,
the flipped classroom concept and
skill enhancement technology.

Student response
technologies
Student response technologies
allow teachers to check
immediately for an authentic
report of students understanding.
Teachers can access a rich
database of more than three
hundred programmes and
websites such as Geddit and
Kahoot that include a spectrum
of subjects, topics and courses to
teach students.
These programmes essentially
act as informal check-ins, as
students can be reticent or timid

in offering candid feedback on

their grasp of the material.
A students performance on
these programmes let teachers
gauge if the student is on-track
with the lesson taught. If the
results are less than expected,
it indicates that the student is
having difficulty understanding a
concept, which informs teachers
that a review of the lesson is
required.
With tools such as these,
teachers can be assured that no
student is left behind and that the
class as a whole is progressing at
an equal pace.
These programmes are usually
free to use and rated by users
over a shared platform, which lets
teacher verify their usefulness.

Flipped classroom
Another concept that is a hit
at SIS is the flipped classroom
concept. This idea flips the
conventional classroom style
by having students view their
lectures at home and do their
reviews or assignments in class.
These lectures are dispensed
through video sites using
professionally created and reliable
educational videos.

Some of these video

applications even allow teachers
to attach questions to the video to
emphasise salient points that they
want students to remember.
Students need to answer the
questions correctly before they
can proceed with the rest of the
video, thereby ensuring that they
are not able to skip ahead to the
end. This mechanism provides
teachers a realtime capture of
the students accountability in
completing their assigned task.
At SIS, these videos are a boon
for teachers to familiarise students
with confusing terminology and
understand complex concepts.
Conventionally, this exercise
would consume time in class
as students grapple with new
words and concept but with these
tools, students can spend time
with teachers working together
on review exercises in class,
maximising interaction and facetime with teachers.
SIS students have been
forthcoming with their
feedback of these technological
advancements and they approve
of it.
Technological tools have
made it easier for students to
understand and absorb lessons

At SIS, technological tools play a

vital role in the learning process.

better compared to in a traditional

classroom setting.

Skill enhancement
technology
As students become
increasingly tech-savvy, they
become empowered by deploying
these tools and applying them
to enrich their technological
prowess.
SIS outfits all study areas
with Wi-Fi access for students
who work on their laptops and
tablets, while every one of the
19 classrooms and laboratories
at SIS contains an interactive
whiteboard to run multimedia
programmes.
Be it presentations,
assignments or collaborative work,
students are avid and adventurous
in trying new features and testing
various skills gleaned as they
become adept at operating

the software.
Technology coach Blake
Watters is inspired by his students
initiative and enthusiasm.
These kids are fearless when
it comes to learning technology.
Theyre always eager to progress
and find what these programmes
are capable of. It really aids them in
understanding the lesson and helps
them substantially in digesting
new material, he says.
By incorporating technological
tools in the delivery of lessons,
teachers can impart education
in a way better suited for the
learners of today, and the way that
best brings out their innovation,
awareness and critical thinking.
SIS will be hosting a parent
information session on March 21
from 10am to noon.
n For more information, call
03-7491 8070 or visit
www.sis.sunway.edu.my

StarSpecial, Tuesday 3 March 2015

BRIGHT KIDS 5

Excursions that expand horizons

R

.E.A.L Education Groups 5C

core values are collaboration,
character, communication,
critical thinking and creativity.
With collaboration as a core value,
R.E.A.L Schools seeks to inspire
the nations young generation
to engage with their local
community in a meaningful way.
It believes that forming a holistic
relationship between students and
the community will ultimately
leave a positive impact on society.
The History Club of R.E.A.L
Schools, Suria Campus, Cheras
organised a trip to Putrajaya to
expose its students to Malaysias
rich cultural heritage. The trips
objective was to expand students
knowledge of the countrys
history and multicultural society
while instilling in them a sense of
patriotism.
With a packed itinerary,
proceedings quickly got underway
for the 80-plus Senior Five (Form
Five) students and four teachers
as they arrived at the countrys
administrative capital.
The groups first stop was at
Taman Botani, a 230-acre (93ha)
piece of former agricultural
land that has been turned into
a botanical garden, where they
learnt about a variety of local and
foreign flora.
The foundation of R.E.A.L
Schools active learning approach
is built upon unique student
experiences and practical learning
platforms. This Putrajaya trip, for

R.E.A.L Schools students enjoying a cruise on Putrajaya Lake.

instance, is part of the schools
efforts to allow students to gain
firsthand experience in a myriad
of fields.
After a short break at Alamanda
Shopping Centre, the students
headed for a lake cruise on Cruise
Tasik Putrajaya. The sightseeing
tour took passengers past
Putrajayas most stunning and
iconic sites such as the Putra
Mosque, Istana Darul Ehsan, The
Millennium Monument, ministry
buildings and the Putra Bridge.
A tour guide was on hand

to enlighten the students on

the history and process of
the countrys administrative
system and to remind them of
the importance of preserving
Malaysias culture, heritage and
identity.
Nurturing exemplary citizens
for the nation is a vital part of
R.E.A.L Education Groups mission
to transform lives.
As R.E.A.L stands for results
enhancing through active
learning, various outdoor
excursions and field trips serve as

a unique and key feature of R.E.A.L

education, which strives to take
lessons beyond books and the
classroom environment.
The excursion to Putrajaya was
a fitting way to end the graduating
students journey at R.E.A.L
Schools, with this being their
final trip before they embark on
tertiary education and carve their
own pathways in life.
For them, it could not have
ended on a happier and more
memorable note.
With more than 28 years of

history in shaping education

excellence, R.E.A.L Schools
is a diverse community of
learning that is committed to
delivering holistic education
through exceptional academic
standards. This is anchored by
sound character values, students
performance, practical learning
platforms and enriching student
experiences.
Today, R.E.A.L has six schools
located at three campuses
in Malaysia, offering both
international and national
syllabi at preschool, primary and
secondary levels.
The aim of the syllabi is to
nurture well-rounded students
with outstanding grades, robust
extracurricular activities,
leadership qualities and lifelong
practical living skills.
R.E.A.L Schools is also a fivestar rated school as certified
by the Ministry of Education
Malaysia.
Free child assessment and
information about R.E.A.L
Schools special waiver will be
offered exclusively during R.E.A.L
Schools Open Day on March 7
from 10am to 3pm.
n For more information, call
R.E.A.L Schools at 03-9021 3601
(Suria Campus, Cheras),
03-7842 3228 (Cahaya Campus,
Shah Alam) or 07-386 4468
(Cahaya Campus, Johor), or visit
www.realschools.edu.my

6 BRIGHT KIDS StarSpecial, Tuesday 3 March 2015

Immersion in
cultural education

A group of ECiM students posing for a photograph in front of the time capsule that carries all the hopes, dreams and
memorabilia collected from the Prep School, Senior School and boarding houses.

Planting seeds
of responsibility
O

RIGINATING in Northern
America, Arbour Day holds a
long legacy of espousing the
importance of trees in everyday
living. It is celebrated in 40
countries all over the world and is
a day when people come together
to plant trees.
Epsom College in Malaysia
(ECiM) dedicated February 11 to
this purpose, which also marked
the culmination of the schools
Eco Week activities.
ECiMs Eco Week saw students
engaging in exciting efforts of
environmental consciousness
such as recycling, field trips to
the mangroves and a schoolwide competition among houses
to reduce the schools carbon
footprint.
Granville house emerged
champions of this Blackout Day,
much to the delight of head of
house Daim Hishamuddin.
Many basic necessities such as
breathing in clean air and drinking
pure water are taken for granted,
said Daim at the Arbour Day event.
It is up to us to do something to
protect the world.
ECiMs Arbour Day celebration
kicked off with an assembly in
the school auditorium, where
audience members were
entertained by a moving rendition
of a song by the Prep School choir.
This was followed by a speech
by Datuk Kenneth Kolb, chairman
of Friends of Epsom College in
Malaysia (FoECiM). FoECiM is a

FoECiM chairman Datuk Kenneth Kolb and EciM headmaster Martin George planting
the 40ft (12.2m) Enterolobium Cyclocarpum tree.
volunteer committee comprising
parents and friends connected
to the college and it had earlier
championed a fundraiser to
purchase the Arbour Day trees.
It is a special day that allows
us to appreciate trees and what
they do for us, said Kolb. He
added that it was important for
parents to work together with
the school to impart important
lessons in children and to lead by
example.
The tree-planting ceremony
took place outside the cricket
pavilion, where two mature
40ft (12.2m) tall Enterolobium
Cyclocarpum trees (commonly
known as elephant-ear trees and

Senior students doing their part to plant a tree during the Arbour Day
celebration at ECiM.

native to the Americas) were

planted along with a time capsule
containing memorabilia from the
Prep School, Senior School and the
boarding houses.
ECiM encourages a healthy
boarding life with a myriad
of activities and lessons both
inside and outside the classroom.
Activities such as Arbour Day not
only instil an appreciation and
understanding of environmental
issues in students, but are also
an innovative break from their
routine.
Headmaster Martin George
was pleased to find students
participating in the Eco Week
activities with great positivity and
enthusiasm.
As much as children want
to be independent, they look to
adults for a lead. If we can instil
in them a sense that this type of
activity is important, then there
is a greater chance that we will
also instil an appreciation for the
environment, said George.
Its been about raising
awareness not just of
environmental issues faced by
the world but also this important
point small things can make a
difference, he added. There is a
tendency for children in particular
to think What can I do to make a
difference? We are trying to get
people to realise that collectively,
we can make a great change. Then

BOARDING schools offer

students a well-rounded
education in a unique way.
Students of Epsom College in
Malaysia (ECiM) are privy to
such opportunities, in line with
the schools mission to provide
academic, social, sporting and
cultural opportunities in the
pursuit of a balanced education.
Culture, in particular, is an
inescapable social aspect of
boarding life. In interacting
with fellow students of different
backgrounds, students are
exposed to the rich cultures of
many different communities and
countries.
In a melting pot of cultures
such as Malaysia, this focus
can greatly impact a childs
interaction with others and help
shape his world view.
It is important that students
are exposed to the variety of
cultures in the world, especially
in an international boarding
school where they interact, learn
and play with peers from various
backgrounds.
We live side by side with
others in a supportive and
busy community, but unless
we understand, appreciate and
tolerate others, we will tend to
focus on differences that can
lead to tension, says Martin
George, headmaster of ECiM.
Through cultural immersion we
start to see similarities and this
helps us to generate an inclusive
community where diversity is
celebrated.
With up to 90% of Senior
School students in in boarding,
ECiM emphasises creating a
family environment within a
school routine by fostering a
strong feeling of belonging and
sense of community.
It is therefore essential that
students understand each
others differences in order to
better see the similarities. This
dispels prejudice and ignorance
while teaching young people to

treat those around them with

inclusiveness and tolerance.
ECiM actively espouses the
importance of culture through
school-wide activities such as
International Day. This is a day
dedicated to celebrating the
language, history, music, dance,
attire and food of many cultures
around the world. There are
also themed meal days where
students are treated to various
dishes of different cultures.
Chinese New Year, Deepavali,
Christmas and other festivals
are celebrated and respected
by all. Collective times such as
assemblies are sometimes used
as lessons on cultures, and staff
and pupils alike lead arts, crafts
and cultural events. This overall
positive celebration of different
cultures, lifestyles, and beliefs
encourages cultural immersion
among students.
Beyond societal benefits,
however, cultural immersion
also plays a part in enhancing
the educational experience.
There is no doubt that
teaching children to think
laterally helps in all-round
education they learn to
engage with the unfamiliar, be
inquisitive and look for answers.
These are critical skills in a
modern education, says George.
Cultural immersion is most
importantly about unity,
which is greatly enhanced by
understanding that we are as
similiar as we are different.
Seeing how others dress, think,
worship and live heightens
the sense of community, thus
bringing students together as
one large family.
George echoes this sentiment
on a larger scale too, saying, If
we can do our part in generating
cross-cultural unity while
celebrating diversity then it will
surely be of benefit to the world.
n For more information, visit
www.epsomcollege.edu.my

At ECiM, cultural immersion is emphasised as it helps students celebrate

diversity.
we are more likely to educate a
generation that will get things
right.
Indeed, this sense of
appreciation is echoed by the
student body when the students
participate in activities such as
these.
The future is in our hands
and we are the torchbearers of
tomorrow, said head of college

Chai Su Chi. All that we do today

is for the future.
Beyond environmental
education, Arbour Day and
Eco Week have displayed how
students at ECiM fully utilise
opportunities to establish
tradition within the school that
will be part of the legacy they
leave behind for generations
to come.

StarSpecial, Tuesday 3 March 2015

HERE are currently many

Young Adult (YA) novels on
the shelves and though they
are popular among their target
audience, many are not well
received by critics because of
their unrealistic and sometimes
hazardous portrayal of teenagers,
especially girls.
And yet, authors seem to write
more and more of these stories.
If the future seems bleak for
books, we could always look to
the past. Of course there were bad
books in the past too, but the past
has something the present does
not - the filter of time.
So what about controversial
books? Are they considered
good books? There are
classics that were
only considered
controversial
and inappropriate
for young people
because of the
subjects they
broached - racism
or homosexuality, for
example. These topics
may seem completely
middle-of-the-road now,
but when these novels were
first published, things were
very different.
This is the reason we should
read controversial books - because
of their subject matter and
because by exposing yourself to
these ideas, you will be able to
expand your views of the world
and perhaps learn something
about yourself as well.

To Kill A Mockingbird by
Harper Lee (1960)
This is a story about a family
that is going through hard
times and how it reacts to and
overcomes them. The story is
narrated by a girl as she grows
and matures, and the storys
protagonist is actually her father,
Atticus Finch.
Through her story about her
father, readers get to see the
things a growing girl might face,
including the hardships that occur
to the entire family and the hard
truths that everyone has to learn
while growing up.
This American novel is
renowned for its humour, but the

BRIGHT KIDS 7

New perspectives
through controversy
controversy around it stemmed
from the fact that it deals with
very serious issues such as
racism and rape. At the
time it was published,
racial inequality was
still rife in the United
States, so one of the
major plot points
(a white lawyer
defending a
black person)
was hard for a
lot of people
to swallow.
There
were also
issues
with
some of the
language used; there
are a lot of racial slurs and
profanity. The fact that a lot of
the time the children characters
are the ones using these vulgar
words caused (and still causes)
many to question the novel.
Despite all this, the novel is
considered a classic tale of a family
and a country going through
difficult times in their shared
history, and the protagonist,
Atticus Finch, is seen as one of
the most engaging and enduring
heroes in fiction. Modern readers
will be able to
compare the
differences between
living in those times
and now, in that
country and in this,
and think how much
things have really
changed.

Lord Of The
Flies by William
Golding (1954)
The main reason
this novel was
controversial was

because of its portrayal of violence

among children. The story follows
a group of children stranded on
an island, how they try to govern
themselves and how this attempt
fails and anarchy spreads among
the children. Away from adult
supervision, the children seem to
become wild, raising questions
about how civilised the human
species really is.
Another reason this novel
was deemed controversial was
because it deals with the subjects
of human nature and individual
survival versus the common
good, all driven by children
characters.
It was, and still is, difficult
for people to acknowledge
that the human traits brought
up in the story exist within
all of us.

The Harry Potter Series by

J.K. Rowling (1997-2007)
This series is quite new
compared to the other books in
this list, but many people consider
these books modern classics.
Most of the questions raised
about these books came from
a standpoint of religion; the
controversy stemmed from the
portrayal of witchcraft
as a fun and even
glamorous vocation for
children.
There was so much
dissent and controversy
surrounding these books,
which were essentially
a series of school stories,
that people took to the
streets in protest over
school libraries stocking
them and some groups
even publicly burned the
books.
Despite all this, the
series popularity has

which is where the controversy

surrounding it stems from.
Several groups in the
United States have called for
its banning, and it has actually
been banned in some school
districts.
It is, however, still a good
story of how an introverted
young person finds understanding
and friendship in the process of
growing up.

What now?

endured. Though the stories are

set against a backdrop of fantasy
and magic, they tell timeless tales
of friendship, adventure, growing
up and young people overcoming
great odds to do what is right.

The Perks Of Being A

Wallflower by Stephen
Chbosky (1999)
This coming-of-age novel can
be considered a YA fiction and has
received mostly positive reviews.
The movie adaptation, released
a few years ago, has only made it
more popular. Published just a few
years ago, this book is not really a
classic either, but its genre it is a
Bildungsroman certainly is.
The novel is about a teenager,
focusing on a year in his life, as
narrated by him. Critics have
commented on its realism and
the teen-relevant issues brought
up in it. The story also deals
with homosexuality, the use of
drugs by teenagers and suicide,

These are just some of the

many controversial books
that you could read. Though
some people may consider them
inappropriate for young people,
the best way to determine
whether or not this it true is to
read these stories and decide for
yourself. They key is to remember
which era these stories were
written and set in (even the more
modern ones) and to keep an
open mind.
If you feel that these stories are
not for you, stop reading. If you
feel that they are interesting, keep
going. Either way, you will learn
something about the world, other
people, and yourself.

8 BRIGHT KIDS StarSpecial, Tuesday 3 March 2015

CKNOWLEDGING the
importance of imparting
religious knowledge in
children from young, Smart
Reader Worldwide developed
a comprehensive Islamic
programme to complement its
existing programmes.
After in-depth research for
almost two years and a series of
consultations with prominent
religious scholars from Masjid
Negara, Smart Reader Worldwide
rolled out the Smart Reader Kids
Islamic Smart Tadris programme
in June last year.
Smart Reader Worldwide has
appointed Datuk Abu Hasan Din
Al-Hafiz, former imam besar
of Masjid Negara and religious
advisor of the National Palace,
as the honorary advisor of
Smart Tadris to ensure that the
programme creates dynamic
Muslims who can advocate the
good values of Islam.
Abu Hasan, who is the
main guest of the Pesan Atok
programme on TV9, is also
accustomed to dealing with
children, thus Smart Reader
Worldwide felt that he would be
the best person to guide the Smart
Tadris team in producing the most
comprehensive modules that fit
young childrens learning style.
The royal patron of the Smart
Reader Kids Islamic programme
is Raja Muda Perlis, Duli Yang
Teramat Mulia Tuanku Syed
Faizuddin Putra Ibni Tuanku Syed
Sirajuddin Jamalullail.
Smart Reader Worldwides
corporate manager Edzri Effendi
Zainal, who has worked with the
scholars closely since the birth
of the idea, says that they give

Setting the right foundation

The happy children of Smart Reader Kids Damansara Heights in their Intensive
English Programme uniform.
utmost importance in ensuring
that a solid and comprehensive
structure is developed.
Smart Reader Worldwide
decided on the term Tadris for
its Islamic programme because
it means learning is continuous
and learning never stops. Besides
learning by the book, learning is
also done through practice and
understanding, which eventually
becomes part of ones life.
The objective of the Smart
Tadris programme is to expose
students to the knowledge of
Al-Quran, Arabic language, Iqra
and Fardhu Ain. The Smart Reader
Kids Islamic programme does not
only teach students to recite and
memorise the Quran, but also
ensures that the students use
the proper nouns to recite the
verses and pronounce the

words correctly.
In teaching Fardhu Ain, the
teachers would be imparting the
necessary values in children to
be a good Muslim and explain to
them why practising such values
is important in their lives.
For instance, when teaching
them to say Assalamulaikum,
the teachers would explain that
giving salam is a sign of respect
and courtesy. When children
understand why they practise
certain deeds, it would be easier
for them to incorporate it in their
lives, says Edzri.
Smart Reader Worldwide
is known for the creative
methodology used to teach
children. The same rules apply
in the Smart Tadris programme
where the subjects are taught in
a fun and exciting way so that the

children will not get bored and

can absorb the subjects better.
We incorporate songs,
kindercooking sessions, and
arts and craft when teaching
the children, says Edzri. When
children are happy about learning,
they can understand the subjects
better and it will be easier for
them to apply what they have
learnt into their lives.
English proficiency is another
area that is important for
children to be equipped with.
When Deputy Prime Minister
Tan Sri Muhyiddin Yassin made
a statement to the effect that
he did not understand why
Malaysian graduates had such low
English proficiency, Smart Reader
Worldwide took it upon itself
to do something significant and
rolled out the Intensive English
Programme.
Smart Reader Worldwides
training manager Shamina
Krishna says introducing the
Intensive English Programme at
pre-school level is appropriate
as this is during a childs
foundational years of learning.
To address the issue of poor
command of the English language
among students at secondary or
tertiary level may be too late as
older people are normally more
resistant to learning new things.
The Intensive English
Programme is open to Smart
Reader Kids, Smart Reader Kids
(Mandarin medium), Smart
Reader Kids++and Smart Reader

Kids Islamic students between

the age of three and seven whose
parents desire for them to spend
longer hours in the Smart Reader
Kids centres.
The programme is run in the
afternoons, so for parents who
have to work and do not have
caretakers for their children in
the daytime, this programme is
a blessing as they can be assured
that children are in safe hands
when they are with the Smart
Reader Kids educators.
The Intensive English
Programme focuses on various
aspects of English language
literacy and involves learning
through play. Shamina says
play is important as children
must enjoy the learning process
in order for them to remain
interested and captivated with
learning.
Children are taught the
language through poems and
rhymes, word-building activities,
songs, dance and movement
activities, and writing simple
songs.
Smart Reader Worldwide
gives utmost importance to the
quality of the teachers teaching
the programme. To qualify to
teach, teachers undergo the
phonetics training of the Smart
Reader English programme.
n For more information, call
03-6279 5555 or SMARTLine at
1300 885 555 or visit
www.smartreader.edu.my

>> FROM PAGE 2

Enjoy breadth of experience

ONE of the main positive aspects of boarding
school is the ability to meet and be constantly
surrounded by intelligent peers, forging
global friendships that may last forever. Being
in the company of talented, driven friends
who are both like-minded and unique keeps
students motivated and drives them towards
self-improvement.
It is this sense of camaraderie that is
the foundation for the support that Old
Epsomians living and working in Malaysia
give Epsom College in Malaysia (ECiM). These
alumni were not only in attendance during
the schools opening last year but also jointly
funded the construction of ECiM.
Even though extracurricular activities
at boarding school do not fully imitate the
antics at Harry Potters Hogwarts such as
broomstick riding, the experience is no less
magical.
In an effort to create well-rounded
individuals, boarding schools have the
responsibility to engage students by keeping
them busy during their downtime and
providing them with numerous opportunities
to get involved in new hobbies, which helps
in developing non-academic skills valuable
for the real world.
Boarding schools also often collaborate
and compete with each other via sporting
events, debate tournaments and even singing
battles in the vein of the TV series, Glee, for
the musically inclined.
Events such as these further help boarders
forge friendships within and outside the
boarding school compounds, encouraging
them to keep a healthy view on competition
and become better team players.
While some schools are purely residential,
boarding students in a mixed environment
participate in after-school programmes with
day students.
In general, all students are invited to
participate in special boarding events,
including weekend excursions and field

trips. Some mixed schools allow day pupils

who are curious about boarding life to be
occasional boarders. It is not surprising if
those who enjoy the experience so much
decide to become full-time boarders.
According to Farrell, many people believe
boarding schools provide an environment
that allows students to focus, allowing them
to excel in their studies. On a practical level,
students may get their academic work done
more efficiently and effectively under the
supervision of house parents, teachers and
fellow boarders.
Boarding schools generally have strict
hiring policies. Teachers are required to
have advanced degrees and continue their
professional development throughout their
tenure. This not only provides students with
excellent educators but also invaluable and
accessible role models.
It also allows for more in-depth
consultation regarding tertiary education
goals as the teachers have better
understanding of university life and have
built the necessary connections beforehand.
It is no wonder that boarding school
students have a higher chance of pursuing
studies beyond secondary level compared
to their day school peers.

A necessary good
Psychologist Dr Madeline Levine in her
book Teach Your Children Well says that
what kids need most is an education that
will lead them to become independent,
well-rounded and successful individuals
without compromising joy and health.
Boarding schools appreciate the value of
rigorous preparation for university with a
healthy dose of fun. In this regard, choosing
a boarding school education has never
been more relevant, more beneficial and
more necessary to the education of this
generations children.

StarSpecial, Tuesday 3 March 2015

HILDREN need more sleep than adults

this is a generally accepted notion,
with newborn babies spending most of
their days asleep and school-going children
having to be in bed by a set time every
night.
We know sleep plays an important part
in growth and development, but do we
know just to what extent is this true?

Being serious about sleep

Scientifically speaking
A joint research project by New York
Universitys School of Medicine and Peking
Universitys Shenzhen Graduate School
last year found significantly more new
connections between neurons in sleeping
mice that were trained to perform a new
task.
Sleep-deprived mice performed poorly
on the task in comparison to their rested
mates. This led researchers to conclude that
brain activity was enhanced with enough
rest, spurring them to expand the findings
to the human realm we need sleep to
effectively learn.
This study is not the first to espouse
the importance of sleep in learning and
memory, but it puts things into a simple
scientific perspective. Sleep promotes new
synaptic connections, which are essential in
information retention.
Getting enough sleep, therefore, is very
important for children who are at the peak
learning periods of their lives.
A separate research project by the
University of Sheffield found that sleeping
like a baby was vital for learning through
studying babies ability to repeat taught
tasks with hand puppets. Babies who slept
within four hours after learning were better
able to remember and repeat what they
learnt the next day.
This brings to attention the potential
benefits of bedtime stories. Reading to your
child is important, but these researchers
conclude that the window right before sleep
might be the optimum time for your child

Having a strict
bedtime routine can
establish a healthy
sleeping pattern.

to absorb new information.

Strict slumber
This does not mean that your child
should be cramming in information before
bed. Rather, it stresses the importance

Maths for life

MATHS skills are crucial to a childs success
both at school and in everyday life. In
todays technology-driven society, greater
demands have been placed on individuals
to interpret and use mathematics to
make sense of information and complex
situations.
The Mathlink team has been building
a prestigious reputation in the newly
recognised area of holistic practices that
target each childs strength and his or her
potential.
Mathlink realises that while parents
can usually find time to read a story to
their children, thereby instilling a love for
literature, they are often at a loss when it
comes to instiling love and appreciation for
mathematics.
Therefore, it is the aim of Mathlink
to help parents draw out the love of
mathematics in their children through
stimulating and interesting brain teasers
that the centre has developed and
aggregated with international partners.
The Mathlink Malaysia programme
adopts a child-centred approach. This
means heavy emphasis is placed on
child development in every aspect of the
programme.
The Mathlink programme makes use of
specifically designed maths games, puzzles,
maths bingo, riddles and chess to tap into
areas of the brain. Instead of employing
the traditional rote methods in teaching,
these activities make it easier for students
to learn maths skills by making the process
enjoyable.
The programme is also integrated
with the Ho Math and Chess programme
(originated in Canada) that makes learning
basic and abstract maths fun.
This integrated programme instils a
desire to solve equations and incorporate
the principles of maths into a fun learning
experience.
Mathlink centres offer a comprehensive

BRIGHT KIDS 9

Mathlink makes learning maths a fun experience

for children.
maths programme for the international,
private and public school student in
Malaysia for children as young as three
years old up to Grade Eight (around
14 years old).
Mathlink, together with Ho Math and
Chess, has been classroom tested and
proven to effectively:
l Improve maths proficiency
l Develop problem-solving ability
l Boost brainpower
l Improve memory
l Nurture foresight through chess
The programme also incorporates
elements that enable the team to
systematically track each childs progress
in the learning journey.
Interested parents can bring their child
to the centre for a fun trial experience.
n For more information, visit
www.mathlink.com.my or
www.mathandchess.com.my

of getting a good nights rest for him to

process all he has learnt that day and
refresh himself for tomorrows learning.
Having a strict bedtime can help
establish a healthy sleeping pattern.
Children between the ages of five and
11 require 10 to 12 hours of sleep every

Getting enough sleep

is very important
for children who are
at the peak learning
periods of their lives.
night. Set an appropriate bedtime with
a routine during which all technological
devices should be turned off to prepare
the child for bed.
This routine can include a shower
followed by a bedtime story once he is
tucked in.
Once this routine becomes a habit, it
is vital that it be kept that way do not
let bedtimes vary by more than an hour,
even if it is the school holidays and your
child is begging to stay up late. Your child
may be tired once he begins schooling
and require extra sleep while he is
acclimating to these new activities.
Children need less sleep as they enter
their teenage years, but it is still essential
that they get at least eight hours of sleep
a night.
Older children tend to have more
flexible sleeping patterns, but sleep
is also needed throughout puberty to
facilitate hormonal and physical changes.
After all, lack of sleep can contribute
to behaviour and concentration issues
in school and may affect the teenagers
overall mood.
Sleep should not be taken lightly. As a
parent, you can help ensure your child is
getting the sleep he needs to grow and
develop into a physically and mentally
fit adult.

10 BRIGHT KIDS StarSpecial, Tuesday 3 March 2015

Literature brings
meaning to life

ANY students stay away

from literature because
they believe it is the study
of old English texts. However,
literature is so much more than
that.
Literature is about both
contemporary and old tales from
all over the world. Famous writers
have emerged from Asian, African
and Caribbean backgrounds
whose stories are inspired by
these landscapes.
Literature is about the study
of motives and psyche. It is about
the drama, turmoil and triumphs
of life. This is why I love literature
and why I like teaching literature.
It allows me to delve into the
lives of others and to comment
and criticise. It also allows me
to understand human nature
and myself. How often have
we turned to literature to find
meaning and direction? In a world
where we exist mostly as isolated
individuals, literature gives us the
support and assistance to face our
lives.
One of the great joys of
teaching literature is to encounter
a group of young minds who

savour the tales that I like so much

or am intrigued by. Many a time,
my students will discover a point
that I had missed.
We spend hours exploring the
potential of the story and discover
ourselves in the midst. Inevitably,
we learn some lessons in life too.
To quote one of my students, In
class, we have learnt not only the
literary texts but about life
itself too.
To enjoy literature, one must
have a passion for it; one must be
able to connect to it and identify
with it.
One must love mankind and its
intricacies if one wants to enjoy
literary texts. Of course, a creative
imagination is also crucial to be
able to turn words into pictures in
ones mind.
To see my students do well and
score high grades in the IGCSE
literature is definitely the icing on
the cake after weeks and months
of discussion and argument
regarding certain scenarios.
We often go away from a lesson
charged and excited to face the
next session. Such is literature: it
is a bonus subject to take delight

The love of literature is best instilled in children by encouraging them to view reading as an enjoyment.
in and help us appreciate life.
The study of literature
analyses motives and actions and
allows one to criticise without
fear of retribution. It is easy to
condemn and attack a character
who is mere fiction yet bears
a resemblance to a real person
whom one dislikes. It is also heartwarming to celebrate successes
and victories of characters whom
we have grown to love in reading.
To embrace literature, one

must love reading, and to

inculcate reading, we must start
young. Reading should be seen
as pleasure, not a punishment.
Schools must be careful to
introduce reading as a bonus to
work being completed and not as
a means to keep students quiet.
Analysing books, characters
and motives encourages reading
and thinking. Inadvertently,
language is learnt as well. Thus,
literature plays a dual role of

improving thinking and language.

From literature, one is able to
move on to theatre and drama too.
This will keep the kinaesthetic
learners occupied and interested.
Literature is about life and it is
for life.
n This article is written by Nithiya
Kala, head of languages and
literature at elc International
School. For more information, visit
www.elc.edu.my

Fun and interactive

THE first academic term of
the year is coming to an end
for the student community.
As the dates of major
examinations loom nearer,
many students are preparing
to study extra hard in hopes
of improving their grades.
However, it is a mistaken
belief that practising and
completing worksheets alone
will result in improvement.
Research has shown that
when it comes to education,
students will be more
successful if they have fun
while learning.
Morris Allen English
believes that learning
English can be fun when it
takes place in an interactive
learning environment. All the
classes at the centre involve
interaction between students
and qualified native English
speaking teachers.
This is one of the main
reasons so many students
keep returning to English
language enrichment classes
at Morris Allen English. The
children enjoy their lessons
and continue to grow in their
confidence, which is reflected
in improved results in their
schools English lessons.
Morris Allen English
offers a specially designed
enrichment programme that
encourages children to love
learning English. As reading
and enjoying books is one
of the important foundation
skills for all who learn English,
students are provided with
an extensive library of books
that they can take home each
week.
The Morris Allen English
programme includes speaking
and listening to native English
speaking teachers. With
small classes of one teacher

to 12 students (smaller for preschoolers), every student gets the

opportunity to engage with the
teacher. In turn, the teacher can
provide more individual attention
to students.
Every lesson includes writing
as an important part of learning
English language skills.
Involving your child in Morris
Allen English classes is more than
an investment in their learning.
It will lay the foundation for a
lifelong love of learning that will
serve them well in other areas of
life.
Morris Allen English also offers
short courses such as phonics,
composition writing, and speech
and drama to help students
improve in specific areas of the
English language. The centre
offers short English courses to
prepare students for primary and
secondary school examinations.
n For more information, call
03-7726 7656 or 03-5611 9296 or
visit www.morrisallen-malaysia.
com

Students at Morris Allen English are

encouraged to borrow books from
the centre.

StarSpecial, Tuesday 3 March 2015

BRIGHT KIDS 11

New principal comes on board

H

AILING from Brisbane, Australia, Dr

Deborah Priest will join the Australian
International School Malaysia (AISM)
as it matures and moves to the next
level of its service to the Australian and
international student community.
AISM has grown since 2000 and is
the only international school in Malaysia
that provides the Australian curriculum
from pre-school level (age three) to
pre-university level (age 18).
Dr Priest has been in the education
industry for 33 years and was most
recently the head of Moreton Bay College in
Brisbane.
She also held the position of head of
senior school in Somerville House, also in
Brisbane, and head of education studies in
Bond University, Australia.
She earned her masters in education
majoring in leadership and management
and her subsequent PhD from the
Queensland University of Technology.
Dr Priest is a strategic yet pragmatic,
warm-hearted, disciplined and directional
leader of successful teams of educational
professionals.
She is noted for her high level of energy,
credibility and capacity that come from
a depth and breadth of professional
experience in managing schools with multimillion dollar budgets over
many years.

current and future students.

Holistic Autralian education

Dr Priest will apply her decades of industry experience at AISM.

She approaches her leadership roles
through a focus on and understanding
of financial, human resource, risk and
facilities management, ensuring the
commercial sustainability and good
standing of the school that she leads.
At AISM, Dr Priest will focus on
developing strong working relationships
within and outside the school community

Play-based learning is vital for the growth of toddlers.

Learning through play

WHAT goes on during the early years of
a childs life has a profound effect on the
childs learning and development later in
life. A baby is born with billions of brain
cells and each of these brain cells or neurons
seeks to connect with other neurons.
In the place where the neurons interact
with each other is a minute gap called the
synapse.
As our brain is stimulated, a chemical
reaction occurs and creates a link across
the gap. When the synapses are stimulated
repeatedly, the connection strengthens and
becomes a quick and accurate pathway.
The development of learning can be
understood as the increase in connections
between brain cells (new learning) and
the strengthening of existing connections
(consolidation of learning).
The first five years of a childs life is the
most important period of brain growth
outside the womb.
New learning is happening at a
rapid rate as the child seeks to make
sense of the world.
During this process of learning, play
is seen to be important that the United
Nations state that every child has the right
to rest and leisure, to engage in play and
recreational activities appropriate to the
age of the child and to participate freely in
cultural life and the arts.
Toddlers benefit hugely from a focus on
play in a safe and stimulating environment.
Educational experts recommend that

schools and toddler groups have two

classrooms one indoor and one outdoor.
The outdoor play environment should
be used as an extension of the indoor
classroom.
It has to be as carefully planned
as the indoor activity centres to help
children with consolidating learning and
constructing new learning.
When toddlers engage in physical play,
they develop dexterity, coordination,
balance and also their sense of spatial
awareness.
Activities such as building with blocks,
cutting and pasting papers, matching,
sorting, playing with a toy car, throwing
and catching balls, and most other
activities involving the usage of hands and
fingers help develop the childs fine motor
skills as well as hand-eye coordination.
Play does not necessarily have to
include commercial toys. Games of tag or
hand-clapping games are as effective and
have been enjoyed for years.
It is imperative that parents and
educators recognise the importance
of play-based learning in the social,
academic and physical development of
children. As developmental psychologist
Erik Erikson said, the playing child
advances forward to new stages of
mastery.
n For more information, visit
www.nexus.edu.my

to enhance learning opportunities for

students, reviewing current teaching and
learning practices and how they meet the
needs of 21st century learners. She will also
be developing a masterplan for the school to
ensure that the best facilities are available for

Every year, AISM students benefit

from seamless transitions into education
pathways in Australia as well as acceptance
into universities all over the world,
including the United Kingdom, Canada,
the United States, Japan, South Korea and
Malaysia.
The Higher School Certificate (HSC) is an
international qualification that emphasises
on holistic education and equips students
with a wide range of life skills and an
excellent academic foundation for their
future.
While emphasis is placed on academic
excellence, the physical, emotional and
social dimensions of growth are seen as
crucial elements and the teaching reflects
the Australian education philosophy of
developing the whole child.
Dr Priest will be at the schools Open
Week held from March 16 to 21, from
10am to 1pm.
n For more information, call 03-8949 5000
or e-mail events@aism.edu.my or visit
www.aism.edu.my

12 BRIGHT KIDS StarSpecial, Tuesday 3 March 2015

English
for everyone

N our education system, English

is generally taught in much the
same way as history, geography
or mathematics academically.
Grammar and vocabulary take up
much of the learning time, while
practical usage of the language is
negligible.
As the most straightforward
way of measuring a persons
language proficiency is through a
written examination, it comes as
no surprise that focus in learning
is given to exam-based knowledge
of reading and writing.
In addition, large classes do
not allow time for meaningful
speaking and listening practice
for every individual. As a result,
an all-round English proficiency is
commonly not achieved at school
level.
To learn a language effectively,
opportunities must exist for
learners to develop confidence in
its proper use. In Malaysia today,
almost everyone speaks some
form of English, but it is often
peppered with colloquial terms
and incorrect grammar usage.
Many fresh graduates are
unable to secure employment
because they lack competence in
English. During job interviews,
they tend to say very little because

they are aware that their weak

command of English will not
be held in good stead with the
prospective employer.
Language must be gradually
absorbed. Contrary to popular
belief, intensive English courses
or crash courses achieve
very little in terms of learning
a language because what is
crammed into the short-term
memory is quickly forgotten.
Starting English education
when young minds are most
receptive and not yet well
versed in Malaysian English
provides a firm foundation for the
development of language skills
to take place progressively over a
period of years.
Cambridge English For Life
(CEFL), a leading provider of
English language courses in
Malaysia, believes firmly in the
communicative approach to
language learning. This approach
ensures that there is consistent
interaction between teacher and
student and among the students
themselves.
Teachers at CEFL use a variety
of techniques to encourage
learners to participate such as
through role play, meaningful
educational games, using relevant

CEFL courses are suitable for learners of all ages.

scenarios, drama and storytelling,
debates and presentations for the
more mature learners and lively
discussions on topics of students
interest.
The main objective of the
classes is to give confidence to the
students in using the language
and to also promote the use of
accurate and concise English.
With 60 centres around
Malaysia, CEFL is well placed
to provide effective language
learning for children of all ages
and adults too.
CEFLs courses also prepare
students for the Cambridge

English Language Assessment

examinations so that learners
will have a tangible and useful
qualification that is internationally
recognised.
At the Young Learners English
level, there is no pass or fail
grade as all learners receive
awards with an indication
of how well they have done.
At the Main Suite levels,
Cambridge English Language
Assessment examinations carry
the recognition of meeting the
requirements for tertiary level
education, work opportunities and
immigration.

Learners must realise that the

main objective of learning English
is to communicate efficiently in
both the written and verbal forms
of the language.
By taking a step-by-step
approach validated at each
stage by a widely recognised
qualification and developing
confidence in a relaxed learning
environment, learners can derive
maximum benefit from their
studies.
n For more information, call
03-7883 0912 or visit
www.cambridgeforlife.org