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We had the opportunity to visit Hard Rock Hotel Penang today. The hotel management has their own structures which I felt are parallel to our local school context. One aspect is their customer-centric approach which are similar to our student-centric approach in schools. The hotel ensures excellent guest experiences through personalised services, engaging activities, and a welcoming atmosphere. For example, the hotel has kids club, teens room and a bar in the pool to cater to the varied needs of their customers. Furthermore, to continuously ensure that their customers are engaged, the hotel has to continuously keep up to the latest trend and theme in terms of music and entertainment. In our school, this could translate to creating a student-centered environment where learning is engaging, differentiated to diverse needs, and fosters a sense of belonging for the students to the school. As a classroom teacher, we can continuously innovate and incorporate interactive teaching strategies and be creative in our activities design to make learning meaningful with a relevant flow.

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Day 4 AM: Small School, Big Heart - The Power of Passion in Leadership and Education

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Day 4 AM: Small School, Big Heart - The Power of Passion in Leadership and Education

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During my visit to Chin Hwa Chinese Primary School, the smallest school in Penang, I was deeply inspired by the dedication and vision of the school’s principal, Mdm Thor. Her positive leadership is evident in her efforts to foster a strong sense of identity among students, such as her initiative to introduce a school song. She is also deeply committed to inclusivity, going the extra mile to ensure that children with special needs in the area have access to education. Despite the challenging and lengthy application process, she persevered in getting her school approved for a special needs stream and was successful this year.

Although the school has a small student population, Mdm Thor continuously seeks ways to broaden her students’ experiences by encouraging participation in competitions, ensuring they have the same opportunities as those in larger schools. Her unwavering passion and determination to elevate her school despite its limitations made me reflect on how we can apply similar principles in our own school context.

Her story serves as a powerful reminder that school size or resources should never be barriers to providing quality education. We can adopt similar mindset by fostering a strong school identity, promoting inclusivity, and creating diverse learning opportunities for all students. We can learn to embrace innovation and perseverance and ensure that every child, regardless of their background, has the chance to excel and reach their fullest potential. Mdm Thor’s perseverance is an inspiration for us to continually seek ways to uplift and empower our own students, making education not just accessible but importantly, meaningful for all.

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Day 3 PM: Meaningful Spaces, Lasting Impact

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Day 3 PM: Meaningful Spaces, Lasting Impact

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Our visit to Hin Bus Depot was inspiring, especially Mr Mei Chee Seong’s vision in transforming an abandoned space (bus depot) into a thriving creative hub. His approach of prioritising community, adaptability, and meaningful names like “CoEx” (Community and Experience), resonates deeply with me.

In schools, we can be courageous in creating purpose-driven spaces that encourage collaboration and creativity among student and teacher community. Thoughtful naming of projects and environments can also help to build a stronger identity too. Mr Mei’s management style reminds us that flexibility and community engagement are key to fostering meaningful learning experiences.

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Day 3 AM: A Heart with Purpose at Oaktree Care Centre

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Day 3 AM: A Heart with Purpose at Oaktree Care Centre

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The visit to Oaktree Care Centre today was an eye-opener for me. Being TSN trained, I thought I was ready enough to interact with the students at Oaktree Care Centre. It was only when I had the opportunity to be involved in teaching the younger students during their Individualised Education Program (IEP) time did I find myself struggling and not knowing the best way I should be teaching basic numeracy to a 9-year-old child. I was trying to teach her how to connect dots (motor skills) from 1 to 10 (numeracy). I must confess that I was feeling helpless then. At the end of the session, it makes me think about my students in my own classroom. Was I flexible and adaptable enough to vary my teaching pedagogies/strategies/approaches to cater to the varied learning needs and readiness of my students? As the saying goes, “If a child can’t learn the way we teach, maybe we should teach the way they learn.”

I truly salute our colleagues and friends who have been able to engage our students with special needs meaningfully everyday in their own school. It’s the heart of our colleagues that matters most!

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Today, we had the opportunity to visit Mr Quah’s Batik Factory. Mr Quah’s passion and dedication to the batik industry, keeping batik alive despite all the competition in the market, inspires me! Despite the hard work involved in batik drawing and painting, Mr Quah has a team of apprentice under him who is all out to innovate and takes pride in the batik painting they have done. He provides a safe environment for them to be curious and explore as quoted by him “there is no mistakes in batik…”!

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We had the honour to visit 3 out of the 5 areas in Penang STEM. They are Penang Math Platform (PMP), Tech Dome and Penang Science Cluster (PSC). It was very heartening and encouraging to hear from Mr Johnny who shares with us how he find meaningful ways to promote Math in STEM, after he notices that Math does not seem to be one of the focus in STEM. He stimulated students’ interests in Math using puzzles and competitions. After noticing that big companies are slowly not surviving due to a lack of skilful professionals, Mr Johnny networked with these companies to provide them people with relevant skills and in turn garner companies’ support to provide funds in return to help PMP run workshops and programmes to train the next generation. It’s the motivation behind developing the holistic STEM talent blueprint to grow more STEM professionals as one of the initiatives of Penang 2030 that drives the current direction and behaviour from Penang STEM. I am truly inspired by the overarching plans and network Dato’ Richard and his team (with Mr Johnny) have in mind to work towards their common goal. Importantly, we need to believe that every child in our classroom has the ability to learn.

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In Singapore and Penang, both cities are putting in their best effort in balancing heritage conservation with the demands of modern urban development. In George Town, many old shophouses underwent conservation and adaptive reuse by transforming into cafes, art galleries, boutique hotels, restaurants, etc, after it was designated as a UNESCO World Heritage Site in 2008. While adaptive reuse serves as a viable method of conserving architectural heritage and promotes economic growth, it requires meticulous planning (based on guidelines) and execution to uphold the authenticity and historical value of the heritage structure.

Can we encourage more community-led conservation instead of top-down regulation? Can we also encourage more creative spaces or co-sharing work spaces instead of retail businesses when we work on adaptive reuse? Can we make the heritage interactive and come alive for our younger generation by leveraging on the technology we have so far such as the use of AR?

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A visit to the smallest school in Penang. Although the school caters to only approximately 30 students from 10 families, they made careful consideration to map the curriculum and the skills that students need to be developed in. Where resources are scarced, the educators make it a point to source for support and be sufficient. Truly admirable.

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The visit to Oaktree Care Centre was an eye-opening experience for me, given my limited knowledge of SPED.

During the stone-painting activity, W, a student I was paired with, expressed that he would like to draw a yellow flower. 🌻🌼 came to mind and I tried to guide W to copy a yellow flower I painted on a piece of tissue. W did and was contented with his effort.

I had to prevent myself from offering to correct his version of "perfection" to match mine. His yellow flower is his to feel and keep.

I realised that as a teacher, I should be able to keep supporting my students while they are perfecting their perfection, as I am also perfecting mine.

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The visit to PSC showed multiple initiatives and innovative plans to expose the community to STEM. Commendable efforts are seen through their outreach programmes, bringing science and toolkits to students, and providing opportunities for students to showcase their talents in STEM through competitions both local and international.

Through PSCs many provisions, what intrigued me most is the trust given to the students/community to utilise the space and equipment provided at the Garage. With on-site engineers available, students are invited to try out these equipment to aid or supplement their learning in STEM.

These equipment are costly, yet students are given the autonomy to experiment and try their hands at operating them. Such trust was established to guarantee that no mischief or mishandling could potentially lead to equipment malfunction.

This trust is something that we could build on in SG schools/setting for our students, to encourage them to be respectful towards properties and the environment, responsible and appreciative users, and meaningful sharing of resources.

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Listening to Mr. Mei from aLM Architects share about the importance of allowing mistakes in experimentation was an important reminder that success is often built on the foundation of failures. To overcome the fear of failure, we can make mistakes less costly—starting small ensures they remain affordable and are easier to manage. If we can foster the courage for experimentation and setbacks, we can hope to nurture an ecosystem in which creativity and innovation thrive.

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Chin Hwa School may be small in size, but it has dreams that reach far beyond its walls. At the heart of the school is a principal who refuses to let circumstances or limitations get in the way of providing the best education for her students. Her unwavering belief is a powerful testament to the idea that with purpose and passion, great things can be achieved, no matter the challenges.

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Visiting the local school in Penang was a humbling experience. With limited resources but boundless dedication, they provide education and serve the community in meaningful ways. It’s a reminder that impact isn’t about how much we have, but how we use it. Passion and purpose transform limitations into opportunities for change. Truly inspiring!

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Visiting Chin Hwa Chinese Primary School was an eye-opening experience. Despite its modest size, the school embodies the saying, “Though the sparrow is small, it has all its vital organs.” Every facility serves dual purposes, maximizing its use. The school offers a holistic education that balances academic excellence with cultural values, fostering well-rounded and respectful students. The dedication of the principal, teachers, and the enthusiasm of the students showed that when teachers have the heart to teach, facilities become secondary.

As Prof. Ng Pak Tee says, “1 Principal, 12 Teachers”—but in this case, it’s “1 Principal, 9 Teachers.”

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A visit to Chin Hwa School was inspiring, evoked by Principal Thor's sharing on the school masot- the pangolin. It was interesting to learn that the body of the animal was constructed from CDs. The choice of material was deliberate to remind the school community that lifelong learning is important so that they will not be phased out like the CDs.

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1. Gathering Time: 0915 @ Hotel Lobby

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Preservation of heritage, culture & the art 

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Preservation of heritage, culture & the art 

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Traditional puppetry & batik art, both timeless crafts, not only preserve cultural heritage but also reflect the dedication of artisans in keeping these traditions alive.

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The shift from inclusion to coexistence is not just about the environments we choose but the ones we consciously build. By drawing from ecological resources, experimenting visions and honouring experiences of both past and future communities, COEX create spaces where values are respected, cultivated, and nurtured. The founder of COEX highlighted a key principle: when coexistence is the foundation, communities grow organically and sustainably

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TSN trained teacher is the same as SEN ready? 

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TSN trained teacher is the same as SEN ready? 

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Tell me and I forget. Teach me and I remember. Involve me and I learn.

Benjamin Franklin

Today we had the chance to be a teacher for one SEN student at Oak Tree Learning Centre. it is really difficult to engage the student despite the one to one ratio. At the end of 2 hours, I had a sense of fulfilment but I was mentally drained. I couldn’t imagine how could the teachers there survive with 6 students practically half the day.

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Our professional conversation with CEO of COEX at Hin Bus Depot brings us many inspired momentd in the dimension of a Visoonary Leader.

Firstly, the importance of a name that can create endlesss possibilities. COEX stands for Community Experiment. But it could also mean co-exist and other permuatations with the letters co- and ex-.

A visionary leader should be one that enables multiple possibilties and encourage the 'dare' to dream. In leading, rather than building a strcture, we can curate and experiment to build an experience. A meaningful and impactful experinece will help staff to grow amd structures can then be built arpund these positive experiences. So it is people first, then structure.

Whwn experimenting, be prepared to accept failure and setbacks. It is with these that we can sharpen our vision and be able to bring others along. In leadership, we must alao look for a sustainable way to lead.

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Of the many things we heard at Hin Bus Depot, the sharing about how a group of young artistes chose to learn from three opera puppeteer masters evoked a deep sense of admiration and reflection on the dedication required to preserve traditional arts. One point that stood out was that the masters do not follow a structured approach to mentoring, as they themselves had learned through apprenticeship in their younger days.

I see parallels to this in school, where we have a multi-generational ecosystem—teachers in their 50s and 60s alongside students in their teens. The differences in lived experiences and expectations create challenges for everyone, and I believe that in this era, the most valuable qualities are empathy and adaptability. So, as leaders in this ecosystem, the challenge for us is how could we cultivate a nurturing environment for our young and old?

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It is 1050 in the evening. As I reflect on our visit in the morning, the inclusively in Oaktree learning centre was powered by enthusiastic teachers with the heart for their student. The strong sense of purpose grounds them in providing quality care to those with various special needs.

Up north in Hebei China, a passionate teacher continues to drill his students. With the strong sense of purpose but deploys the following punitive strategies which gives me quite a different vibe.

1) Remedial after poor performance in the written assessment. Class was 7pm to 10pm but the lesson was extended to 11pm.

2) The "Ruler" of the class. Student were give spanks ranging from 3 - 5 strokes. A girl who showed tiredness was given 3 strokes after she was sent to was her face. As many of them made one mistake in the question, the teacher threatens them with 5 strokes for repeated error.

3) The lesson consists of target setting. They were to set numbers and also a student in a class that they must identify to beat. This information is collected by the teacher and he will track the progress in the next assessment in 10 days time.

4) Direct shaming of students. Students who made a mistake in their work will be named and publicly lectured in class. There was a student who did not upload, the assistant teacher was ask to immediately go down to her and take a picture so that they can critique her mistake in class openly.

In both cases, the teachers were very passionate, however they chose different approaches. Can that one size fit all methodology work? Can fear really improve performance? Is Mental wellness a myth in that culture?

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This is the face of an enthusiastic man - excited to share his passion for architecture and sustainability. For someone who dreams big and has a vision in mind, he still found time to do things that matter to him ie run marathons and bake just to name a few. It reminded me that if we make something a priority, we will find time for it.

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The visit to Hin Bus Depot highlighted the power of adaptive reuse in urban spaces, transforming an old bus depot into a vibrant hub for art and culture. It reinforced the importance of creativity, sustainability, and community engagement in design thinking, showing how spaces can evolve meaningfully to serve new purposes.

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1. Gathering Time: 8am @ Hotel Lobby

2. Highlights of the Day:

Chin Hwa Chinese School

Hard Rock Cafe

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Batik Painting: Bold Colours, Rich Culture

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Batik Painting: Bold Colours, Rich Culture

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Mad respect for Mr Quah for his commitment & dedication in keeping the art of batik painting alive! Despite the rise of mass production and alternative fabric arts, he continues to champion this traditional craft, passing on his knowledge and advocating the art to anyone who is curious or shows even the slightest interest. You can really feel his passion, and it’s so clear that his love for batik has rubbed off on his team. They’re all working hard to keep his vision alive, and it’s honestly inspiring to see.

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Today we visited PMP, Penang Science Cluster and Tech Dome. We learnt how these organisations worked together to help stamp the brain drain in STEM. Each organisation targets a specific group of student (Primary, Secondary, tertiary) to help promote the fun in Math and Science.

help

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1. Gathering Time: 9.30am @ Hotel Lobby

2. Highlights of the Day:

OakTree Care Centre

https://docs.google.com/document/d/1D5vJmFEyFb_RtFTPfSy0AdzB4cLCcSIk_1vf6SmJK9E/edit?usp=drivesdk

Hin Bus Depot

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It was inspiring to hear from Mr Johnny about his efforts in foregrounding Mathematics in STEM efforts. As he rightly pointed out, it is indeed a common observation in many STEM programmes that Math is not foregrounded most of the time. I appreciate that the Penang Math Platform (PMP) seeks to promote interest in Mathematics, which is important for encouraging more young people to consider exploring a career in STEM/Math. From his sharing, I am inspired to channel efforts into cultivating interest through competitions for my students.

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Everything starts from a Humble beginning

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Everything starts from a Humble beginning

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A badminton hall at the corner of a street actually nurtured a community champion. Community, government and industry partnerships is a very powerful strength that Singapore also rely on to remain successful. Tripartite collaboration in our labour movement ensures that our country continues to meet the needs of the current and future.

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It is not often that we come across places that sparks interest in Math. Today’s visit did just that for me. It felt like the Math in me came alive. My eyes twinkled and shone bright bright.

It is heartening to hear that the Penang State government is rolling out such initiatives to spark interest not only in Math, but in STEM as well. This then translates into manpower for the country’s economy. This is what struck me the most for our learning today.

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STEM curriculum in Penang has a clear concerted effort to promote a STEM career amongst the young so that it can support the industrialisation and provisions of competent manpower for the technical jobs in multinational corporations, especially in semiconductor industries.

The public private and people framework for the STEM talent development is prominent in different centres so that synergies can be reaped with a common goal.

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Visiting Penang Tech Dome was an inspiring experience, aligning with Penang 2030’s vision of fostering STEM passion. It showcased how interactive learning drives innovation and curiosity. Comparing it to Singapore, I saw the value of engaging STEM initiatives in nurturing future talents and strengthening a nation’s technological progress.

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Connecting The Dots for STEM Implementation

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Connecting The Dots for STEM Implementation

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In the implementation of the STEM programme, a 3P (Public sector, Private sector and People) was adopted. The public sector (state government) provides the direction while support from the Private sector (MNCs and LLCs (large local companoes)) provides the hardware or expreriential learning. The people (school) provides the opportunites for implementation.

The link to what we do is that in every school experience that we want to create for students, there needs to be a conncetion between the intent of the implementation, the means/mode by which the experinece is actualised and stakeholders involement to provide a connection to real life application.

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1. Hotel Breakfast: 6.30am to 10.30am

2. Gathering Time: 9am @ Hotel Lobby

3. Highlights:

Penang STEM

1. Penang Math Platform

2. Techdome Penang

3. Penang Science Cluster

Batik Factory

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For each day, please…

1. Post 1 photo that provokes your thoughts for that day.

2. Include a suitable title for your post.

3. Include some brief description for your photo. You may use the suggested prompts below to help you.

Feel free to post or edit your post through out the day. (:

Subsequently, please leave a like/comment on another person’s post that resonated with you.

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1. To consolidate learning from the visits of each day

2. To allow RV team to prepare for photo-essay

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1. Meet at 1045 at Changi Airport Terminal 2

2. Highlight of the Day:

Georgetown UNESCO World Heritage Site

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1. What? (Descriptive)

What is the subject or theme of the photo-essay?

What is happening in the photographs?

What are the key details captured in each photo?

What is the setting or environment of these images?

What emotions or actions are visible in the photos?

2. So What? (Analyse)

Why did you choose these particular subjects or moments?

What is the story or message you want to convey through the photos?

What do these images reveal about the broader context or theme?

So what does each photo say about the people or place being documented?

What impact or message are you trying to communicate to the viewer?

How do the photos evoke emotional responses or invite reflection?

3. Now What? (Action)

Now that you've captured and reflected on the story, what conclusions can be drawn?

How can your photo-essay inspire action, change or awareness?

What do you want the viewer to do or think after seeing the photo-essay?

How will this experience influence your future work or perspectives?

What questions remain unanswered or what deeper layers need exploration?