Education empowers lives. Teachers work with students during their most impressionable and formative years, imbuing them with the knowledge and skills to succeed and moulding them into upstanding citizens.

For Ministry of Education (MOE) scholars Reuben Ong and Jasmine Liu, both 25, teaching is a way for them to positively influence the lives of the future generation. They tell us about the opportunities they have enjoyed and the rewards that only a teaching career can bring.

Why teaching?

Reuben Ong: During my secondary school years, I was struck by the notion of creating a lasting impact on others by touching their lives. A career in teaching appeared to be the best way of combining my love for History and interpersonal connections into a fulfilling and enduring endeavour.

As a student, I was fortunate to be acquainted with several teachers who embodied the noble ideals associated with the teaching profession. Most importantly, I saw how they were able to serve as excellent role models and play a part in moulding their students’ characters and influence them positively. These teachers made a difference in my life, and I yearn to do likewise to those who come under my tutelage.

Jasmine Liu: I’ve had a keen interest in Science since a young age and always looked forward to learning new concepts in Biology and Chemistry. I was also taught by patient and dedicated teachers who inspired me to consider teaching as a career. After my ‘A’ Level examinations, I embarked on the MOE Teaching Internship Programme (TIP) and spent a month learning about the nature of teaching. I co-taught classes with experienced teachers and felt a great sense of satisfaction and empowerment when I was able to help students understand complex scientific concepts and processes. After careful deliberations with my parents and former teachers, I decided to pursue teaching as a career!

How did your scholarship give you a head-start in preparing you for your career?

Reuben: Part of my scholarship included an attachment to Broadrick Secondary School in 2011, where I did relief teaching and worked on a project relating to staff well-being. This helped me gain greater insight into classroom teaching and staffroom dynamics. In fact, I found the stint very fulfilling and agreed to return to the school as a full-fledged teacher almost three years later!

I was also attached to the Outdoor Education Branch at MOE Headquarters (HQ) in 2012, where I observed meetings and other policy-making processes. I came to understand that there are multiple stakeholders in our education system and sometimes they have conflicting interests. This experience really helped me appreciate the complexities involved in working at this level.

Jasmine: I was given the freedom and support to pursue a wide range of subjects during my years of study. For instance, when I was keen to participate in a field course on Marine Microbiology in Scotland, UK, and undertake research for my Master’s degree in Berlin, Germany, MOE supported me and funded these additional exposures.

MOE also supports its scholars in gaining overseas work experience. After my Master’s degree, I did a one-month teaching stint in Tokyo, Japan, and was granted the rare opportunity of experiencing the school culture of four different educational institutions.

I also had the chance to intern at Greenview Secondary School and the National Education Branch at MOE HQ. These opportunities enabled me to experience education from different angles, be it as an education officer in the classroom and HQ, or as a student and intern in various countries.

Share with us some highlights from your teaching career.

Reuben: One of the first major tasks I received when I was posted to Broadrick for my practicum last year involved training several students to serve as emcees on Speech Day. The numerous hours we put into preparing the students for the event paid dividends as our student emcees rose to the occasion and performed impeccably on the night.

Another highlight lay in a role-play package which I rolled out in my Secondary Two class. I wanted to bring across the concept of historical empathy to my students as we studied the Japanese Occupation and decided that role-playing was a good way to do so. The students worked together in their assigned groups and exercised their creative faculties as they interpreted and dramatised the scenarios depicted in various historical sources. The role-play really helped make the past come alive and I was immensely encouraged by their enthusiasm.

Jasmine: I mentored a group of students for the Scientific Thinking Programme (STP) and the Citi-YMCA Youth for Causes charity project. My STP team investigated the effects of natural home remedies on acne-causing bacteria and it was a memorable experience imparting microbiological techniques such as how to work with agar plates and bacteria cultures. My Citi-YMCA team planned and executed a charity project to raise funds and awareness for the Breast Cancer Foundation. As a show of appreciation for my efforts as their mentor, they gave me a handmade mini-mural of a pink ribbon created by placing tiny pink ribbons together as a Teacher’s Day gift, and this greatly touched me.

I was also fortunate to be given the opportunity to travel to Bologna, Italy, with my Vice-Principal for an international education conference where I shared my experiences as a Beginning Teacher and interacted with several renowned educators. Through seminars and enlightening conversations, I was exposed to the characteristics, benefits and challenges in various European education systems.

What do you look forward to in your teaching career?

Reuben: I eagerly anticipate the challenge of guiding my first graduating History class through their final year at Broadrick. I taught the same students last year when they were in Secondary Three and I hope to bring out the best in each of them as they prepare to sit for the ‘O’ Level History paper at the end of the year.

In about two years, I will also be given the chance to work at MOE HQ. The myriad experiences in school have equipped me with the knowledge and skills to contribute more effectively to our Education Service at the policy level. In the meantime, my focus is on doing my best at Broadrick and helping to make a difference in the lives of my students.

Jasmine: I look forward to becoming the form teacher of a Secondary Four class. It will be challenging as this is a crucial year for the students. I have to remain open and continue to learn on the job, and I am truly excited about my new responsibilities!

I have been invited by MOE for conferences and seminars where I interacted with education leaders and learnt how policies are made. I hope to continue gaining exposure to Singapore’s education system at the school cluster and HQ level to better equip myself for any future changes to our education system.

What advice do you have for aspiring teaching scholars?

Reuben: Aspiring teaching scholars must be prepared for the multi-faceted nature of the job and find out as much as possible from those who are currently teaching. Should they decide to apply for the scholarship, they must be clear about their motivations. This clarity will stand them in good stead for both the scholarship interview and for the early part of their careers.

From my observations, excellent teachers all possess one thing in common – a heart for their students. Teachers must be patient with their students as academic excellence and good character cannot be developed overnight. Another quality that will serve teachers well is ‘teachability’. The many demands of the job will highlight our strengths and also reveal our weaknesses. As teachers, we need to be ‘teachable’ as the willingness to learn on the job will help develop our positive attributes and turn our weaknesses into strengths.

Jasmine: They should ask themselves if they have the passion and right qualities to teach. As the Chinese proverb says, “If you are planning for a year, sow rice; if you are planning for a decade, plant trees; if you are planning for a lifetime, educate people.” Teaching is a long and tedious journey, but it is definitely very rewarding.

Teaching is also ‘heartwork’ – teachers inspire students to possess the right values, skills and knowledge to thrive in this ever-changing world. Teachers must therefore be adaptable and keep up with changes too!