
Learning beyond the headlines
When the chance to attend a workshop under The Star's Newspaper-in-Education (Star-NiE) programme presented itself recently, the SMK Mutiara Impian (Penang Sports School) teacher was delighted to be selected.
'This is my second Star-NIE workshop. I attended the first one many years ago.
'This time around, I was eager to discover how the newspaper can continue to play a meaningful role in a student's life, even in an age dominated by electronic gadgets,' he said when met at the workshop, held at SMK Jawi in Nibong Tebal on May 20.
The 58-year-old was among 28 teachers representing 17 secondary schools in Penang's South Seberang Perai district.
Conducted by Star-NiE freelance trainer U. Ruthra Devy, who has 24 years of experience as an English language teacher, the workshop – the third Star-NiE session held in Penang this year – was organised in collaboration with the South Seberang Perai District Education Office.
Syed Roslan said he was happy to pick up new tips, noting that teachers today face the challenge of engaging students who prefer to use their gadgets to read and source information rather than turning to books.
'Right from the first activity, the trainer showed us how we can use pictures and stories from The Star newspaper in creative and fun ways for students of all proficiency levels – low, intermediate and high,' he said.
He added that the workshop's activities demonstrated how teachers can engage students progressively, starting with simple tasks, including ice-breaking exercises at the beginning of the new school year.
'The workshop also showed us how we can use a newspaper to build students' confidence by improving their reading, writing, speaking and critical thinking skills,' he said.
J. Vinosha, 27, a first-time teacher at SMK Seri Nibong who teaches English to Forms One, Two and Four, said the workshop piqued her curiosity when she first heard about it.
'I was curious about how teachers could engage students using a newspaper, especially when even using a textbook can sometimes be a challenge in getting their attention.
'I am glad I attended this workshop because I found it very engaging and exciting – I kept looking forward to what was in store next,' she said.
Anne Ting Ping Hua, 42, a Mathematics teacher at SMK Bandar Tasek Mutiara who also teaches English, was surprised to find that the workshop differed from the usual format of participants merely sitting and listening.
'It was completely hands-on, and we had so much fun interacting, exchanging ideas, laughing and using props – all while finishing our tasks using copies of The Star.
'So, imagine the fun students will have when we go back to school and apply these activities in class,' she said.
Describing the programme as an eye-opener, first-time teacher Nur Syifaa Ismail, 27, from SMK Tun Syed Sheh Barakbah, said she looked forward to applying the techniques in her English lessons.
At the start of the workshop, Ruthra highlighted the use of newspapers in the classroom, emphasising that they are 'a very flexible resource, carrying real-world content, enhancing general knowledge, and improving speaking, listening, reading and writing skills'.
She also stressed the importance of teachers taking 'baby steps' with students who are not proficient in English, helping them develop and build confidence progressively.
'Don't rush them. For instance, during oral classes, let them speak at their level and pace.
'We don't want them to speak perfect English or write essays without any mistakes.
'Let them go at their own pace but be consistent with them, and you will help build their confidence progressively,' she said.
Also present at the workshop was Star Media Group Circulation (North) manager Eileen Ooi.
Since its inception in 1997, Star-NiE has supported English language teaching and learning in primary and secondary schools nationwide.
Star-NiE activities are available in StarEdu on Sundays, and in StarLifestyle on Tuesdays, Wednesdays, Thursdays and Fridays.
For enquiries, email starnie@thestar.com.my.
Hashtags

Try Our AI Features
Explore what Daily8 AI can do for you:
Comments
No comments yet...
Related Articles


Malay Mail
44 minutes ago
- Malay Mail
Planting the seeds of sustainability — Khalidah Adibah Sahar, Maisarah Hasbullah and Noor Munirah Isa
AUGUST 14 — If you want to see the future of Malaysia, don't look at the Parliament. Look inside a preschool classroom at 10 a.m., where tiny hands are building cities out of blocks, or pretending the water in the sandpit is an endless river. Here, in these small worlds, the habits that will one day shape the real one are already forming. A recent 2023 study by UPSI researchers involving 219 preschool teachers across Malaysia revealed something both hopeful and worrying: teachers actually know about sustainability. They believe in it. They want to model it for their students. Many can explain environmental care, social equity, and responsible resource use with ease. Their hearts are in the right place. But when the storybooks close and the day's lessons unfold, the ideals don't always make it into practice — especially in environmental and economic aspects. Recycling bins sit unused. Water keeps running while cups are washed. The concept of 'enough' is rarely discussed when resources are handed out. While social sustainability values like empathy, sharing, and cooperation are often encouraged, hands-on practices such as composting, energy saving, or storytelling around local environmental heroes are far less common. This isn't because our teachers don't care. It's because the system hasn't given them the tools, time, or training to weave sustainability seamlessly into daily learning. Early childhood teacher training programmes rarely show how to teach sustainability to a four-year-old in ways that are playful, tangible, and culturally relevant. Without that scaffolding, even the most committed educator can feel like they're improvising — and often under less-than-ideal conditions. In under-resourced schools or rural areas, these challenges become more pronounced. Limited access to outdoor spaces, a lack of clean infrastructure, or even shortages of basic materials can make 'green' teaching feel like a luxury. Yet interestingly, our study found that public and private preschool teachers demonstrated similar levels of sustainability awareness. The care is there. What's missing is the bridge between knowing and doing. The irony is sharp: we talk about building green cities and smart economies, yet the foundations — the mindsets of the next generation — are left to chance. The smallest classrooms are where the largest changes can begin, but they are also where the cracks in our commitment show most clearly. If Malaysia is serious about the Sustainable Development Goals — particularly Goal 4 (Quality Education), Goal 13 (Climate Action), and Goal 12 (Responsible Consumption and Production) — we need to stop treating sustainability as a subject and start treating it as a culture. A culture that's baked into curriculum design, teacher training, and the everyday rhythm of school life. Preschoolers learn how to share, how to care, and how to notice the world around them. — Picture from Unsplash/Nurpalah Dee Imagine preschools where compost bins sit next to snack tables, where community gardens are as normal as playgrounds, and where stories of indigenous environmental wisdom are told alongside fairy tales. These changes don't require massive budgets or sweeping reforms — just intentionality, creativity, and support for the educators who are already willing. Because here's the truth: preschoolers don't just learn alphabets and numbers. They learn how to share, how to care, and how to notice the world around them. They copy what they see. If their classroom models wastefulness, they will assume that's the norm. If it models care and responsibility, they will carry those habits forward. For that to happen, awareness must lead to action — not tomorrow, not when budgets improve, but now. This means giving teachers access to practical sustainability resources, embedding environmental and economic awareness into lesson plans, and recognising these efforts as central, not supplementary, to education. Once a child learns that rivers don't run forever, that rubbish doesn't disappear, and that fairness is worth fighting for, they carry it into every decision for the rest of their lives. That's not just education. That's nation-building in its purest form. And so, the challenge is not whether we believe in sustainability, but whether we are prepared to practise it in the places where it matters most. Because in the quiet of those small classrooms, with their tiny chairs and bright crayons, the future is already being written — and we get to decide what kind of story it will tell. * Khalidah Adibah Sahar, Maisarah Hasbullah and Noor Munirah Isa are senior lecturers from the Department of Science and Technology Studies, Faculty of Science, Universiti Malaya. ** This is the personal opinion of the writer or publication and does not necessarily represent the views of Malay Mail.


Herald Malaysia
2 hours ago
- Herald Malaysia
Leo XIV: 'Love cannot do without truth'
Continuing the jubilee cycle of audiences on the theme 'Jesus Christ, our hope', Pope Leo XIV commented on the Gospel episode of Judas' betrayal, 'Jesus does not denounce in order to humiliate. He tells the truth because he wants to save'. Aug 14, 2025 Another moment of the catechesis of Pope Leo XIV (@Vatican Media) VATICAN: 'Love, when it is true, cannot do without truth.' With these words, Pope Leo XIV commented this morning on the 'intimate, dramatic' scene in Mark's Gospel in which Jesus reveals to his twelve disciples that someone is about to betray him, in the last moments of his life. The words he uttered - 'He who eats with me will betray me' (Mk 14:18) - are 'strong' words, not of condemnation, but of love. 'He does not raise his voice, he does not point his finger, he does not pronounce Judas' name. He speaks in such a way that everyone can question themselves,' explained the pontiff, continuing the Wednesday Jubilee audiences in the Paul VI Hall on the theme 'Jesus Christ, our hope.' Wednesday's gathering was moved to the large audience hall because of the high temperatures forecast for Rome. Those who were unable to enter were still able to follow the readings and the Pope's words on large screens in St. Peter's Square and in Piazzale Petriano, near the current residence of the Prefect, the Palace of the Holy Office. 'This morning we will have the audience in different places, at different times, to stay a little out of the sun and the intense heat,' said Leo XIV to the thousands of participants, speaking off the cuff in English at the beginning. 'We thank you for your patience and we thank God for the wonderful gift of life, the good weather and all his blessings.' These words were followed by the pope's own translation into Spanish and Italian. In the afternoon, Leo XIV will return to Castel Gandolfo for a second period of rest at the Villa Barberini residence. Continuing his commentary on the Gospel, Pope Leo XIV recounted how Jesus' words bring, in the room 'carefully' prepared for the supper, 'a silent pain, made up of questions, suspicions, vulnerability.' A pain that all people can experience when 'the shadow of betrayal creeps into' their most cherished relationships. Immediately, says the evangelist, 'they began to be saddened and to say to him, one after another, 'Is it I?'' (Mk 14:19). The disciples' question 'is among the most sincere we can ask ourselves,' said Prevost. 'It is not the question of the innocent, but of the disciple who discovers his fragility. It is not the cry of the guilty, but the whisper of those who, even though they want to love, know that they can hurt.' Jesus' 'denunciation' is not meant to 'humiliate'; it is a truth spoken in order to 'save.' 'To be saved, we must feel: feel that we are involved, feel that we are loved despite everything, feel that evil is real but does not have the last word,' added the Pope. 'Only those who have known the truth of a deep love can also accept the wound of betrayal.' In fact, what the disciples feel is not anger, but sadness. It is a feeling that arises from the 'real possibility of being involved.' It is a feeling that is a place of 'conversion,' explained Leo XIV: 'The Gospel does not teach us to deny evil, but to recognise it as a painful opportunity for rebirth.' Then, referring to other 'harsh' words of Jesus - 'It would be better for that man if he had never been born!' (Mk 14:21) - the pontiff emphasised that this is not a 'curse', but a 'cry of pain', 'an exclamation of sincere and profound compassion'. 'We are accustomed to judging. God, however, accepts suffering. When he sees evil, he does not take revenge, but grieves.' This is the lesson to be drawn from this episode and from the words spoken by Jesus. 'Right there, in the darkest place, the light does not go out. On the contrary, it begins to shine'. In fact, 'Jesus is not scandalised by our fragility'. 'This is the silent strength of God: he never abandons the table of love, even when he knows he will be left alone', added Pope Leo XIV. The audience concluded with the Lord's Prayer in Latin, sung by the Pope himself, and the apostolic blessing extended 'in a special way' to children, the elderly and the suffering. This included the blessing of devotional objects brought by the faithful present. At the end, the Pope greeted the Italian-speaking pilgrims and recalled the Solemnity of the Assumption, which will take place in two days, on 15 August. 'I urge you to turn your prayers constantly to the Virgin Mary,' he said, 'following her example in fully accepting the vocation to intimacy with God and concern for every human being.'--Asia News


Focus Malaysia
19 hours ago
- Focus Malaysia
Speaking English as an ‘Anak Merdeka': Not Westernised, just globalised
EVERY time I speak English in public, I feel eyes on me. Some admire. Some judge. Some smile. Others sneer. When I speak it fluently, confidently, without fumbling, the assumption often follows: 'She must think she's more Western than Malaysian.' As a language lecturer with over 15 years of experience and a TikTok content creator under the name Awin Rzk, I often teach my followers how to speak English with a British flair, for fun, for style, for confidence. But some netizens are quick to attack. 'Lupa daratan', they say. 'Tak hargai Bahasa Melayu'. What they fail to see is that I am not promoting arrogance, nor am I dismissing our national language. I am sharing knowledge. I am educating. I am empowering. My content, both online and in the classroom, is born from love. Love for my students, my country, and the belief that Malaysians deserve to be articulate in any room they walk into, whether at home or abroad. That assumption, though quietly harboured, is far too common in our society. And this Merdeka, I feel compelled to speak. Not just as a content creator. Not just as a lecturer. But as a proud 'anak Malaysia'. We are not Westernised for speaking English. We are globalised. And we are free. Independence was never just about driving out foreign powers. It was about reclaiming our right to choose. The right to chart our own path. The right to learn any language, access any knowledge, and express ourselves without fear or shame. So why, after all these years of nationhood, are we still policing how Malaysians speak? Why is fluency in English still met with suspicion, as if it is a sign of betrayal? I do not teach English because I want Malaysians to abandon their roots. I teach it because I want them to rise. I want them to speak at international forums, to publish in global journals, to lead in multinational companies. I want them to sit at the world's table, not quietly in the corner, but with presence, poise, and power. Our students are brilliant. But I have seen too many of them shrink during job interviews or international conferences not because they lacked intelligence, but because they lacked confidence in their English. And sometimes, it is not even their fault. It is ours. We made them believe that being too fluent was showing off. That choosing English meant forgetting where they came from. We told them to be proud of being Malaysian, but only if they spoke a certain way. Let me be clear: Bahasa Melayu is our national language, and it is sacred. It holds our soul and our history. But loving one language does not mean we must reject another. Speaking English does not dilute your patriotism. It expands your ability to be heard. We are a nation born of many cultures. We speak Malay, Chinese dialects, Tamil, Iban, Kadazan, English, and more. That is not a weakness. In fact, it reflects the very essence of who we are. It shows how truly Malaysian we are diverse, adaptable, and united in our differences. This Merdeka, I raise the Jalur Gemilang as I do every year. I sing 'Negaraku' with my hand on my heart. And I continue teaching English with purpose. Not to Westernise my students, but to equip them with the tools to thrive beyond borders while staying rooted in who they are. That is what it means to be truly Merdeka. To speak without shame. To learn without limits. To grow without fear of being misunderstood. So no, I am not Westernised. I am Malaysian. I am a language lecturer with years of experience and a digital educator who teaches out of love for this country. I believe our young Malaysians should never feel they have to choose between fluency and patriotism. Let them speak with confidence. Let them dream in many languages. Let them rise in every room they enter. Because the world is listening. And it is time Malaysia speaks clearly, proudly, and without shame. ‒ Aug 13, 2025 Shazlin Razak is the English Language Lecturer at the Centre for Foundation Studies in Science (PASUM), Universiti Malaya. The views expressed are solely of the author and do not necessarily reflect those of Focus Malaysia. Main image: Unsplash/Putra Mahirudin