The world of Tzu Chi December 2024 (Vol.152)

08 2024 • 12 Navigating the ocean of knowledge together By Tan Kim Hion Translated by Lee You Zhuan Photo by Sam Pin Fook Through her three years of teaching, Tan Wei Nee deeply realised that the key to inspiring students lies in genuine and selfless care. She hopes this care will take root in her students’ hearts, guiding them towards a brighter future. T urning on her laptop, Tan Wei Nee waited patiently as her students logged in one after another. Once it was class time, she started teaching without the slightest delay. Her clear, loud voice filled the virtual space. Throughout the 90-minute session, her students listened quietly most of the time, while she paused occasionally to gauge their reactions, ask questions, and encourage responses. Three years ago, when she first joined the “i·didik” teaching team, such one-sided interactions might have left her feeling frustrated, as though she was speaking to thin air, unsure if her students were paying attention or understanding her lessons. She once doubted her ability to teach effectively. Fortunately, support from the “i·didik” team made all the difference. The Subject Support Team offered valuable guidance, and volunteer facilitators provided both emotional and practical support. Over time, Wei Nee began to understand her facilitator’s reminder that teaching is not just about the ability to deliver knowledge but about showing genuine care for her students. When students feel cared for, their motivation to learn grows naturally, creating a positive cycle of love and education. She also realised that patience is vital; students need time to absorb and understand before they can show meaningful progress. As a building material procurement manager, Wei Nee initially joined “i·didik” with a simple belief that students are the future pillars of the nation, and any small efforts in education—even to a small group—is worthwhile. However, she quickly discovered that online teaching was more challenging than expected. Hearing about the “i·didik” volunteer team’s efforts, including visiting students’ homes, understanding their circumstances, and providing assistance with Internet access and computers, deeply moved her. The regular online meetings organised by the Subject Support Team, where tutors shared challenges and joys, further inspired her. The team’s dedication and substantial efforts to ensure the programme’s success spurred her on to persevere and continually seek better ways to help her students. The impact of extra tutoring In her teaching, Wei Nee prioritises an open and positive environment. She often reassures her students that making mistakes is part of learning, saying, “Be brave to respond— mistakes help us grow.” She recalled a student, Tian You, who was initially disengaged in class. Observing that he was more cheerful whenever his sister joined the lessons, as his sister would encourage him, Wei Nee adopted a similar approach, offering constant words of encouragement. Gradually, the boy’s confidence grew, and his parents shared that he was more willing to do what they asked, and would even joke with them. Another student, an older learner, was