Pauline Teng, Author at Archdiocese Commission for Catholic Schools

3 May 2016

A day in the life of… Imelda Anthony

We have a chat with Imelda Anthony, who took over as principal at Magdalene’s Kindergarten this year.

What are your new roles and responsibilities in Magdalene’s Kindergarten?
My roles and responsibilities are similar as a principal; that is to oversee the curriculum direction, ensure quality standards are being met, and to upgrade staff capability. As I am now working in a Catholic environment, it is essential that we reach out to Catholics and try to impart good Catholic values while the children are young, and also try to engage the Catholic parents in activities.

Why do you choose to work in the early childhood sector?
I had always been interested in working with children since I was young. My mum used to babysit children and I would find joy playing with them. In my primary school years at CHIJ, we also had a kindergarten there, where I would volunteer to read to children. As I grew older, being exposed to younger nieces and nephews spurred my interest to learn to interact with children.

What do you think are the most important things that early childhood educators must impart to children at a young age?
It is important to foster a love for learning and for others, to always persevere, and to have a positive mindset. We also tell them that God loves them very much and they should never forget that.

What are the key challenges that comes with early childhood education? As a principal, how do you deal with them?
To retain talent in such a competitive working climate is a challenge. We have a lot of team building sessions with the staff, and we also try to get to know each one of them on a personal basis. Keeping staff happy is important; happy staff leads to happy children.

How does your faith influence your approach to your current role and responsibilities as a principal?
Before making any important decision or facing any issues, I usually spend some time contemplating (in the adoration room / chapel) and lifting it up to the Lord. Also, I usually try to put myself in the shoes of others.

How is a Catholic kindergarten different?
I love that we can always lift anything up to the Lord in prayer (praying for the sick, praying for a successful field trip, etc.) I have the chance to praise and share more about God’s love to all the children and teachers every day. It’s the most wonderful feeling. I can also visit the chapel at any point of the day when I need some uplifting or guidance.

How do the teachers and children you work with inspire you?
The teachers spend a lot of time trying to find ways to cater to every child, even more so that our school provides inclusion to the hearing impaired children. Seeing how they plan the lessons to benefit each child shows me how devoted they are. The Canossian sisters, Sr Enrica and Sr Margaret, who spend some time every morning sharing the faith or simply greeting a warm hello to the children as well as to the parents also inspire me. For the children, they motivate me when I am burdened with work with their words, hugs and little messages.

How do you keep close to God?
Throughout the day I maintain little conversations with God, thanking Him for the little things that happen, and asking for His guidance when things don’t go my way.

Who is your favourite Saint and why?
My favourite saints are St Therese of the Child Jesus and St Magdalene of Canossa. St Therese’s feast day used to fall on Children’s Day in Singapore. She did all things with love and childlike trust in God. She struggled with life in the convent, but decided to make an effort to be charitable to all, especially those she didn’t like. She always performed little acts of charity and little sacrifices, not caring how unimportant they seemed. These acts helped her come to a deeper understanding of her vocation. St Magdalene of Canossa, because she gave up all her riches to ensure that she looked after the poor and cared for the children, making sure they could read and write.

What is one advice you would give to Catholic educators today?
Spend time to ensure that we treat every child the way God would have wanted us to, with utmost love and care.

Men For Others: Montfort School Celebrates 100 Years

19 April 2016

Tags: Educators, Parents, Students

Categories: Events, News

Men For Others: Montfort School Celebrates 100 Years

This year, Montfort School celebrates the 100th year of its founding since its inception as Holy Innocents’ English School in 1916. We revisit the school’s rich history as a holistic Catholic institution.

In commemoration of their 100th year, Montfort School is holding a year-long series of celebrations. Beginning with the Anniversary Mass on 16 January, the theme for the year’s celebrations is ‘Celebrating the Past, Charting the Future’.

To help students and staff members know more about Montfort’s legacy, the school set up its very own Heritage Gallery back in January 2013, tracing the major points of development in the school’s history using artifacts, videos, voice recordings, photographs and personal accounts. It honours the many people who have contributed to the Montfortian mission of nurturing young people to live in service for others.

Come 23 April, the school will be organising a Founder’s Day and Homecoming Carnival, where alumni and students will celebrate with a day of fun-filled activities. Following that, on 30 June, the Montfortians will be living their mission of being ‘Men for Others’ by undertaking a 24-hour community service project to bring assistance and hope to the less fortunate. In July, they will bring the story of the Brothers of St Gabriel to life through a musical. Thereafter, the old friends and alumni of Montfort will meet for a Golf Tournament in August, and the celebrations will wrap up with a Gala Dinner on 19 November.

The History
Montfort was established as Holy Innocents’ English School in 1916 by Fr H. Duvelle in a lone classroom of a two-storey building next to the Church of the Nativity of the Blessed Virgin Mary at Upper Serangoon Road. Initially ran by a single principal for its first 62 years, the school was split into Junior and Secondary sections in 1974 to cater to the rapidly expanding student population. To keep its unique identity intact, it remained governed by the same management committee.

Eventually, changes in the local education system prompted the school to source for newer amenities, to cater to a more multi-faceted approach to education. Thus a building fund committee made up of Montfort alumni (then known as the Old Montfortian Association) was tasked to raise funds for a new and improved campus. Their fervent efforts saw the Hougang campus completed in 1992, equipped with new facilities to provide students with an improved learning environment.

Brothers of St Gabriel
Central to Montfort’s story are the Brothers of St Gabriel, a religious order devoted to continuing the work of 17th century French priest St Louis-Marie Grignion de Montfort, who dedicated a large part of his pastoral work to educating the destitute. They arrived in Singapore in 1936, and have sought to instill the Montfortian values of service and compassion to all their students since.

One of the most prominent Brothers featured in the Heritage Gallery is Brother Emmanuel, who began teaching in the school in 1954, and led other local Gabrielite institutions for over 30 years. For his services to the youth, he has been awarded the Public Service Medal by the Government. Until 2013, he continued to serve as the Supervisor of Montfort Schools, a position now held by Brother Dominic Yeo-Koh.

The Alumni
Inspired by their own teachers at Montfort, several students took up teaching themselves. Among them was Mr Teo Kah Ling, a well-remembered alumnus who taught for 43 years in the school and served as Principal from 1959 to 1964. An inspiring and talented educator who taught subjects ranging from English Literature to Mathematics, he composed the ‘Song of the Brave’, which continues to be sung by Montfortians today.

Mr James Chng, 52, is another student-turned-teacher motivated by his own Montfortian experience to enter the service. Having taught at Montfort for the entire 24 years of his career, the Science and English teacher deeply appreciates the school’s efforts in reaching out to every student. “In Montfort, nobody is left out,” James commented, referring to the range of backgrounds his students have come from. “All who walked through the doors of Montfort will become better people.” He shares his hope that the school will continue to guide each student in becoming a man for others.

In his homily during the Anniversary Mass, Archbishop William Goh—who studied in Montfort for 12 years—recounted the strong Catholic ambience that thrived in the school, “We would have prayers three times a day, before school, during the Angelus at Midday and after class. Monthly, we went for the sacrament of reconciliation and First Friday Devotion Mass to the Sacred Heart.” He entered the seminary in 1979, was ordained in 1985, and appointed Archbishop in 2013. His predecessor Archbishop Emeritus Nicholas Chia, was also from Montfort.

Four Montfortians also served as Members of Parliament: Dr Augustine, Mr Ng Kah Ting, Mr Lee Boon Yang and Mr Lim Boon Heng. Mr Lee and Mr Lim have also served as a Cabinet Ministers.

From Sons to Fathers
In remembering its past, the school also looks towards future generations. Alumnus James Tay recalls the various church-related activities he participated in while at Montfort, and credits his education for his faith. Today, he continues to serve the underprivileged through the Society of St Vincent de Paul.

James’ Montfortian experience has prompted him to enroll his son Darius into his alma mater. He is heartened that Darius is learning the same Catholic values as he did. Darius said, “My dad would share with me stories of his time in Montfort School and I would feel good being part of Montfort School as well… I can also relate to some of the things he said.” The father-son duo – now both alumni – is also featured in the school’s heritage gallery.

Honouring the past
In the words of Archbishop William Goh, “We must never think that success is purely our human effort alone. Hundreds of people along the way have helped us by moulding us, forming us, guiding us, mentoring us and assisting us.”

Montfort’s heritage trail represents the school’s gratitude towards the staff and old boys who have contributed their time and energy into its continuous improvement. Their lifelong dedication has helped Montfort grow as a Catholic institution that nurtures students academically and spiritually, and extending its century-long legacy of mentoring God’s beloved youth.

Image: montfortsecprincipal.wordpress.com

Teaching minds and touching hearts: 5 things we can learn from St John Baptist de la Salle

7 April 2016

Tags: Educators

Categories: Reflections, Saints

Teaching minds and touching hearts: 5 things we can learn from St John Baptist de la Salle

The achievements of the Lasallian schools in Singapore today can be traced back to the efforts laid down by the Brothers of the Christian Schools. The Lasallian Brothers are a religious order first established by the 17th century French priest John Baptist de la Salle. Now widely regarded as a pioneer in modern education, St De La Salle devoted a large part of his 40-year priesthood to teaching underprivileged young men. His contributions to the elementary education scene in France eventually influenced the rest of the world, through the Brothers who continue his work today.

As a Christian teacher who approached the task of education passionately and methodically, St De La Salle sets a perfect example for educators today. We look at the lessons we can draw from his work and mission.

1. Knowing what matters
John Baptist was born into a wealthy family in Reims, France. His father held a high-ranking position in the royal court, while his mother came from a prominent influential family of wine brewers. After their death, he sold his considerable inheritance and gave the money to the poor in Champagne province, who were suffering from a famine.

St De La Salle’s willingness to give up his earthly possessions echoed the Lord’s exhortation in the Gospel: “Go, sell everything you have and give to the poor, and you will have treasure in heaven. Then come, follow me.” (Mk 10:21) In an environment where academic success and career progression trumps many other worries, it is our mission as educators to remind students of what matters more in life. Rather than put pressure on them to do well in exams, why not discuss ways in which they can contribute back to society after their studies?

2. Recognising the poor
St De La Salle was aware of the many peasants who lived in the country or in town slums, and did not have the means to send their children to school. Because they were illiterate, they could neither move up the social ladder nor learn of God’s word. He became deeply concerned by the children’s financial and spiritual poverty, and pledged to bring up these young people.

As educators, let’s also keep in mind that our students come from many different backgrounds. The differentials in aptitude and attitudes amongst them are largely due to the wide spectrum of family, health and financial situations. Regardless of their circumstance, the young people are calling out for our attention, care and guidance in order to overcome the barriers they face to attain their fullest potential in life.

3. Taking action one step at a time
John Baptist did not change things overnight. Through his first pastoral post as the spiritual director of the Sisters of the Holy Infant Jesus (who ran an orphanage for young girls), he was encouraged to set up a similar institution for boys. Thus, with the help of a lay teacher Adrien Nyel, he founded a school. Following its success, more were spawned in the diocese, and John recruited more teachers to his cause. The Brothers for the Christian Schools was born from this fraternity, and today they number 5,000 across 80 countries and 1,000 institutions.

Upon seeing the severity of the problem, St De La Salle did not allow himself to become deterred or overwhelmed. Instead, he took small steps towards a larger goal. At times, it may be easy to become intimidated by our responsibilities as educators. St De La Salle’s example reminds us to take things one step at a time, address issues systemically, tap on resources made available to us, and leave the seemingly impossible to God.

4. Persistence in learning
Being the eldest child of a well-to-do family, John had the privilege of a quality education. His parents groomed him academically, sending him to study at the College des Bons Enfant, where he received his Master of Arts in 1669. Thereafter, he entered the Seminary of St Sulpice and read theology at the College of Sorbonne. His learning continued even after his priestly ordination in 1678, where he earned a doctorate in theology two years later.

Despite his impressive academic achievements, John remained humble and persisted in his learning journey. When he embarked on his priesthood and education mission, he needed to learn several things previously unfamiliar to him: how to run a school, how to connect to street youth, and how to recruit and manage teachers. Like John, we cannot be complacent with our knowledge. To improve ourselves as effective mentors to students, we must constantly be on the lookout for opportunities to pick up new skills and perspectives.

5. Meeting students where they are
St De La Salle wanted to ensure that students truly understood what they were learning. Against the norm of the times, St De La Salle decided that his institutions would teach subjects in the more widely-spoken French, instead of Latin. The Brothers also grouped students according to their maturity and aptitude, so as to facilitate the process of teaching.

Instead of purely regurgitating information to his students, John Baptist analysed their academic potential and capabilities and refrained from imposing unrealistic demands on them. He met them where they were and taught in a language they could understand. To be effective educators, let us adopt patience and empathic understanding. How can we meet our students at a level where we can better connect with them and make learning more productive and enhanced?

As educators, we may feel jaded and overworked after years in the service. We may lose sight of why we became educators in the first place. But as we celebrate the life and legacy of St De Le Salle, let us relive the joy of our vocation and remember that our words and actions, mundane as they may seem at times, have the potential of touching our students in more ways than one.

1 April 2016

Tags: Educators, Parents, Students

Categories: Reflections, Saints

Pope John Paul II and Divine Mercy

Saint John Paul II, born Karol Wojtyła on 18 May 1920, was the longest serving pope of the 20th century. Born in Wadowice, a small city not far from Krakow, the widely-travelled pope is well known for his teachings on Divine Mercy since his election to the papacy in 1978. Throughout his pontificate, the pope constantly centred himself on the mercies of God.

St John Paul II focused much of his efforts on bringing Christ into culture, through the Divine Mercy of God. Divine Mercy Sunday, which falls on the second Sunday of Easter, reminds us that mercy is the ultimate answer to the problems of the world today. Incidentally, John Paul II died on the vigil of the feast five years after he officially granted the feast to the Universal Church, and was both beatified (2011) and canonised (2014) on Divine Mercy Sundays.

Drawing reflections from Dives in Misericordia (DM), St John Paul II’s 1980 encyclical on the mercy of God, we see several theological foundations essential to having a true understanding and expression of God’s mercy.

Firstly, John Paul points to the revelation of mercy in the paschal mystery — the passion, death, resurrection and ascension of Jesus. For “absolute justice” to take place, he says, “Christ undergoes the passion and cross because of the sins of humanity. This constitutes even a ‘superabundance’ of justice, for the sins of man are ‘compensated for’ by the sacrifice of the Man-God” (DM, 7). True mercy is revealed because “He saved us, not because of righteous things we had done, but because of his mercy” (Tit 3:5).

A third important point on the mercy of God is found in the parable of the prodigal son. In analysing this parable, John Paul highlighted that in the act of forgiveness, “he who forgives and he who is forgiven encounter one another at an essential point, namely the dignity or essential value of the person” (DM, 14). The son, who squandered his possessions, lost all dignity. He had nothing to eat. He craved what his father’s servants had, and resolved to return to the father, who in turn restores his son’s dignity:

“Bring quickly the best robe, and put it on him; and put a ring on his hand, and shoes on his feet; and bring the fatted calf and kill it, and let us eat and make merry; for this my son was dead, and is alive again; he was lost, and is found” (Lk 15:22-24).

Mercy restores dignity and values all man for who they are, in the image of God, not merely what they deserve. To this end, it is worthwhile quoting the pope at length:

“Mercy in itself, as a perfection of the infinite God, is also infinite. Also infinite therefore and inexhaustible is the Father’s readiness to receive the prodigal children who return to His home. Infinite are the readiness and power of forgiveness which flow continually from the marvelous value of the sacrifice of the Son. No human sin can prevail over this power or even limit it. On the part of man only a lack of good will can limit it, a lack of readiness to be converted and to repent, in other words persistence in obstinacy, opposing grace and truth, especially in the face of the witness of the cross and resurrection of Christ.”

St John Paul II, in his ministry, exemplified mercy. He embraced all who were suffering through his many papal visits, and stood against the innocent killing of mankind, most evident in abortion and euthanasia. Most astonishingly, after being shot at several times, he visited his would-be assassinator in prison, forgave him and begged the courts to pardon the man from life imprisonment.

Where does this lead us? Do we bear the crosses for the sake of others? “Merciful love is supremely indispensable between those who are closest to one another: between husbands and wives, between parents and children, between friends,” wrote the pope. “And it is indispensable in education and in pastoral work” (DM, 14). In the cross of Christ, we are given an example God’s mercy, and are challenged to extend His Divine Mercy to others.

What about us? What need do we have, as a child of God, of God’s mercy? What areas in our lives and in our profession do we struggle to find mercy and forgiveness from God? It is true that as educators, we are called to mirror God’s mercy to the students that we interact with (some of whom do not ‘deserve’ mercy!). But how can we practice mercy without first receiving it, since our Lord Himself reminded us that “he who is forgiven little, loves little” (Lk 7:47)? Let us be brave and ask the Lord for his Divine Mercy, since He never tires of offering it to us.

22 March 2016

Tags: Educators, Parents, Students

Categories: News

Remembering Fr Robert Balhetchet

On the morning of 15 March 2016, Tuesday, the Singapore Church lost one of its brightest minds. As we remember Rev Fr (Dr) Robert Balhetchet, former Rector of the Cathedral of the Good Shepherd, we also examine the lessons we can learn from his service as educators.

Fr Robert – or ‘Fr Bob’, as he was affectionately referred to by his parishioners – was intelligent and deeply intellectual, having learned to speak in nine languages and doing exceptionally well in school. He attended St Joseph’s Institution, where he finished his A Levels at the age of 14. But his heart was set on the priesthood at a young age. Having been introduced by his parish priest from the Church of the Holy Family, Fr Ashness, to the Minor Seminary’s Superior in 1954, he began his priestly studies and was ordained 10 years later at the age of 24. Thereafter, he was appointed Assistant Rector of the Cathedral of the Good Shepherd.

Employing his intellectual talents for the Church by studying the Vatican II documents on Ecclesiology in Rome, he earned a doctorate at the age of 37, and taught at College General in Penang. Apart from his academic achievements, he also proved to be effective at handling administrative affairs, overseeing the iconic papal visit of Pope John Paul II to Singapore in 1986.

But Fr Robert’s most notable contribution to Singapore education was in the 1980s. Back then, the Government had become increasingly concerned about the rapidly modernising trends that were shaping society. The late Dr Goh Keng Swee, then Minister for Education and Deputy Prime Minister, appointed Fr Robert to construct a curriculum for a new moral education programme to be taught in schools.

Titled ‘Being and Becoming’, the programme was implemented for lower-secondary students the year after, and resonated with the suggestions of the review committee headed by the late Mr Ong Teng Cheong, then Acting Minister for Culture. Amidst the precarious religious and social dynamics of the country, Fr Robert managed to create a moral education curriculum that was suitable for all students, Catholic and non-Catholic alike.

Fr Robert taught moral and religious education at CHIJ St Nicholas Girls’ School, where he touched the lives of many young people. Sr Maria Lau, Provincial of the Sisters of the Infant Jesus in Singapore and former principal of Catholic Junior College, remembers Fr Robert as a man who gave generously of himself whenever he commits to a project or task. She added, “Fr Bob had both breadth and depth, and he taught with passion.”

Even after his work was done with the education ministry, Fr Robert still remained deeply concerned about the mission. In a 2002 interview with the New Paper, he voiced his concerns about the disparate focus on academic subjects blotting out room for the formation of values through moral education.

“What good is it for someone to gain the whole world, and yet lose or forfeit their very self?” (Luke 9:25) The Lord’s words in the Gospel of Luke captures one of the essential struggles in our education mission today. We are called to impart critical life skills and fundamental academic knowledge, while remembering to instill paramount virtues that a young person should grow up with.
Fr Robert’s life and dedication serves as a valuable example for educators to never neglect our duty in nurturing the lives of our students, and guiding them towards being upright and responsible men and women. More so than any technical knowledge, what they learn from us about integrity, truthfulness, compassion and respect will serve them well and help them maintain fruitful relationships for the rest of their lives.

We pray for the repose of Fr Robert’s soul, and that we will continue our work in shepherding God’s beloved young people.

Being a good man: lessons from St Joseph

18 March 2016

Tags: Educators, Parents, Students

Categories: Reflections, Saints

Being a good man: lessons from St Joseph

What does it mean to be a man? It is a question running through every boy’s mind in the course of their maturity, and one that defines their identity. It is also, one of the most difficult life questions to answer.

Scripture shows us examples of the role of men in God’s plan of salvation. In the Old Testament, the men living in Jerusalem were considered heads of their households: “All these men were heads of their families” (1 Chr 9:9). St Paul also charges husbands with the responsibility to love and protect their wives “as Christ loved the church and gave his life for it” (Eph 5:23, 25). Leaders in the Church are to resist being overwhelmed by pride, and be respectable men of good character (1 Tim 3:5, 7).

Perhaps the easiest way to learn what it takes to be a good man is to look at the shining examples history puts before us, the greatest of whom, should surely be St Joseph, spouse of the Most Blessed Virgin Mary, and patron of the Universal Church. Let’s look at some lessons we can draw from the compassion and humility of St Joseph, foster father of our Lord.

Compassion
Joseph was a carpenter by trade, and became betrothed to Mary. Originally unaware of the child’s divine origin, upon discovering the Mary was with child, Joseph wanted to protect her from the possible backlash she could face, during a time when women accused of adultery could possibly be stoned to death (Mt 1:19). His compassion cam before his ego. His foremost priority upon discovering his fiancée’s pregnancy was not to accuse her of infidelity, but to protect her dignity and safety.

Today, popular culture and mass entertainment has eroded men’s respect for women. The value of women has been reduced to an object of sexual gratification, to be won over by a masculinity defined by wealth, political influence, popularity and sex appeal, as opposed to the husband-figure described by St Paul. St Joseph’s example reminds us that as men, we are called to reject the casual objectification of women in film and media, and to remember our mission to protect the dignity of women, like how Christ defends the dignity of His Church.

Humility
St Joseph also led a humble life, working in what most would consider a lower-skilled profession in his time (some of the people whom Jesus preached to did not take him seriously, for He was the son of a carpenter) (cf Mt 13:55-56). During Jesus’ circumcision ceremony, he and Mary offered a pair of doves (cf Luke 2:24). This was allowed because they were too poor to afford a lamb.

As generations of young people grow up with the belief that success solely stems from how much money they make and how influential they become, our society has become a more cutthroat and competitive environment. A man whose self-esteem is founded upon the benchmarks of economic materialism – rather than on his identity as a son of God – will become endlessly discouraged by how little he has compared to other men. We are all equally loved by God, regardless of what position we hold or achieve in life. This is a message we need to constantly remind ourselves and our students.

God desires not our earthly accolades, but that we “do what is just, to show constant love, and to live in humble fellowship” with Him (cf Micah 6:8), as St Joseph has exemplified in his simple lifestyle. Pope Francis echoed during a recent Palm Sunday homily, the humility of Christ became the saving grace of humanity. Likewise, as educators, we are called to emulate that willingness to empty ourselves of personal ambition, and devote our hearts to the greater good of nurturing God’s young people.

It is an opportune time in this Jubilee of Mercy to recognise man’s calling to love and protect, to respect and treat our fellow men as fathers and brothers, and women as mothers and sisters (1 Tim 5:1-2). St Joseph’s was a man living a humble life filled with great love, and we are all called to be men like him.

17 March 2016

Tags: Educators, Parents, Students

Categories: Reflections, Saints

Grace in the midst of trials

Born in Roman Britain on 17 March 387AD, St Patrick is one of the world’s most popular saints. Despite being born in a Christian family, Patrick didn’t really believe in God. It was only after a turn of events that led him to seek out a relationship with the Lord. Let us look at the life journey of St Patrick, and how God eventually used him to bring the Gospel to Ireland.

At the age of 16, Patrick was abducted and taken as a slave to Ireland. There, he worked as a shepherd for six years until the end of his captivity, when he escaped after having a dream from God. In his vision, he was told to leave Ireland by going to the coast, and he did so in total trust. Upon reuniting with his family in Britain, a few years later, St Patrick received another vision from God calling him to return to his land of captivity to preach the Gospel. As written in St Patrick’s Confession, he saw in the night the vision of a man named Victoricus, coming from Ireland with countless letters. The opening words of the letter read, ‘The voice of the Irish’. Convicted of his mission to bring the Gospel to the Irish people, St Patrick then began his ministry in Ireland. The journey to serving God was not an easy one, as he had to suffer insult from unbelievers and hear reproaches of his returning to where he was enslaved.

The years of enslavement in Ireland was a trying time for St Patrick, yet it was also in those moments which led him to draw closer to God. As shared in his Confessions, he prayed fervently during his captivity, and as he does so, the love and fear of God came to him and strengthened his faith. While we are unlikely to be captured and held to slavery in a faraway country, we are bound to face difficulties and trials in our vocation. In such moments, we should not be discouraged or intimidated, but turn to the Lord in prayer instead. After all, our Lord reminds us: “If you abide in me, and my words abide in you, ask whatever you wish, and it will be done for you” (Jn 15:7).

Patrick’s trust in God is a shining example for us to learn from. With the love of God burning in his heart, Patrick was not deterred by hardships, nor did he harbour any bitterness toward his captors. Rather, he prayed unceasingly for his enemies. With thanksgiving, he shared of how God made him fit through the tribulations so that he can care and labour for the salvation of others where he once could not.

Putting our trust in the Lord not only allows us to find comfort, but it also open the way for Him to work in and through our lives, just like how St Patrick first got his personal breakthrough before ministering to the people of Ireland. This is especially important for teachers, as we spend much time with students in schools, who are in the stage of physical, intellectual, emotional and spiritual development. Do we trust God enough? Have we had that personal experience with the Lord?

10 March 2016

Tags: Educators

Categories: Reflections

A day in the life of… Woo Soo Min

We catch up with newly appointed principal of Maris Stella High School, Mrs Woo Soo Min (second from left in picture).

What are your new roles and responsibilities in Maris Stella? In what way is this new position different from your previous role?
My role and responsibilities as a principal at Maris Stella High do not differ from my previous appointment as principal of another school in that as principal, I lead my colleagues in nurturing our students to become all-round students realising their potential and to be ready to be a contributing member of society. What is different is that the school context has changed. Maris Stella High has a few key characteristics that makes it a unique school. It is a Catholic, all-boys, SAP (Special Assistance Plan), full school, offering both the primary and secondary education, founded by the Marist Brothers. We are in a privileged position to nurture Marists in the tradition of the Marist Brothers, anchored on the Catholic faith, as well as biculturalism for a large part of their formative years and see them through those years, using strategies that are suited to educating boys. I am energised by the many possibilities that I see in Maris Stella High School.

What first made you desire to work in the education sector?
I love History and am deeply driven by my passion in the subject to become a History teacher. Over the years, I am energised by the “Aha” look on my students’ faces as they grasp a concept or understand a historical development.

What are the difficulties you face working in education?
The main difficulty is something that everyone faces – the issue of time or rather, the limited amount of it. There are so many things that we want to do but time is limited and therefore, sound decision making must guide our prudent use of time.

How does your faith influence your approach to your current role and responsibilities as a principal?
There are things that are within my control and then, there are things that are in His control. For the former, I carry out my role and responsibilities in the best interest of my charges to the best of my abilities, and for the latter, I pray and pray for divine intervention.

What do you think are the main challenges that Catholic educators face today?
The challenges that educators face are common and regardless of their faith/religion. As educators, our primary role is to nurture students to be of good character and grounded in values as well as to realise their potential. I believe Catholic educators see all their students as their students regardless of the individuals’ faith and would seek to do their best for all of them. Catholic educators who wish to be involved in faith formation of Catholic students know that they can apply to join Catholic schools to be part of the Religious Education/Chaplaincy team.

What are some of the encouraging trends you see in the education scene?
There is a renewed emphasis placed on character development and values inculcation. Also, there is a many-hands approach to helping students that is beginning to take root with the forging of partnerships between school and parents, as well as that between various government agencies like MSF, HPB and MOE, among others.

How does the work of the Marist Brothers in Catholic education inspire you?
St Marcellin Champagnat wrote: “Be with the children, love them, lead them to Jesus”. Indeed, the work of the founding principal, Br Chanel Soon, and his Marist Brothers colleagues have lived out the words of St Champagnat when with their bare hands, they built Maris Stella High School, offering to boys in the eastern part of Singapore, regardless of family economic status, race and religion, a chance to be educated. From testimonies shared by pioneer Marists, Br Chanel was involved in the daily educating of students, his deeds exemplified his love for them and in being a nurturing educator, he brought them to Jesus.

How do the teachers and students you work with inspire you?
My colleagues are tireless in doing their best for Marist and that inspires me to work harder with them. I see great potential in my students to become leaders of their chosen field in future. They are intelligent, willing to learn and with a fine sense of humour. It is always interesting to dialogue with them and hear their views. I am inspired to help them fulfil their aspirations.

How do you keep close to God?
I try to hear God’s promptings and don’t be too clever. As a person who is fairly determined in completing what I set out to do well, I have always believed that I have full control over things. As such I have always made thorough plans to ensure that things happen according to my wishes. Over time, I find that that is of course not true and that God has the final say and things always turns out according to His plans for reasons not always apparent at the start but eventually understood by me. I need to quieten down my heart and hear his promptings.

What is your favourite Scripture passage?
This verse in the Letter to the Hebrews resonates with me: “Only faith can guarantee the blessings that we hope for, or prove the existence of realities that are unseen” (11:1). As a History graduate, I study world developments and trends and make sense of them. It is a case of seeing first before knowing or believing. As a Catholic, it is the reverse. I struggled with this during my RCIA days as I needed to see to believe. Over time I’ve come to accept that only with faith can I believe in things that I have not seen and that faith keeps me anchored in my journey with God. I realise that when I keep faith, the presence of the Holy Spirit in my life is also stronger.

What brings you joy as an educator?
When my students as well as my colleagues achieve success after putting in effort to learn and persevere until the end. In the course of my journey as a school leader, I see students struggling with their studies as well as growing-up issues. I have also met colleagues who struggled with work and principles as they embark on their journey as teachers. While it is very tempting for me to jump in and help them, I find that they taste the sweetest success when they have put in their share of effort and persevere to the end. They realise then that there are many things that they can do on their own and this builds their sense of self-worth, dignity and confidence. Their struggles and perseverance also brings out their self-belief and human spirit in them.

What is one advice you would give to Catholic educators today?
Give your best in the best interest of all your students and God will take care of the rest.

19 February 2016

Tags: Educators

Categories: Reflections, Saints

Educators As God’s Shepherds

St Peter was an imperfect man, bestowed with a holy mission to be a shepherd of God’s people. How can educators be shepherds to those under their charge?

In Jewish oral tradition, as Jesus noted in the gospel of Matthew (23:2-3), the Chair of Moses is the symbol of the authority which the scribes and Pharisees have by virtue of their office. The Catholic Church, which Jesus built on the Rock that was Peter (Mt 16:18), the ‘Chair of Peter’ represents the supreme authority vested in the Pope by God, through the line of visible apostolic succession that traces all the way back to Peter. Therefore, when a pope teaches “ex cathedra” or “from the chair”, his pronouncements on matters of faith and morals are infallible, since they are given with the authority of God and the assistance of the Holy Spirit (cf Jn 14:16). The word ‘cathedral’ refers to the church of the bishop’s seat.

The office of St Peter is the highest position in the Church. St Peter was tasked to spearhead the first steps of Christian evangelisation, during a tumultuous period of anti-Christian sentiments in Rome. Yet, like most of us, he was far from perfect, and had fallen short of God’s grace at several points in his life. We can take comfort in lessons we can learn from St Peter’s journey as head of God’s people.

St Peter’s journey
St Peter, originally named Simon, was a fisherman who lived in Bethsaida with his brother Andrew. Shortly after Christ began His ministry, He came to Lake Gennesaret, where Simon and other fishermen were fishing. Jesus told him to put out his net. Despite not having caught any fish the night before, Simon obeyed. His obedience to Christ earned him not just the largest catch of fish he ever had, but an invitation from the Lord to be a “fisher of men” (Lk 5: 1-11). Peter left everything to follow Him.

During the course of Jesus’ ministry, Simon was the first Apostle to recognise Jesus as the Messiah, the Son of the Living God (Matt 16: 16-19). Christ gave Simon the name Peter, declaring him as the rock of His Church, and the holder of the keys of the kingdom of heaven.

Peter became chief spokesman amongst the Apostles, representing the cause of the Christian faith when speaking to authorities. For 30 years, he led the efforts in spreading the message of Christ and establishing the Christian Church, until he was martyred by Roman authorities.

Lesson for educators
Like St Peter and his successors after him, educators are called to be shepherds to God’s children – specifically students. The mission of educators is primarily to tutor the young people under their charge in academic knowledge. Equally important is the formation of students as mature and responsible people.

As mentors and figures of authority whom students come into contact with every day, teachers are in a position to guide students in their maturation process. Apart from teaching course material, teachers are called to mentor students in a way which encourages the formation of upright character and values in them.

Being at a highly malleable phase of their personal formation, it is through education where students will learn what it means to be good people, and the importance of contributing to their communities. Just as Christ beckoned St Peter to shepherd His people, teachers are shepherds to students, caring for their spiritual and emotional growth.

Principals are also shepherds in the education mission. They are shepherds not just to students, but to teachers and school staff under their care. In their work to impart knowledge and right values to students, teachers can come under immense physical and intellectual strain. They also need shepherds to guide them – their peers, heads of department and fellow principals. Being the head of the school, principals need to recognise the difficulties that each person is going through and be able to empathise with them, in order to help every member fulfill their role in the mission.

Growing from mistakes
Throughout his life and mission, St Peter had moments of weaknesses. He had been reprimanded by Jesus for prioritising his will over God’s (Matt 16: 21-22) and for falling asleep while keeping watch (Mt 26: 40-41). Most significantly, he denounced Christ after His arrest, for fear of his own life (Mt 26: 69-75).

Like St Peter, we may face moments of temptations and make mistakes. But when educators support each other, it makes learning from mistakes much easier and more efficient. Teachers should share their knowledge and experiences with their colleagues, and allow everyone to learn from each other.

A school can only function at its best when it becomes a community where everyone is supporting each other, just like the Church. No one is perfect within a group, but when educators work together to guide students towards values of truth and justice, the work of God can be done more easily.

Practicing the virtues of mercy this lenten season

18 February 2016

Tags: Educators

Categories: Reflections

Practicing the virtues of mercy this lenten season

The liturgical season of Lent is upon us again. Beginning on Ash Wednesday, Lent is a 40-day period during which we remember Christ’s resilience and faithfulness in the desert. We are called to renew our faith and once again strengthen our relationship with God through prayer. This time presents opportunity for us to examine the parts of our lives that need to be changed or improved.

In particular, Lent marks a time when we are called to remember the poor and those with fewer opportunities. This calling is closely linked to the education mission. In many ways, the journey of an educator parallels Christ’s challenging ministry to God’s people. Teaching is a demanding vocation, requiring patience on the part of educators. And just like how Jesus Himself was rejected by many, teachers too, can face disappointment when students fail to heed their advice.

It can be especially difficult when defiant and rebellious students don’t appreciate the importance of learning, and the difference a good education can make to their lives. Yet this mission to impart knowledge and values to young people remains a critically important task.

Those who need help the most
During Lent, we are presented with an opportunity to live in spirit and solidarity with the poor in the world. In his homily during the Commissioning Mass for three new principals in January, Archbishop William Goh pointed out different kinds of poor whom Christ mentioned in Luke’s Gospel. Apart from the financially poor, there are the emotionally and spiritually poor.

Some students are emotionally and spiritually poor because they come from broken families, and do not experience the warmth and joy of familial love. This may affect their discipline, schoolwork, and relationships with their peers.

We often shun those whom we do not understand and label them as problematic. Difficult students test the patience and resolve of Catholic educators, because of their negative behaviour and attitudes. But these are also the same students who need our attention the most, because they are too clouded by their problems to experience God’s love and graces.

An opportunity in Lent
The season of Lent gives us a platform to remember the sufferings that our less fortunate brothers and sisters go through. During this period, fasting and abstinence form the symbols of our repentance, and the care for our fellow children of God form the core of our Christian calling. We must not forget those among us who most need a listening ear or a guiding hand.

The call for Catholic educators is to listen to the students who need support, recognising their pains and struggles. This will not only bring a ray of hope to broken and wounded young people, but will also help teachers themselves see the purpose behind their mission as shepherds of God’s beloved children.

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