Patience is not something that Atish Sewpersadh teaches – it is something he has learned through years of working with young people.

The De La Salle Holy Cross College High School teacher says one of the most humbling lessons of his career has been realising that no two learners are the same, and that even the most carefully planned lesson will not reach everyone in the same way. “Not being able to reach every single learner in my class has been the most humbling challenge. It taught me that teaching is not one-size-fits-all.”

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That understanding has changed the way he approaches the classroom. Instead of rushing through content, Sewpersadh has become more intentional about understanding the different strengths, needs, and struggles each learner brings with them.

Like many educators, he has experienced moments of self-doubt. “There are times when you ask yourself whether you are doing enough or making an impact.” What helps him push through is keeping the bigger picture in mind. Using the backward design model, he focuses on what he wants learners to remember and carry with them once they leave his classroom.
Over the years, teaching has also changed him personally. “It has made me calmer and far more patient. I have learned to listen more, react less, and understand before I respond.”
More than any academic achievement, Sewpersadh hopes his learners leave his class with a sense of compassion. “I hope they know how to be kind to others and to themselves. If they become good people, I have done my job.”

He believes trust is the key to helping learners who are struggling academically or personally. By getting to know them as people first, he creates a space where they feel safe to make mistakes and try again. Sewpersadh also wishes more people understood the emotional side of teaching. “It is not just about delivering lessons. You carry the weight of your learners’ successes, struggles, and sometimes even their personal lives.”

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Despite the challenges, he remains hopeful about the future of education, because of the learners themselves. “Their resilience, curiosity, and ability to adapt remind me that the future is in good hands. It is our responsibility as teachers to guide them well.”

When he reflects on his career, it is not exam results that stand out. “I am most proud of the relationships I have built. Knowing that my learners feel seen, supported, and valued means more to me than any result.”

If his learners remember him years from now, he hopes it will be for one simple reason: That he genuinely cared.

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