“Stranger danger!”
The little girl pointed at Louis Gunawan when he stepped into the classroom. Before he could even introduce himself, the classroom erupted into laughter. He stood there, caught between surprise and amusement, wondering if this was truly how his journey with Teach SG would begin.
Minutes later, the same girl handed him a small piece of paper with three words: Who are you?
That brief exchange stayed with him as it shattered his assumptions about mentoring. He had expected, as the tutor, to take the lead in building rapport. Instead, he found himself responding to the child’s curiosity and eagerness to connect.
Finding the spark
Louis, a Year 1 Mathematics student, traces his motivation back to his own school days, where he experienced firsthand the positive impact of passionate educators. A good teacher, he believes, goes beyond just clear explanations of concepts. “They spark curiosity, inspire confidence and encourage students to want to keep discovering more,” he says.
This was the spark that led him to Teach SG: the desire to give back.
He does not consider himself an exceptional teacher but hoped to play a small part in igniting that same spark in others.
For Louis, making a difference is not defined only by academic results. Sometimes, it is simpler. “If the mentee enjoys their time with the mentor as they interact and cover material,” he says, “that’s already making a difference.”
Meaningful moments in the classroom
Over time, mentoring became one of the most rewarding parts of his routine. Teach SG gave him opportunities to interact meaningfully with children in ways he did not experience elsewhere.
There were moments of laughter during activities, conversations about homework and the simple joy of seeing children participate enthusiastically in learning.
“Constant interaction with young children can be tiring,” he says, “but it is something I very rarely get to do and therefore cherish.”
Of course, not every moment was smooth. There were occasional disagreements, including one instance where a child began quarrelling with his mentee. Louis stepped in calmly, addressed the behaviour and redirected the mentee’s attention back to the lesson.
Experiences like these reinforced a key learning: mentoring demands more than subject knowledge; it requires patience, composure and the ability to respond thoughtfully in the moment.
Rediscovering his childhood
As Louis spent more time with the children, he noticed something unexpected: their behaviour often mirrored his own when he was younger. The experience became both reflective and revealing.
“From my time interacting with children in Teach SG, I am reminded of my own childhood self through their actions and behaviour,” he says.
This experience also reshaped his understanding of education itself. Effective teaching, he says, is not just about clarity.
“A good teacher also engages with students and puts effort into making the learning process enjoyable,” he says.
In practice, this meant learning to adapt. When one explanation did not land, he had to find another. Over time, he became more flexible, patient and attuned to how different children learn.
Louis is also fascinated by how modern educational tools blend storytelling with technology. Watching children engage with digital platforms, structured around missions and narratives, showed him how psychology, engagement and learning can work together seamlessly.
Looking ahead
The experience left a lasting impression on Louis, both personally and professionally. It strengthened his desire to contribute to the community and even opened him up to the possibility of teaching or lecturing in the future.
“Teach SG further motivated me to contribute to the people around me,” he says.
Beyond this, the lessons follow him into daily life. He finds himself striving to be more patient with others, especially in situations that could lead to frustration.
Looking ahead, Louis plans to remain involved in community service, drawn by the fulfilment it brings.
Louis also sees potential for Teach SG to grow, for instance, by expanding the programme to include older students. “Many student mentors may be better suited for teaching teenagers and youths,” he says.
One takeaway remains constant: meaningful education begins not with perfect teaching, but with genuine human connection.
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This story was first published on Faculty of Science News
