Finding confidence through community: Siaw-Fong’s CertPT journey
Siaw-Fong first came across CertPT while working at her university, where she was director of a centre that hosted the programme in partnership with another institution. This initial involvement gave her an insider's perspective on the course and its impact. Inspired by what she observed, and following a visit to Trinity College London in the summer of 2025, she decided to enrol in the programme herself.
“I was actually the director of the centre. We hosted the programme with one of the validation centres, and I started participating. I was in all of the sessions, all of the 36 hours.”
Having already experienced the programme first-hand, she decided to undertake CertPT and later pursue the Master Trainer pathway as a way of taking her practice a step further. What began as involvement through her university gradually developed into a personal learning journey of her own.
A community of experienced teachers learning together
One of the things that stood out most for Siaw-Fong was the way the programme brought educators together in a shared learning space.
“I like the community. When we had the lessons together, we planned together, we watched each other's lessons, and we improved together.”
For someone with nearly two decades of teaching experience, this kind of shared observation felt unusual.
“We are professors and we have been teaching for years, but we rarely watch other people teach.”
In her context, this is not common practice.
“In Taiwan, we are not used to that kind of culture. We don’t normally go into each other’s classes and observe, especially when the purpose is not simply to fulfil a formal requirement, but to support and learn from one another”
The CertPT training changed that dynamic by creating a space where teaching was openly shared and discussed.
“In that lesson, we had to deliver our teaching and listen to feedback from others. That’s something special in CertPT.”
It was not always easy.
“It was very high pressure. I have been teaching for more than 18 years, and still, being watched while teaching makes you feel like you need to prepare very carefully.”
But over time, this process became one of the most meaningful parts of the experience.
“The most impressive thing I learned is the willingness to change. We have to listen to other people’s comments. That’s very important.”
Learning to trust feedback and adapt
Siaw-Fong is very open about how challenging it was at the beginning to receive feedback on her teaching materials.
As part of the Master Trainer training, participants prepared PowerPoint sessions which were reviewed by the trainer, Stephen Murray.
“When Stephen asked us to prepare the PowerPoint, we are all very busy people. We spent a lot of time on it.”
When feedback came, it was not easy to accept at first.
“I prepared my 15-minute lesson and thought, this is how I want to teach. Then parts of my PowerPoint were changed.”
Her first reaction was simple and honest.
“Why did you change my PowerPoint? My first reaction was reluctant to change.”
But after going through the notes more carefully, her perspective began to shift.
“He gave very detailed notes. Then I realised the change was helping. In fact, he saved a lot of my time but putting me in the right direction”
That moment became important for her development.
“After that, I felt more supported and I feel everybody went through the same process.”
Making teaching more interactive
Siaw-Fong teaches three-hour university classes, which used to rely heavily on lecturing, as covering the course content had long been the main priority.
“I found it very tiring speaking for the whole three hours if you are lecturing.”
She would typically divide the session into lecture and activity, but CertPT encouraged her to rethink the structure more deliberately.
“Now I break down the lesson into lesson and activity, lesson and activity. I incorporate much more interaction into the lesson nowadays and make my classes more interactive”
This simple shift changed how students engage and respond in class.
“The learners are different nowadays. Their attention span is much shorter.”
With more opportunities to participate and present their ideas, engagement has improved.
“I found that the students enjoy more.”
Over time, this approach has become a natural part of her teaching.
“I have changed a bit of my teaching style in a way that fits my students learning. Now my classes are very much interactive compared to the past.”
Growing confidence in her role
Although Siaw-Fong already had strong academic training, she initially felt CertPT was an additional step rather than a necessity.
“I actually didn’t need CertPT. I already had a Bachelor of Education in TESOL and had earned a distinction in the teaching practicum component of my degree”
But the experience brought something she hadn’t expected; confidence in a wider professional role.
“After I became a Master Trainer, I felt more confident.”
She now feels more comfortable observing others and contributing professionally in that space.
“In the past, when other people asked me to watch their lessons, I would ask myself, ‘Who am I to watch the lesson? – I am just like you.’ We may have difference in seniority, but I don’t have a qualification.”
The qualification gave her a sense of recognition for what she could already do.
“It gave me recognition as a trainer.”
She now uses that confidence when working with other educators.
“I can put my CertPT Master Trainer title on the poster, and as part of my signature. It shows I have had training and I am confident that I can do the job better”
A message to experienced teachers
Looking back, Siaw-Fong understands why experienced educators might question whether they need a programme like CertPT.
She asked herself the same question at the beginning.
But for her, the value came not from replacing experience, but from re-examining it with others, receiving feedback, and building confidence in new roles.
For her, it became a space for reflection, community, and professional recognition and something she continues to value in her teaching journey.
