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Genuine connections flourish with wildzy communities and shared experiences

In today's interconnected world, the desire for genuine connection and belonging is stronger than ever. People are actively seeking communities built on shared interests, values, and experiences. This search extends beyond geographical boundaries, facilitated by the rapid advancement of digital platforms. The emergence of platforms like wildzy represents a significant shift in how individuals forge relationships and find a sense of community in the 21st century. These spaces offer opportunities for authentic interaction, mutual support, and the cultivation of lasting bonds.

The traditional models of community – those rooted in physical proximity and long-established social structures – are evolving. While still valuable, they often lack the flexibility and inclusivity to cater to the diverse needs and interests of a modern population. Online communities, properly nurtured and moderated, can overcome these limitations. They provide a safe and accessible environment for individuals to connect with like-minded people, regardless of location, background, or circumstance. This is where the power of platforms that prioritize authentic connection, like those built around the principles of wildzy, truly shines.

The Significance of Shared Experiences in Building Community

At the heart of any thriving community lie shared experiences. These experiences, whether they involve collaborative projects, lively discussions, or simply mutual support during challenging times, create a foundation of trust and camaraderie. The ability to participate in activities alongside others fosters a sense of belonging and reinforces the bonds between individuals. Platforms aiming to cultivate genuine connection recognize the importance of facilitating these experiences, often through dedicated features and events. Think of collaborative art projects, organized game nights, or group discussions centered around a common passion. These initiatives transform casual interactions into meaningful connections.

The power of shared vulnerability is also crucial. When individuals feel safe enough to share their authentic selves – their hopes, dreams, and fears – it creates a space for deeper understanding and empathy. This is particularly important in online communities, where it can be challenging to establish trust and overcome the inherent distance. Platforms that prioritize respectful communication and mindful moderation play a vital role in fostering this sense of psychological safety. Creating these spaces for authentic sharing is paramount to generating loyalty and cultivating long-term engagement.

Community Building Component Description
Shared Activities Collaborative projects, events, and discussions that bring members together.
Open Communication A culture of respectful dialogue and active listening.
Safe Environment Moderation and guidelines that promote psychological safety and discourage harmful behavior.
Recognition & Appreciation Acknowledging and celebrating individual contributions to the community.

Successfully nurturing a space where people feel comfortable being themselves, alongside mechanisms for recognition and appreciation, ensures the community thrives and individuals remain engaged. The creation of these building blocks can significantly contribute to solidifying a connected and vibrant member base.

Facilitating Authentic Interaction: Characteristics of Effective Platforms

Not all online platforms are created equal when it comes to fostering genuine connection. Some prioritize quantity over quality, focusing on amassing large user bases without investing in features that promote meaningful interaction. Truly effective platforms, on the other hand, are characterized by a deliberate focus on quality engagement. This includes features such as robust profile customization options, sophisticated search and filtering tools, and intuitive communication channels. The goal is to help individuals find and connect with others who share their specific interests and values. A well-designed platform anticipates the needs of its users and provides them with the tools they need to build lasting relationships. This differs substantially from generalized social media, where serendipitous encounters are not always optimized for shared interests.

Beyond technical features, the culture of the platform is equally important. Platforms that actively promote respectful communication, empathy, and inclusivity are more likely to attract individuals who are genuinely interested in building meaningful connections. This requires a commitment to moderation, clear community guidelines, and a willingness to address harmful behavior promptly and effectively. The leadership of the platform sets the tone for the entire community, and their values are reflected in the types of interactions that are encouraged and celebrated.

  • Prioritized Moderation: Active oversight to ensure a safe and positive environment.
  • Detailed Profiles: Allowing users to showcase their personality and interests.
  • Targeted Search: Connecting individuals with shared passions and values.
  • Intuitive Communication: Providing seamless ways to interact and collaborate.
  • Community Guidelines: Establishing clear expectations for behavior and interaction.

These characteristics, when combined, create a fertile ground for authentic interaction and the cultivation of lasting relationships. They signal to potential members that the platform values genuine connection above all else. This approach is especially vital for platforms like wildzy wishing to establish a reputation for building a strong, tightly-knit community.

The Role of Niche Communities in Fostering Deeper Connections

While broad-based social media platforms can be useful for maintaining casual connections, niche communities offer a unique opportunity for individuals to delve deeper into their passions and connect with others who share their specific interests. These communities, often centered around hobbies, professions, or identity groups, provide a more focused and intimate environment for interaction. The common ground shared by members of a niche community fosters a sense of understanding and camaraderie that is often lacking in more general spaces. This allows for more in-depth discussions, collaborative projects, and mutual support. A birdwatching enthusiast, for example, will find much more value in a dedicated birdwatching forum than on a general social media platform.

Moreover, niche communities often attract individuals who are deeply passionate about their chosen subject, leading to a higher level of engagement and expertise. This creates a dynamic learning environment where members can share their knowledge, ask questions, and learn from one another. The level of intellectual stimulation and creative collaboration within these communities can be incredibly rewarding for participants. Platforms that effectively cater to niche interests are well-positioned to cultivate highly engaged and loyal user bases. This is why the concept behind wildzy acknowledges and fosters the creation of these micro-communities.

  1. Identify a specific interest or passion.
  2. Seek out online communities dedicated to that interest.
  3. Actively participate in discussions and contribute to the community.
  4. Share your knowledge and expertise with others.
  5. Be open to learning from and collaborating with fellow members.

Following these steps will not only help you find a niche community that aligns with your interests but also enable you to build meaningful connections with like-minded individuals. The key is to be proactive, engaged, and willing to contribute to the collective knowledge and experience of the community.

Beyond Digital Interaction: Bridging the Online-Offline Gap

While online communities offer numerous benefits, it's important to recognize that they are not a substitute for real-world interaction. The most thriving communities are often those that successfully bridge the online-offline gap, providing opportunities for members to connect in person. This can take many forms, from local meetups and workshops to larger-scale events and conferences. These in-person interactions allow individuals to build deeper relationships, strengthen existing bonds, and experience the sense of community in a more tangible way. The ability to transition from online acquaintances to real-world friends is a powerful motivator for continued engagement.

Facilitating these offline connections requires careful planning and coordination. Platforms can play a role by providing tools for organizing events, identifying local members, and promoting opportunities for in-person interaction. However, the initiative often comes from the members themselves, who are eager to meet and connect with others who share their passions. It is important to support and encourage these grassroots efforts, providing them with the resources and platform they need to succeed. Those involved with wildzy will want to allow for organic growth while assisting with logistical issues that arise.

Cultivating a Culture of Support and Wellbeing

A truly healthy community is one that prioritizes the wellbeing of its members. This means creating a safe and supportive environment where individuals feel comfortable sharing their struggles, seeking help, and offering encouragement to others. Platforms should actively promote mental health awareness and provide resources for individuals who are experiencing difficulties. This can include links to mental health organizations, access to support groups, and the promotion of healthy coping mechanisms. Openly discussing mental health challenges can help to destigmatize them and create a culture of empathy and understanding. Further, promoting active listening within the community helps to ensure that everyone feels heard and valued.

It's also important to address issues such as cyberbullying and harassment promptly and effectively. Platforms should have clear policies in place that prohibit such behavior and provide mechanisms for reporting violations. A zero-tolerance approach to harmful behavior sends a message that the community values respect and inclusivity above all else. Encouraging positive interactions and celebrating acts of kindness can also help to foster a more supportive and welcoming environment. Ultimately, a thriving community is one that nourishes the physical, emotional, and mental wellbeing of its members. Platforms like wildzy that are prioritizing authentic connection are well-positioned to make a positive impact on the lives of their users.

The Future of Connection: Adaptive Communities and Evolving Needs

The landscape of community building is constantly evolving, driven by technological advancements and shifting societal needs. The communities of tomorrow will need to be increasingly adaptive and responsive to the changing demands of their members. This means embracing new technologies, experimenting with different formats, and continuously seeking feedback from the community itself. The platform must not be static; it needs to be able to adjust to evolving dynamics. Personalized experiences, driven by data and artificial intelligence, will become increasingly important, allowing individuals to tailor their interactions to their specific interests and preferences. Furthermore, the integration of virtual and augmented reality technologies could create immersive and engaging community experiences that transcend geographical boundaries.

We are likely to see a continued fragmentation of online spaces, with individuals gravitating towards smaller, more focused communities that cater to their niche interests. The challenge for platforms like wildzy will be to provide the tools and infrastructure that enable these micro-communities to thrive while simultaneously fostering a sense of connection and collaboration across the broader network. The emphasis will be on providing a flexible and customizable environment that empowers individuals to create the communities they want, rather than imposing a one-size-fits-all approach. Developing mechanisms to encourage mentorship and knowledge-sharing will also be vital, ensuring that communities remain vibrant and sustainable for generations to come.

Core Qualification

  • St. Paul College Foundation Inc., Philippines – Bachelor of Education with a major in English
  • Busan International Foreign School, South Korea – EARCOS Global Citizenship Award, completion of Secondary education & multiple awards in sport and student leadership

 

Key Experiences

  • Third year at MIS. Joined as Year 3 Homeroom, moved to Year 2 in 2023. Other roles include: Primary School Counsellor, Designated Safeguarding Lead (DSL), Wellbeing Subject Lead & Primary Student Council Coordinator
  • Philippines – Year 11 & 12 English Teacher (including Oral Communication, Philosophy of Man, Personal Development & History). Also Year 7,8, & 11 English Teacher (including Oral Communication, Values Education, Reading & Writing Skills)

Core Qualification

  • Cebu Institute of Technology, Philippines – Bachelor of Elementary Education & Early Childhood Education
  • University of San Carlos, Philippines – Bachelor of Sicence in Secondary Education

 

Key Experiences

  • MIS Year 1 Homeroom teacher for 2 years & promoted to Head of Lower Primary last year
  • Egypt- Early Years Homeroom (UK curriculum)
  • Malaysia-Early Years Homeroom & promoted toHead of Early Years (UK curriculum)
  • South Korea-Early Years Homeroom & headed Science, Music & Social Studies sequentially (Primary Years Programme)
  • Shanghai, China- Pre-Nursery Homeroom (UK curriculum)

Core Qualification

  • Dagon University, Myanmar – Bacherlor of English
  • Advanced-Level Diploma- Early Childhood Care & Development
  • Eastern Institute of Technology, New Zealand – Certificate in Business Communication and Oral English

 

Key Experiences

  • Taught at MIS for the past 15 years (one of our longest-serving team members!) in KG and Year 1
  • Horizon International School – Gained additional experience with three years as KG Homeroom Teacher
  • International School of Myanmar (ISM) – Began teaching career with 8 years as Teaching Assistant in KG

Core Qualification

  • UK Diploma Teaching English to Speakers of Other Languages (TESOL) & Certificates in Teaching Phonics & Teaching Knowledge
  • Ministry of Social Welfare, Relief and Resettlement, Myanmar – Diploma in Early Childhood Care and Development
  • Dagon University, Myanmar – Master of Science

 

Key Experiences

  • A value member of the MIS team for 14 years
  • Began career as an assistant teacher, gaining 6 years of experience in this role
  • With additional experience & qualifications, transitioned to Homeroom Teacher to pursue her passion for teaching as lead facilitator

Core Qualification

  • Diploma in Fitness & Diploma in Sports Nutrition (Udemy Inc)
  • Teaching English as a Foreign Language (TEFL)
  • Bachelor of English Literature (Canterbury University, UK)


Key Experiences

  •  Joined MIS in 2023 as Year 4 Homeroom, & taught English
  •  China-Top Shanghai international school for 4+ years, English Teacher to students aged 3-12 (in person & online)
  • Taught taekwondo to students aged 3-12
  • Before teaching: Field Manager, Market Development Manager & Corporate Trainer
Rebecca is from Xi’an in China and she has been teaching in international schools for six years. She obtained her BA in education and her teaching licence from the University of Xi’an. She then completed a Master of Education Degree with Moreland University in the United States. In the last academic year, Rebecca also completed her QTS, the British teaching qualification. She also had a Level 5 TEFL, an English Teaching qualification. She is looking forward to meeting all her students in August, and helping them to learn more about China and the Chinese Language.
K Khaing is from Myanmar and has been teaching at international schools here for 10 years. This is her first year at MIS, where she will be an EAL teacher for primary students. K Khaing holds a B.A. English, Diploma in English and a Diploma in Information Technology. She has also completed a full time TEFL certificate at college in Chiang Thailand. She has attended workshops on Jolly Phonics and Jolly Grammar and will be using these in her teaching at MIS. She also has experience working with students who need extra support and require an advanced program of learning in order to reach their full potential.
Theint Thiri Soe is very excited to be joining the staff at MIS as a teacher of physical education at MIS. She is from Yangon, Myanmar and before joining MIS, she taught at Brainworks International School for two years. Theint Thiri Soe earned her bachelor’s degree, B.Sc (sports) from Dagon university.
Tin Tin San is a specialist art teacher and has a Bachelor’s degree (B.A) in painting from the University of Culture, Yangon. Tin Tin San has been a freelance artist for 21 years and has been teaching Art since 2008. Prior to joining MIS, she taught at Crane International school Myanmar for four years. This year, Tin Tin San will be utilising the Cambridge Art Curriculum to expose our students to a range of different artists and techniques.
Su Mon is the MIS Librarian and has been a Library Professional for over 10 years. She joined MIS in 2018 to provide library services students and faculty members. During the pandemic, Su Mon also worked as a Year 6 assistant teacher but is thrilled to be returning to the library. She holds a Master of Research Library and Information Studies ( M.Res LIS ), a Master of Library and Information Studies ( MLIS ) and a Diploma of Library and Information Studies ( Dip LIS ) from the University of Yangon. Her bachelor’s degree is a B.Sc Mathematics. Su Mon earned her certificate of Ethics and Public Service training from the Idaho Commission for Libraries (USA) in 2020. She completed her teacher training in Early Childhood Care and Development ( ECCD ) course in 2020.
Aye Hnin Phyu has a Bachelor Degree in Science and a Diploma in TESOL. She also has a Diploma in Early Childhood Care and Development (ECCD). This will be her 12th year at MIS and she will be teaching Myanmar Language, Music and Art in lower primary and Myanmar Language for Foreign students in upper primary. She is excited to get to know all her students and is sure that they will have lots of fun learning together this new school year.
Arlene is an experienced international school teacher and has worked in International education for over 17 years since completing her teaching degree. Arlene joins us after 2 years in the Royal British International School in Cairo Egypt. She was previously the Head of Early Years and served on the senior leadership team during her 5 year posting in Malaysia. Prior to that she spent 5 years teaching at Busan International Foreign School, South Korea and 5 years at The British International School, China.


Core Qualification

  • University of Western Sydney, Australia – Master of Education (with an emphasis on the effective teaching of Mathematics)
  • University of New South Wales, Australia – Bachelor of Commerce


Key Experiences

  • MIS UP Homeroom Teacher for 13 years
  • Excellent understanding of Cambridge Curriculum & Year 6 Checkpoint test expectations in particular
  • Extracurriculars include sports coaching & Primary StuCo.
  • Australia – Taught students up to High School level in Sydney with a specialism in mathematics

Rosie has been teaching at MIS for five years, but is originally from Cambridge, UK. Over the past 10 years, she has also taught in schools in the UK, USA and Spain. She earned her bachelor’s degree in History from the University of East Anglia and then went on to study for her PGCE at the University of Cambridge, where she received her QTS (Qualified Teacher Status). In her spare time, Rosie enjoys walking her three dogs, reading and writing, as well as improving her fluency in Spanish. Rosie is looking forward to completing many fun and fascinating projects in her classes this year. She is excited to work as a team with her colleagues, students and their parents, to inspire a love of learning and to raise achievement at MIS.
Nelson has been teaching PE for more than 10 years and this year will be the 5th year with MIS. Nelson was a former Myanmar National Table Tennis player and he is a professional C License Football coach (AFC). Nelson is a certified teacher of PE (Healthy Practice: Physical Activity, Nutrition, Community and Family Participation verified certificate from University of Colorado).
Elena has been teaching EAL for more than 15 years and this year will be the 6th with MIS. Elena is a certified teacher of English (Specialist Degree in Teaching English and TEFL certificate). She has taught the English language at all levels.
Reese is going into her 5th year at MIS in which she has been teaching Korean in Middle School. Reese graduated from a College in Canada and worked at an English academy for three years in Korea.
U Aung Myat Moe has been teaching Myanmar since 1992. He has worked at ISY as a substitute and part-time Myanmar Language teacher before joining MIS where he has been teaching Myanmar Studies and Myanmar language for 6 years. He also serves as a part time lexicographer in the Myanmar lexical databases project at the Department of Myanmar Nationalities Languages, Ministry of Education. He holds a BA (Myanmar)
Callis is going into her 6th year at MIS in which she has been teaching Chinese in Middle School and IGCSE, A&AS-Level Chinese in High School. Callis is an experienced educator with a proven record of exceptional student achievement Callis graduated from a university in China with a BA in teaching Chinese as a Foreign Language. She used to run a major dancing community in Wuhan, and is currently pursuing her Master’s in Education.
Alma has been teaching music at MIS since it was established in 2009. She holds a degree in Bachelor of Science in Elementary Education Major in Music. She taught at Yamaha Music School before joining the international schools in Yangon, Myanmar. Currently, she is teaching music in lower, upper primary, and middle school. She has had various training sessions on the Orff and Kodaly approach to music education for a productive and enjoyable music program.
Peter has Art and Teaching qualifications from the University of KwaZulu Natal and the Peninsula University of Technology, South Africa. He has taught Art for many years from Primary to Tertiary Levels in South Africa and Thailand. He is thrilled to be at MIS and aims to help learners grow by developing their individual strengths to achieve their best in Art.
Dr.Eshwari, has been in teaching field and school administration for more than 12 years, worked as a HoD of Commerce and Humanities and high school teacher handling subjects like Economics, Business Studies, Global Perspectives, Geography and Travel and Tourism. She has worked in a couple of international schools in Maldives, India and Myanmar. She is well familiar with Cambridge, Edexcel, AP and IB MYP, DP curriculum. She holds a Masters and Ph.D in Economics from University of Madras, India. She has undergone a number of professional development courses and workshops provided by Cambridge and IB. Being a CAS coordinator in her previous workplace, she has involved the whole school agents to take part in and outside school community services, starting In-school club activities, conducting intra/inter school competitions.
Eleanor has been teaching for more than 15 years in varied levels, from Preschool to college, and some special education students, both in the Philippines and in various cities in Myanmar. She started teaching in Cambridge International schools in 2019, in Mandalay, then Monywa and now in Yangon at MIS. She was also a High School Counselor and a College Counselor back in the Philippines. She holds a Bachelor of Science in Psychology degree, with earned units in Sociology and Anthropology, and Education, as well as a Diploma in Special Education. She has yet to finish Master in Education in Special Education. She has a Professional Teaching License from the Professional Regulation Commission (PRC) of the Philippines and a member of the International School Counselors Association (ISCA) as well as Myanmar International School Counselors Association (MISCA) . She has certificates of completion in TEFL, Cambridge Primary Science both Introductory and Extension (0846 and 0097), Designated Safeguarding Lead – Level 3, other teaching and counseling related training certificates and in March 2023, Cambridge International AS and A Level Psychology (9990) Introductory and Extension by May 2023.
Nidhi has been teaching Business at MIS for 10 years now, starting with IGCSE Business Studies, and offering AS & A level Business classes as the school expanded. She has also worked in other areas such as being a Homeroom teacher, organising secondary electives, international day, and student support through these years. She holds a Bachelor of Business Studies (BBS) and an MBA degree and worked in the corporate sector before embracing teaching as her full-time profession.
Christian has 3 years teaching Year 8 Social Studies & and 2 years teaching Business Studies at MIS. This year Christian will teach IGCSE and Middle School Global Perspectives. Christian was born in England, raised in Hong Kong and spent most of his teaching career in China. Christian studied BA Social Anthropology (Kent, UK); PgDip, Travel & Tourism (Nottingham, UK); PgDip, Business Administration (Melbourne, AUS); and later American TESOL (China cohort). Christian is a dedicated teacher who inspires students in creative ways by employing imaginative approaches to lessons that help them make real life connections.

Kalinga is an experienced, qualified, enthusiastic and kind teacher who has a passion for teaching chemistry. He has a B.Sc., and M.Sc. and a Postgraduate Diploma in Science Education. He also holds a Postgraduate Certificate in Advanced Organic Chemistry. For his valuable and active participation in carrying out scientific research, he has also
been awarded the Presidential Award for Scientific Research.
In his 20-year-old successful career in education, he has taught chemistry at well- established and prestigious International Schools in Sri Lanka, Oman and Saudi Arabia. Kalinga is married to Indrani and has two daughters.

Edwin is a Bachelor of Science (BSc) graduate He is also a holder of a postgraduate diploma in education (PGDE), an MIS diploma in IT and currently working on his master of science (MSc) project in Physics. He has served as the CPD Coordinator and a head of science and mathematics department. He has undergone a number of trainings for professional development in both subjects. He has been teaching Physics and mathematics for over 18 years now. He has experience in interacting with and guiding the learners to maximize their individual potential. He is pleased to be part of the MIS team.

Komalsh has been a Biology Teacher for the past 12 years, specializing in IGCSE and A Level content. She is an alumnus from The University of Malaya, Kuala Lumpur, graduating with a BSc& B.Ed. (Hons) and MSc. Ed.
Komalsh has training in marking for A levels Biology from CIAE. She also is a Microsoft Certified Trainer. Komalsh enjoys reading, baking and working on petit legos in her free time, she will continue to play a great role under the Science Department.

John is an enthusiastic Apple Certified Teacher who holds a Bachelor’s Degree in Computer Science and is technically certified in several operating system platforms. He is a Certified HUAWEI Cloud Computing Engineer, Certified Cyberoam Network and Security Professional (CCNSP), Networking and operating systems (GOOGLE), Certificate in teaching Computing, British Computer Society. John specializes in getting students to understand the practical side of computers and always has the students’ needs in mind.

Anthony brings a wealth of experience and expertise to his role as an ICT Specialist Teacher at MIS. He holds a Bachelor of Science (BSc) and a Master of Science (MSc) in Computer Engineering,providing him with a strong foundation in the technical aspects of the field. With over 18 years of experience teaching in international schools across diverse countries, Anthony possesses a deep understanding of curriculum development and effective pedagogy within a multicultural environment. His commitment to professional development is further evidenced by his TEFL certificate, Executive Diploma in TESOL, and various professional certificates awarded by the British Council. These certifications encompass vital areas such as Special Educational Needs (SEN), Learning Management, professional development strategies,digital technologies and leadership training

Edmer has been teaching at MIS for the past 9 years. He has been a middle school Mathematics teacher and an IGCSE Y10 Mathematics teacher. He holds a Bachelor in Secondary Education major in Mathematics and completed his TESOL certificate.

Dr.S.Purushothaman has been teaching Mathematics for more than 15 years at various Cambridge international schools in India, Maldives, Qatar and Thailand for AS, A Level, IGCSE and international Mathematics. He had experience in digital teaching by using Mymaths, cinch and Aleks programmes and guiding the students for ACT, SAT. He holds a professional development course in Intermediate Cambridge IGCSE & A Level Mathematics. He holds a Doctorate in Mathematics at University of Allahabad and Master of education at University of Bangalore. He is completely ready to use modern technology in teaching and learning process, giving extra care for students who need to improve their learning skills. His motto is to nurture the students and make them a better example in their life for others.

Marilyn has been an educator for the past 30 years in various capacities and grade levels in South Africa. I am especially passionate about teaching English and creating a passion in the students. Marilyn has a Teaching qualification from the University of the Witwatersrand, an IEB Assessor and Moderator’s certificate, Cambridge training and also Steve Jobs training from the University of Maastricht in the Netherlands. Marilyn is looking forward to creating a passion for English and making a fundamental difference in the lives of the students in the coming academic year.

Tony has been a teacher in an international setting for 11 years. He has been a Middle School English and EAL teacher at MIS for the past 3 years. Tony has a NZ Bachelor in Education,Cambridge English Language Teaching certification (CELTA), IELTS Invigilator accreditation (IDP), and a NZ Diploma in Business Management.

Mr. Anthony is British, gaining his teaching qualifications from Birmingham and Wolverhampton Universities with honours in the UK. He has been teaching all the Sciences (Biology, Chemistry and Physics) since 1979. He started his teaching career in England but his experience includes 34 years overseas work in some of the finest British curriculum schools around the world, including schools in Turkey, Malawi, Brunei, China, South Korea, Malaysia and Egypt. He also has management and teacher training experience with the British Government’s Overseas Development programmes. South East Asia is his favourite part of the world.

Vinodh has Masters in Science (Physics & Mathematics), B. Ed(School Education) & ESOL Diploma from Cambridge University. Over the past 23 years, Vinodh has worked with young people as a teacher and youth worker. His experience with established as well as new schools in India, Singapore,China, Malaysia, Papua New Guinea & Myanmar has helped him to discern closely the constantly evolving needs of schools and varied demands of different students and curricula. His personal and professional experiences of working in various schools across the globe played a significant contribution to motivate and inspire students, be it may be as a class teacher or as an administrator. He is extremely delighted to continue the role of Secondary Principal. His area of focus is to make sure that each and every student in MIS takes a keen interest in learning, experiences amazing learning and score above potential in all of their academic disciplines.