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🔥 Jogue ▶️

Simples diversão com o chicken road game desafia seus reflexos e garante momentos hilários e viciantes

O «chicken road game» é um passatempo digital que rapidamente cativa jogadores de todas as idades. A premissa é simples, mas o desafio é imenso: guiar um frango através de uma estrada movimentada, desviando de veículos em alta velocidade. A combinação de jogabilidade intuitiva, ritmo acelerado e a constante ameaça de um acidente tornam este jogo incrivelmente viciante. O objetivo final é alcançar a maior distância possível, acumulando pontos a cada travessia segura e testando os seus reflexos ao limite.

A popularidade deste tipo de jogo reside na sua acessibilidade e na capacidade de proporcionar pequenas doses de adrenalina em qualquer lugar. Seja num computador, smartphone ou tablet, o «chicken road game» está sempre à mão para um momento de diversão rápida. A simplicidade dos gráficos, frequentemente retrô ou estilizados, contribui para o charme do jogo, focando a atenção do jogador na ação principal: a sobrevivência do frango.

A Mecânica do Jogo e a Importância dos Reflexos

O cerne do jogo consiste no controle preciso do movimento do frango. Geralmente, o jogador utiliza as setas do teclado, botões na tela ou inclinação do dispositivo para mover o frango para frente, para trás e para os lados. O timing é crucial, pois os veículos se aproximam em velocidades variadas e com padrões imprevisíveis. Um movimento errado e o jogo termina, forçando o jogador a recomeçar do zero. A dificuldade reside em antecipar a trajetória dos veículos e encontrar as brechas seguras para atravessar a estrada.

A cada travessia bem-sucedida, o jogador recebe pontos, que podem ser utilizados para desbloquear novos personagens, temas ou power-ups. Esses elementos adicionam variedade à jogabilidade e incentivam o jogador a continuar tentando. Alguns jogos também introduzem obstáculos adicionais, como trens, rios ou outros perigos, aumentando ainda mais o desafio. A curva de aprendizado é suave, permitindo que jogadores iniciantes se adaptem rapidamente, mas o domínio do jogo exige muita prática e aprimoramento dos reflexos.

Estratégias para Maximizar a Pontuação

Embora a sorte desempenhe um papel importante, existem algumas estratégias que podem aumentar as chances de sucesso. Observar atentamente o padrão de movimento dos veículos, identificar os momentos de menor tráfego e ser paciente são habilidades essenciais. Evitar movimentos bruscos e manter a calma sob pressão também são cruciais. Alguns jogadores preferem adotar uma abordagem mais conservadora, esperando por brechas amplas, enquanto outros são mais ousados, arriscando travessias mais rápidas e com menor margem de segurança. A escolha da estratégia ideal depende do estilo de jogo de cada indivíduo.

Outra dica valiosa é prestar atenção aos power-ups, que podem oferecer temporariamente invencibilidade, aumento de velocidade ou outras vantagens. Utilizar esses power-ups no momento certo pode fazer toda a diferença entre a vitória e a derrota. Além disso, alguns jogos oferecem a possibilidade de coletar moedas ou outros itens que podem ser trocados por melhorias ou desbloqueios.

RecursoBenefício
Reflexos rápidos Permitem reações mais ágeis aos perigos
Observação atenta Ajuda a identificar padrões de tráfego
Paciência Evita decisões impulsivas e arriscadas
Power-ups Oferecem vantagens temporárias

Dominar esses aspectos do jogo não apenas aumenta a pontuação, mas também proporciona uma experiência mais gratificante e divertida. A sensação de superar um desafio difícil e alcançar um novo recorde pessoal é uma das maiores recompensas do «chicken road game».

Variantes e Evoluções do Gênero

Ao longo do tempo, o conceito original do «chicken road game» evoluiu e deu origem a diversas variantes. Alguns jogos introduziram personagens diferentes, como patos, coelhos ou outros animais, cada um com suas próprias características e habilidades. Outros jogos adicionaram novos tipos de veículos, como carros de corrida, ônibus ou caminhões, aumentando a complexidade do desafio. A introdução de elementos de personalização, como a possibilidade de trocar a aparência do personagem ou o cenário, também contribuiu para a diversificação do gênero.

Uma tendência recente é a incorporação de elementos de realidade virtual (RV) e realidade aumentada (RA) ao «chicken road game». Nesses jogos, o jogador é imerso em um ambiente virtual realista e precisa desviar dos veículos utilizando movimentos físicos. A experiência é muito mais envolvente e desafiadora, exigindo um alto nível de coordenação e reflexos. A RA também permite que o jogo seja sobreposto ao mundo real, criando uma experiência ainda mais imersiva e interativa.

O Impacto da Comunidade Online

A comunidade online desempenha um papel fundamental na popularidade e evolução dos jogos «chicken road game». Fóruns, redes sociais e plataformas de streaming são utilizados pelos jogadores para compartilhar dicas, estratégias e recordes. A competição amigável entre os jogadores impulsiona o desenvolvimento de novas habilidades e a busca por novas formas de superar o desafio. Além disso, a comunidade também contribui para o desenvolvimento dos jogos, fornecendo feedback aos desenvolvedores e sugerindo melhorias.

A criação de torneios e campeonatos online também tem ganhado popularidade, oferecendo aos jogadores a oportunidade de competir em nível global e ganhar prêmios. Esses eventos promovem o engajamento da comunidade e incentivam o desenvolvimento de novas estratégias e técnicas. A interação entre os jogadores e os desenvolvedores é essencial para manter o jogo atualizado e relevante.

  • Jogabilidade simples e intuitiva
  • Ritmo acelerado e desafiador
  • Gráficos retrô ou estilizados
  • Possibilidade de personalização
  • Comunidade online ativa

A combinação desses elementos contribui para o sucesso contínuo do «chicken road game» e garante que ele continue a ser um passatempo popular por muitos anos.

Aplicações Educacionais e Desenvolvimento de Habilidades

Embora seja principalmente um jogo de entretenimento, o «chicken road game» também pode ter aplicações educacionais. A necessidade de tomar decisões rápidas e precisas sob pressão pode ajudar a desenvolver habilidades de raciocínio lógico, resolução de problemas e tomada de decisão. A coordenação olho-mão e os reflexos aprimorados podem ser benéficos em diversas atividades do dia a dia. Além disso, o jogo pode ajudar a melhorar a concentração e a atenção, pois o jogador precisa estar constantemente atento ao ambiente e aos perigos iminentes.

Em alguns casos, jogos semelhantes têm sido utilizados em programas de reabilitação para ajudar pacientes a recuperar habilidades motoras e cognitivas. A natureza repetitiva e desafiadora do jogo pode ser motivadora e encorajadora, incentivando os pacientes a persistir em seus esforços. A adaptabilidade do jogo também permite que ele seja personalizado para atender às necessidades específicas de cada paciente.

O Potencial para Melhorar a Segurança no Trânsito

A experiência adquirida no «chicken road game» pode, de forma indireta, contribuir para a conscientização sobre segurança no trânsito. Ao simular um ambiente de estrada movimentada, o jogo pode ajudar os jogadores a entender os perigos de atravessar a rua de forma imprudente. A necessidade de antecipar o movimento dos veículos e encontrar os momentos seguros para atravessar pode instigar a reflexão sobre a importância de seguir as regras de trânsito e de prestar atenção ao ambiente.

Embora o jogo não seja uma simulação perfeita da realidade, ele pode servir como um ponto de partida para discussões sobre segurança no trânsito em escolas e comunidades. A experiência lúdica e interativa pode tornar o aprendizado mais divertido e eficaz.

  1. Melhora os reflexos e a coordenação olho-mão
  2. Desenvolve habilidades de raciocínio lógico e resolução de problemas
  3. Aumenta a concentração e a atenção
  4. Pode auxiliar na reabilitação de pacientes
  5. Promove a conscientização sobre segurança no trânsito

Esses benefícios adicionais tornam o «chicken road game» uma opção de entretenimento mais completa e valiosa.

O Futuro do "Chicken Road Game" e as Novas Tecnologias

O futuro do «chicken road game» parece promissor, com o potencial de incorporação de novas tecnologias e a expansão para novas plataformas. A inteligência artificial (IA) pode ser utilizada para criar oponentes mais inteligentes e desafiadores, tornando o jogo ainda mais dinâmico e imprevisível. A IA também pode ser utilizada para personalizar a experiência de jogo, adaptando a dificuldade e os desafios ao nível de habilidade de cada jogador.

A integração com plataformas de redes sociais pode permitir que os jogadores compartilhem seus recordes e conquistas com seus amigos, criando um senso de comunidade e competição. A realidade mista (RM), que combina elementos de RV e RA, pode oferecer uma experiência de jogo ainda mais imersiva e interativa, permitindo que os jogadores interajam com o ambiente virtual e o mundo real simultaneamente. A ascensão dos jogos na nuvem também pode tornar o «chicken road game» acessível em ainda mais dispositivos, eliminando a necessidade de downloads e instalações.

Além da Diversão: A Psicologia por Trás do Vício

A natureza viciante do «chicken road game» e jogos similares reside em princípios de psicologia comportamental. O sistema de recompensas – a pontuação crescente, o desbloqueio de novos conteúdos – ativa o sistema de dopamina no cérebro, criando uma sensação de prazer e motivação. A dificuldade crescente do jogo mantém o jogador engajado, buscando constantemente superar seus próprios limites. A sensação de fluxo, onde o desafio e a habilidade do jogador estão em equilíbrio, também contribui para a imersão e o prazer. Este ciclo de desafio, recompensa e fluxo é intrínseco a muitos jogos de sucesso.

Entender esses mecanismos pode ser útil tanto para os desenvolvedores, que podem otimizar seus jogos para maximizar o engajamento, quanto para os jogadores, que podem estar mais conscientes do potencial vício e jogar com moderação. A chave é encontrar um equilíbrio saudável entre o entretenimento e outras atividades importantes na vida. A conscientização sobre os gatilhos psicológicos por trás do vício é o primeiro passo para um consumo mais consciente e responsável de jogos.

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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.