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The Boy Who Couldn't Stop Winning
Irfan was one of the youngest children I had the privilege of journeying with. His story reminded me that when strong learning foundations are developed early, children often reveal their growing abilities in the most unexpected ways.
When I first met Irfan, his parents were worried. He struggled to focus in class and found learning to read difficult. Logical thinking and problem-solving did not come easily to him either, and they wondered whether he would be able to keep up as school became more demanding.
Over the course of a year, they began noticing quiet but meaningful changes. Irfan was able to concentrate better in class. He started enjoying age-appropriate storybooks, needing help only when he came across unfamiliar words. At home, he also became more observant, picking up on the facial expressions and behaviours of family members and responding thoughtfully to them.
One day, his mother excitedly shared a story that made the whole family stunned. His older brother was sitting at the table working through a Primary Two Mathematics problem sum. Little Irfan happened to be watching. Before his older brother had even finished solving the question, Irfan suddenly blurted out the correct answer.
The entire family looked at him in surprise. His older brother stared at him. His mother could hardly believe what had just happened. Then another story followed.
Irfan had also developed an amazing eye for detail and loved challenging his memory. He became completely fascinated with a pictorial memory card game. Every day he enthusiastically persuaded someone in the family to play with him. His parents. His brother. Whoever was available. Game after game, he kept winning and was absolutely delighted. Eventually the family began joking that nobody wanted to play with Irfan anymore because he simply kept beating everyone.
Perhaps my favourite part of the story came afterwards. Watching Irfan's progress, his older brother turned to his mother and said, "Mummy.. can I go on the programme too?"
He did. Years later, that older brother eventually entered the Gifted Education Programme (GEP).
As I reflected on their family's journey, I realised something beautiful. Transformation rarely touches only one child. It inspires siblings. It strengthens families. It gives parents renewed confidence. It fills homes with laughter and hope once again.
Watching Irfan's family reminded me that learning is never confined to classrooms. It comes alive around the dining table, in everyday conversations, during board games, and in the ordinary moments that quietly become extraordinary memories. More often than not, a child's growing confidence, curiosity and thinking abilities first reveal themselves at home, long before they are reflected in a report card or recognised by the rest of the world.
When I first met Irfan, his parents were worried. He struggled to focus in class and found learning to read difficult. Logical thinking and problem-solving did not come easily to him either, and they wondered whether he would be able to keep up as school became more demanding.
Over the course of a year, they began noticing quiet but meaningful changes. Irfan was able to concentrate better in class. He started enjoying age-appropriate storybooks, needing help only when he came across unfamiliar words. At home, he also became more observant, picking up on the facial expressions and behaviours of family members and responding thoughtfully to them.
One day, his mother excitedly shared a story that made the whole family stunned. His older brother was sitting at the table working through a Primary Two Mathematics problem sum. Little Irfan happened to be watching. Before his older brother had even finished solving the question, Irfan suddenly blurted out the correct answer.
The entire family looked at him in surprise. His older brother stared at him. His mother could hardly believe what had just happened. Then another story followed.
Irfan had also developed an amazing eye for detail and loved challenging his memory. He became completely fascinated with a pictorial memory card game. Every day he enthusiastically persuaded someone in the family to play with him. His parents. His brother. Whoever was available. Game after game, he kept winning and was absolutely delighted. Eventually the family began joking that nobody wanted to play with Irfan anymore because he simply kept beating everyone.
Perhaps my favourite part of the story came afterwards. Watching Irfan's progress, his older brother turned to his mother and said, "Mummy.. can I go on the programme too?"
He did. Years later, that older brother eventually entered the Gifted Education Programme (GEP).
As I reflected on their family's journey, I realised something beautiful. Transformation rarely touches only one child. It inspires siblings. It strengthens families. It gives parents renewed confidence. It fills homes with laughter and hope once again.
Watching Irfan's family reminded me that learning is never confined to classrooms. It comes alive around the dining table, in everyday conversations, during board games, and in the ordinary moments that quietly become extraordinary memories. More often than not, a child's growing confidence, curiosity and thinking abilities first reveal themselves at home, long before they are reflected in a report card or recognised by the rest of the world.
Lynn See
Based on a True Story (2020]
Before the Full Marks Came
Transformation does not always announce itself with dramatic moments. Sometimes it arrives so quietly that only those closest to the child notice it first.
C.Y. was introduced to me by dyslexia coach, Ms Bernice Lee of Auntie Bernice Centre, who was also tutoring her. Having worked closely with C.Y., Ms Lee recognised that tuition alone could not address the deeper learning challenges she was facing. She reached out to me, hoping we could strengthen the underlying cognitive abilities that support learning.
When I met C.Y.'s mother, I immediately sensed her concern. She described a cheerful little girl who frequently zoned out during lessons. Even after patiently explaining a concept, C.Y. would often forget it moments later. Her preschool teachers also observed that she tended to keep to herself and rarely interacted confidently with her classmates.
Then her mother shared an incident that I have never forgotten. One evening she simply said, "C.Y., could you switch off the bedroom light?" C.Y. obediently walked towards the switch. When she reached it, she stopped. She turned around. "Mummy.. what did you ask me to do?"
For a moment, my eyebrows raised. It was such an ordinary family moment. Yet it revealed the invisible struggle that this little girl was living with every day. Many people might have mistaken it for forgetfulness or carelessness. In reality, her brain was finding it difficult to process, retain and act upon simple verbal information. It wasn't that she didn't want to remember. She couldn't. That distinction matters.
With her mother's unwavering support and consistent participation in the programme, we began strengthening the cognitive foundations that support attention, memory and learning. The changes did not happen overnight. Like a flower opening one petal at a time, they appeared quietly.
Her kindergarten teachers began noticing that she was paying attention during lessons. She understood concepts more readily. She completed her work more efficiently. Then came another wonderful surprise from her Dyslexia Coach and Tutor. Without anyone reminding her, C.Y. had started completing two assessment papers every week on her own.
No one was persuading her anymore. She wanted to learn. Soon afterwards, she began scoring full marks in her spelling and topical tests. While many people celebrated those results, I found myself celebrating something much greater. Long before C.Y. scored full marks, she had already achieved one of the greatest breakthroughs. She had begun believing, "I can learn."
Good grades are certainly worth celebrating. Yet after walking alongside hundreds of children, I have learnt that confidence often comes first. When children begin believing in themselves, they become more willing to try, persevere and embrace new challenges. The report card simply catches up later.
C.Y. was introduced to me by dyslexia coach, Ms Bernice Lee of Auntie Bernice Centre, who was also tutoring her. Having worked closely with C.Y., Ms Lee recognised that tuition alone could not address the deeper learning challenges she was facing. She reached out to me, hoping we could strengthen the underlying cognitive abilities that support learning.
When I met C.Y.'s mother, I immediately sensed her concern. She described a cheerful little girl who frequently zoned out during lessons. Even after patiently explaining a concept, C.Y. would often forget it moments later. Her preschool teachers also observed that she tended to keep to herself and rarely interacted confidently with her classmates.
Then her mother shared an incident that I have never forgotten. One evening she simply said, "C.Y., could you switch off the bedroom light?" C.Y. obediently walked towards the switch. When she reached it, she stopped. She turned around. "Mummy.. what did you ask me to do?"
For a moment, my eyebrows raised. It was such an ordinary family moment. Yet it revealed the invisible struggle that this little girl was living with every day. Many people might have mistaken it for forgetfulness or carelessness. In reality, her brain was finding it difficult to process, retain and act upon simple verbal information. It wasn't that she didn't want to remember. She couldn't. That distinction matters.
With her mother's unwavering support and consistent participation in the programme, we began strengthening the cognitive foundations that support attention, memory and learning. The changes did not happen overnight. Like a flower opening one petal at a time, they appeared quietly.
Her kindergarten teachers began noticing that she was paying attention during lessons. She understood concepts more readily. She completed her work more efficiently. Then came another wonderful surprise from her Dyslexia Coach and Tutor. Without anyone reminding her, C.Y. had started completing two assessment papers every week on her own.
No one was persuading her anymore. She wanted to learn. Soon afterwards, she began scoring full marks in her spelling and topical tests. While many people celebrated those results, I found myself celebrating something much greater. Long before C.Y. scored full marks, she had already achieved one of the greatest breakthroughs. She had begun believing, "I can learn."
Good grades are certainly worth celebrating. Yet after walking alongside hundreds of children, I have learnt that confidence often comes first. When children begin believing in themselves, they become more willing to try, persevere and embrace new challenges. The report card simply catches up later.
Lynn See
Based on a True Story (2020]
NeuroLAT is a cognitive development programme designed to strengthen the foundational cognitive processes that underpin learning, including attention, broad spectrum of memory, logical reasoning, visual-auditory processing, visual-spatial processing and processing speed. Suitable for both mainstream neurotypical learners and neurodivergent students, the programme is personalised to each individual’s unique cognitive profile and learning needs.
Every learner’s journey is unique. Whether a child is experiencing learning challenges, preparing for major examinations, seeking to maximise his or her learning potential, or simply requiring stronger cognitive foundations for lifelong success, NeuroLAT provides a personalised pathway to help students learn more effectively, think more confidently and discover abilities they may never have realised they possessed.
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