Ms Feeda Impacts Hundreds While Being a Mentor, Educator, Mother and Student

In a culture where academic achievements often take precedence in school, educators who prioritise empathy and personal growth are invaluable; Zaifeeda Zainul Abidin (Ms Feeda) is one such teacher. With two decades of prepping students for their IGCSE Art And Design exams under her belt, Ms Feeda has honed her abilities in creating learning environments that foster self-development and champion individualism. Her approach to teaching her art classes with purpose and care has helped multiple students earn the Top in Malaysia award for their IGCSE examinations.

IGCSE students are not the only ones to benefit from Ms Feeda’s deep expertise. She also extends her passion for teaching art by mentoring young teachers and guiding them to see beyond the traditional measures of success.

Despite her already deep experience in art education, Ms Feeda is constantly motivated to seek new knowledge. It is for this reason that at the time of writing this article, she is pursuing her PhD, focused on reflective teaching.

Amidst her busy schedule, Ms Feeda graciously took some time to share with us her experiences, ideas on teaching and where she’s headed next.

A Creative Upbringing: Roots in Art and Design

Ms Feeda’s journey in art started with a creative foundation at home. "I was raised by someone who was very busy with tailoring. My mom was also someone who subscribed to all the fashion magazines," she recalls, highlighting how her love for design and creativity was sparked through her mother’s work as a tailor.

Ms Feeda’s other family members were also artistically inclined, whose father and brother shared a passion for drawing. “My dad worked as a supervisor, supplying electricity in rural areas. Sometimes, he would bring home these big pieces of Mahjong paper to sketch out poles and connections, and he’d let me help him out.”

Reminiscing on her late father’s ability to turn technical tasks into bonding moments, she explains that these familial experiences bloomed into a lifelong pull towards visual arts, reminding us how formative a child’s early experiences at home can be.

Choosing The Path to Art Education

Ms Feeda spent most of her youth with eyes set on being a full-time artist. Yet, as her understanding of the art industry grew, the more she had to acknowledge the challenges of pursuing that dream. “I realised early on that it’s tough to survive as a full-time fine artist,” she admits. Faced with this reality, Ms Feeda began to envision an approach that would allow her to integrate her passion for art with a stable, yet equally fulfilling career.

This was when the thought of teaching became a serious consideration, says Ms Feeda, who shares how she loved role-playing as a teacher while in primary school. Surprisingly, however, she reveals that her school years were not as smooth sailing as she would have liked it to be.

“I wasn’t much of a bright student,” she reflects, noting that her quiet and introverted nature led to her being overlooked by her teachers, who she felt put more priority on higher-achieving students. These experiences of alienation left a lasting impact on her, fuelling feelings of not belonging and self-doubt. “I always felt like a bit of a loser.” Ms Feeda acknowledges the system’s tendency to favour those who uphold the more academic and traditional measures of success while ostracising those who are unable to keep up.

These negative experiences, however, would eventually help Ms Feeda develop values that form the building blocks of her thoughtful approach to teaching children. “I don’t want to be the teacher who only notices the smart or the naughty students — I want to see everyone.” This revelation has solidified her commitment to creating educational spaces that ensure no students feel invisible, as she once did.

Philosophy in Practice: Teaching Beyond Art

To Ms Feeda, teaching art means more than brush strokes or colour theory; it means helping children understand that they are seen, heard and able to discover their unique potential. “Teaching art isn’t the main aim; it’s about making my students feel safe and seen.” In her class, students are encouraged to explore their preferences and abilities, often reminded to make the most out of the process, as opposed to focusing solely on outcomes. To keep her philosophy alive in the classroom, Ms Feeda regularly seeks out feedback, even sending out surveys to her students. She believes moments of inclusivity like these remind students on the importance of having their voices heard. “It’s very important that even the quiet one, the student who hardly speaks, knows I’m there for them,” she explains.

Another cornerstone of Ms Feeda’s teaching style is ‘trusting the process’. She reminds students not to be afraid of making mistakes, as they form important areas for growth. “I tell my students, ‘It takes time. Failure is part of learning'.” This thought process removes the fear of perfectionism from the classroom, allowing students to explore, make errors and try again. As a result, her students can build confidence and resilience, powerful tools in life as much as they are in art. “Art allows for mistakes,” she states, noting how having flexibility in creative work can help students accept the imperfections in themselves as well.

Recognition and Achievements in Art Education

Though academic outcomes do not land high on her list of priorities, Ms Feeda’s dedication to her work has brought remarkable success to her students in their examinations. Over the years, her students have achieved the Top in Malaysia distinction for IGCSE Art and Design three times consecutively. "The first time we scored top in Malaysia, I realised it’s not just about teaching the subject but also understanding what examiners look for.”

Embracing Mentorship: Guiding The Next Generation of Art Teachers

Understanding firsthand the unique challenges found in teaching art, Ms Feeda has made it a point to extend her commitment to thoughtful education beyond her classroom, contributing to student growth across schools.

Through her workshops and blog, Ms Feeda has been able to provide important insights and a sense of mentorship to young art teachers. "Art teachers have to put their ego aside and embrace the skills and talents you see from students," she advises, depicting the power of building a classroom that is student-centred.

"I tell young teachers not to try moulding students but to let them flourish in their own ways.’" Her mentorship showcases the central idea of her teachings: celebrate your students’ individual styles and preferences, rather than imposing your own. Ms Feeda also puts heavy emphasis on the importance of patience and managing expectations, "There’s a danger when teachers expect too much from students; art education is a process, not a quick result."

The PhD Pursuit: Advancing Reflective Teaching

Ms Feeda’s journey in education has taken a scholarly turn as she strives to deepen her knowledge and impact on the field through her recent pursuit of a PhD at Universiti Tunku Abdul Rahman (UTAR), focusing on reflective teaching: an area of study she believes can transform art education.

"People think the PhD is for a higher salary or a university role, but for me, it’s about contributing to art education. I have no plans on leaving my role in secondary education," she explains. Her goal is to develop new insights that help art teachers understand and adapt their methods to better meet the diverse needs of students.

For Ms Feeda, the concept of reflective teaching is a powerful key to unlocking your potential as an educator. “My idea is to do something that benefits art teachers everywhere: to create something they can use in their classrooms to support students’ learning." Her research at UTAR is premised on calling attention to the importance and effectiveness of continuous self-evaluation as a teacher, encouraging educators to continuously evaluate their approaches, ensuring they align with students’ learning styles and personal growth.

Ms Feeda initially intended to further her education in 2019, but the onset of the COVID-19 pandemic derailed her plans and immensely impacted her motivation. For the next few years, Ms Feeda would put her higher education dreams on the back burner, focusing more on navigating the very difficult and foreign world of leading classrooms during a global pandemic. By 2023, however, Ms Feeda rediscovered her motivation to pursue her PhD, challenging herself to overcome any lingering doubts that the pandemic brought with it. "I challenged myself to submit my application before 2024, and, I managed to do it!" she shares with pride.

Assuming the role of an educator, a mentor, a mother and now a student, Ms Feeda continues to push her boundaries, in spite of 20 years of continuous hard work and dedication. “It’s never too late to chase a dream. Beginning my PhD journey at 45 has taught me that every step forward is progress, no matter when it starts. The journey might seem daunting, but courage grows with each step, and there’s always more time than we think to pursue what truly inspires us.”