The Most Favorite Artefacts from my Career
01) Artefact 01- A tale of two views
Some moments in life are more than memories; they are milestones etched into the soul. These two photographs, though just still frames to some, are the living pulse of my journey, one that transformed me from a dream-filled graduand into a heartfelt, proud lecturer. The first image, taken during my own convocation at the BMICH in 2022, proudly representing the University of Kelaniya, captures a dreamer seated among crimson chairs and robed scholars. The view from the audience, with the grand stage ahead, felt distant yet dazzling, a place I revered, a space I silently aspired to reach. That day, I felt proud of my achievement and hoped to give back to the institution that had supported me.
First Image
And then, the universe conspired most magically.
Exactly six days later, in 2022, I returned to the same iconic BMICH auditorium, but this time, I walked up the steps to the stage. The second video and the image show a beautiful and unforgettable moment; the large crowd of graduates, their proud families, and the grand atmosphere. This time, I saw it as a lecturer sitting on the stage, watching my students receive the same honor I once received. My heart was full of pride, knowing that I had played a small part in their success.
Second video and imageIt was not just a seat. It was a full-circle moment, a whisper from fate saying, “You’re exactly where you’re meant to be.” These two artefacts are more than photographs. They are a personal testament to transformation, purpose, and divine alignment. They remind me that teaching is not merely a profession, it’s a calling. From the view of a learner to the lens of a guide, my journey is stitched with pride, gratitude, and unshakable belief in the power of education.
And so, I carry this truth close to my heart, "I touch the future, I teach."
02) Artefact 02- The day Garfield came into my life
Some classroom moments quietly fade, while others echo in our hearts for years to come.One such unforgettable experience took place during my teaching journey with first-year undergraduates at Sri Lanka Institute of Information Technology (SLIIT). What began as a simple classroom interaction gradually evolved into a meaningful and heartwarming memory that reflects the unique bond between lecturer and students.
During the very first lecture of the English for Specific Purposes module, I conducted a warm-up activity titled “Let’s Get to Know Each Other” to help students feel comfortable and confident. Since many of these undergraduates, particularly from IT and Computing backgrounds, initially felt hesitant to speak in English, the activity was designed to encourage communication in a relaxed and supportive environment. Students were grouped and asked to introduce themselves, sharing their interests, favourite sports, and even cartoon characters.
While interacting with them, I casually mentioned that my favourite cartoon character is Garfield. At that moment, it was simply a light-hearted comment intended to make the session more engaging. Later in the lecture, I introduced them to Padlet and asked each group to create a post summarising their members, their academic goals at SLIIT, and the meaning behind their group name. As I reviewed their submissions, one group stood out, they had named themselves “Team Garfield” as a tribute to that small detail I had shared. It was a simple yet touching gesture that showed their attentiveness and willingness to connect.
Three months later, during preparations for the annual cultural event of SLIIT, the Food Festival & Comic-Con, these same first-year students organised a food festival as part of their event planning and fundraising efforts. The Faculty premises were filled with energy, colourful stalls, music, performances, and a vibrant display of student creativity. As lecturers, we were proud to witness their enthusiasm, teamwork, and initiative beyond the classroom.
The leader of "Team Garfield" approached me with a smile and said, “Madam, we have a surprise for you.” Curious, I walked toward their stall only to be greeted by a life-sized Garfield mascot, with the whole team shouting, “It’s a surprise, madam!” I was truly moved. I never imagined that a small conversation from months ago would be remembered and brought to life in such a joyful, thoughtful way. More than the surprise itself, it was the intention behind it that made the moment unforgettable.
What made the moment even more special was their gratitude. They thanked me for making them feel comfortable from day one and for helping them overcome their fear of speaking in English. To them, I wasn’t just their lecturer; I was the one who motivated them to believe in themselves. The attached images remind me of the profound truth that, as educators, we can make a lasting impact on students' lives even with a single word, a small gesture or a brief moment of kindness. Sometimes, what feels ordinary to us can become extraordinary in the eyes of our learners, and on that day, under the sun and laughter of the food festival, Garfield wasn’t just a cartoon character. It became a symbol of connection, encouragement, and the beautiful bond between a teacher and her students.
This experience serves as a powerful reminder that teaching extends far beyond delivering content. At SLIIT, where students are often focused on technical disciplines, creating space for communication, confidence-building, and personal connection is equally important. Even a small gesture, a simple conversation, or a moment of kindness can leave a lasting impact.
On that memorable day, Garfield was no longer just a cartoon character. It became a symbol of connection, encouragement, and the meaningful relationships that can be built within the learning environment.
Team Garfield
03) Artefact 03- Aspiration with paper rockets
Afternoon lectures are rarely easy, especially when they follow a hearty lunch and are squeezed between assignment deadlines and ongoing project submissions. This was exactly the case during one of my DELT sessions with second-year undergraduates. The energy in the room was low, some students looked visibly drained, and a few had even dozed off mid-lesson. Realizing that I needed to shift the energy and re-engage them, I decided to pause the lesson and introduce an ice-breaker, one that turned out to be one of the most memorable moments in the module.
I asked the students to take out a sheet of paper and write down 3–5 personal or professional goals they hoped to achieve within 2–3 years after graduating. Importantly, they were told not to write their names. The goals ranged from academic ambitions to career dreams and even humorous aspirations. After writing, each student was asked to fold their paper into a rocket. I then divided the class into two teams such as Group A and Group B. On the count of three, Group A launched their paper rockets across the room to Group B, who tried to catch one rocket each. We repeated the same process with Group B sending their rockets to Group A. The fun truly began when each student unfolded and read aloud the goals written on the rocket they caught. Some were inspiring, “I will graduate with a second upper class,” “I will become an automation engineer,” “I will work at NASA.” Others brought laughter to the room, “I will get married and become a dad,” “I will marry my crush lecturer from the faculty” The entire classroom lit up with energy, curiosity, and a renewed sense of connection. Beyond the laughter and engagement, this activity provided a great opportunity to develop their speaking skills. As students read the goals aloud, I offered spontaneous feedback on grammar and pronunciation, often using the “repeat after me” scaffolding technique. This created a safe and supportive environment for learners to correct their errors while staying actively involved.
The impact of this ice-breaker was remarkable. Students who had been disengaged moments earlier were now smiling, laughing, and participating with enthusiasm. It reminded me how effective creative activities can be in revitalizing a tired classroom and reinforcing learning goals. The rockets symbolized more than just folded paper; they carried hopes, humor, and a sense of shared humanity among peers. The video below reminds me that even during challenging teaching moments, simple, thoughtful activities can spark motivation and inspire students to dream big. As educators, we hold the power to reignite tired minds, not just through lessons, but through meaningful, memorable moments that stick with students long after the lecture ends.
Some moments in life are more than memories; they are milestones etched into the soul. These two photographs, though just still frames to some, are the living pulse of my journey, one that transformed me from a dream-filled graduand into a heartfelt, proud lecturer. The first image, taken during my own convocation at the BMICH in 2022, proudly representing the University of Kelaniya, captures a dreamer seated among crimson chairs and robed scholars. The view from the audience, with the grand stage ahead, felt distant yet dazzling, a place I revered, a space I silently aspired to reach. That day, I felt proud of my achievement and hoped to give back to the institution that had supported me.
 |
| First Image |
And then, the universe conspired most magically.
Exactly six days later, in 2022, I returned to the same iconic BMICH auditorium, but this time, I walked up the steps to the stage. The second video and the image show a beautiful and unforgettable moment; the large crowd of graduates, their proud families, and the grand atmosphere. This time, I saw it as a lecturer sitting on the stage, watching my students receive the same honor I once received. My heart was full of pride, knowing that I had played a small part in their success.
It was not just a seat. It was a full-circle moment, a whisper from fate saying, “You’re exactly where you’re meant to be.” These two artefacts are more than photographs. They are a personal testament to transformation, purpose, and divine alignment. They remind me that teaching is not merely a profession, it’s a calling. From the view of a learner to the lens of a guide, my journey is stitched with pride, gratitude, and unshakable belief in the power of education.
And so, I carry this truth close to my heart, "I touch the future, I teach."
02) Artefact 02- The day Garfield came into my life
Some classroom moments quietly fade, while others echo in our hearts for years to come.One such unforgettable experience took place during my teaching journey with first-year undergraduates at Sri Lanka Institute of Information Technology (SLIIT). What began as a simple classroom interaction gradually evolved into a meaningful and heartwarming memory that reflects the unique bond between lecturer and students.
During the very first lecture of the English for Specific Purposes module, I conducted a warm-up activity titled “Let’s Get to Know Each Other” to help students feel comfortable and confident. Since many of these undergraduates, particularly from IT and Computing backgrounds, initially felt hesitant to speak in English, the activity was designed to encourage communication in a relaxed and supportive environment. Students were grouped and asked to introduce themselves, sharing their interests, favourite sports, and even cartoon characters.
While interacting with them, I casually mentioned that my favourite cartoon character is Garfield. At that moment, it was simply a light-hearted comment intended to make the session more engaging. Later in the lecture, I introduced them to Padlet and asked each group to create a post summarising their members, their academic goals at SLIIT, and the meaning behind their group name. As I reviewed their submissions, one group stood out, they had named themselves “Team Garfield” as a tribute to that small detail I had shared. It was a simple yet touching gesture that showed their attentiveness and willingness to connect.
Three months later, during preparations for the annual cultural event of SLIIT, the Food Festival & Comic-Con, these same first-year students organised a food festival as part of their event planning and fundraising efforts. The Faculty premises were filled with energy, colourful stalls, music, performances, and a vibrant display of student creativity. As lecturers, we were proud to witness their enthusiasm, teamwork, and initiative beyond the classroom.
The leader of "Team Garfield" approached me with a smile and said, “Madam, we have a surprise for you.” Curious, I walked toward their stall only to be greeted by a life-sized Garfield mascot, with the whole team shouting, “It’s a surprise, madam!” I was truly moved. I never imagined that a small conversation from months ago would be remembered and brought to life in such a joyful, thoughtful way. More than the surprise itself, it was the intention behind it that made the moment unforgettable.
What made the moment even more special was their gratitude. They thanked me for making them feel comfortable from day one and for helping them overcome their fear of speaking in English. To them, I wasn’t just their lecturer; I was the one who motivated them to believe in themselves. The attached images remind me of the profound truth that, as educators, we can make a lasting impact on students' lives even with a single word, a small gesture or a brief moment of kindness. Sometimes, what feels ordinary to us can become extraordinary in the eyes of our learners, and on that day, under the sun and laughter of the food festival, Garfield wasn’t just a cartoon character. It became a symbol of connection, encouragement, and the beautiful bond between a teacher and her students.
This experience serves as a powerful reminder that teaching extends far beyond delivering content. At SLIIT, where students are often focused on technical disciplines, creating space for communication, confidence-building, and personal connection is equally important. Even a small gesture, a simple conversation, or a moment of kindness can leave a lasting impact.
On that memorable day, Garfield was no longer just a cartoon character. It became a symbol of connection, encouragement, and the meaningful relationships that can be built within the learning environment.
 |
| Team Garfield |
03) Artefact 03- Aspiration with paper rockets
Afternoon lectures are rarely easy, especially when they follow a hearty lunch and are squeezed between assignment deadlines and ongoing project submissions. This was exactly the case during one of my DELT sessions with second-year undergraduates. The energy in the room was low, some students looked visibly drained, and a few had even dozed off mid-lesson. Realizing that I needed to shift the energy and re-engage them, I decided to pause the lesson and introduce an ice-breaker, one that turned out to be one of the most memorable moments in the module.
I asked the students to take out a sheet of paper and write down 3–5 personal or professional goals they hoped to achieve within 2–3 years after graduating. Importantly, they were told not to write their names. The goals ranged from academic ambitions to career dreams and even humorous aspirations. After writing, each student was asked to fold their paper into a rocket. I then divided the class into two teams such as Group A and Group B. On the count of three, Group A launched their paper rockets across the room to Group B, who tried to catch one rocket each. We repeated the same process with Group B sending their rockets to Group A. The fun truly began when each student unfolded and read aloud the goals written on the rocket they caught. Some were inspiring, “I will graduate with a second upper class,” “I will become an automation engineer,” “I will work at NASA.” Others brought laughter to the room, “I will get married and become a dad,” “I will marry my crush lecturer from the faculty” The entire classroom lit up with energy, curiosity, and a renewed sense of connection. Beyond the laughter and engagement, this activity provided a great opportunity to develop their speaking skills. As students read the goals aloud, I offered spontaneous feedback on grammar and pronunciation, often using the “repeat after me” scaffolding technique. This created a safe and supportive environment for learners to correct their errors while staying actively involved.
The impact of this ice-breaker was remarkable. Students who had been disengaged moments earlier were now smiling, laughing, and participating with enthusiasm. It reminded me how effective creative activities can be in revitalizing a tired classroom and reinforcing learning goals. The rockets symbolized more than just folded paper; they carried hopes, humor, and a sense of shared humanity among peers. The video below reminds me that even during challenging teaching moments, simple, thoughtful activities can spark motivation and inspire students to dream big. As educators, we hold the power to reignite tired minds, not just through lessons, but through meaningful, memorable moments that stick with students long after the lecture ends.
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