“To teach is to serve, to serve is to lead, and to lead is to inspire.”
Introduction
Dr. Shaha Alam’s story is one of strength, commitment, and change. He didn’t just teach lessons to meet curriculum goals; he taught them to help people build their lives. Dr. Alam’s life, from his early years in school to his successful career as a teacher, examiner, and community leader, shows how passion, honesty, and humility can change generations.
Dr. Shaha Alam came from a poor family, but he always thought that education was the best thing he could give and get. He was curious and disciplined, which drove him to do well in school. He eventually got his Bachelor of Arts (Hons) in Accounting and Finance from Middlesex University and then his Master of Science in International Accounting and Finance from the University of East London. His education gave him a strong base in analytical thinking and business ethics, which would later become crucial in his teaching career. But what really set him apart was his dedication to a higher purpose: to help students do well in school and become better thinkers, problem-solvers, and kind people.
Dr. Alam has done a lot of different jobs over the years, including being a lecturer at Cranford College, a cover supervisor at the City of London Academy in Southwark, an assessor and moderator for OCR UK, and the Chairman of the Trustee Board at PKF Charity UK. Each of these jobs shows that he is not only good at what he does but also that he strongly believes that education goes beyond the classroom. He has taught a lot of different subjects, including Business, ICT, Economics, history, Maths, and Religious Education.
He has done this with patience and creativity, getting students of all levels involved. His classrooms have always been safe places where students can be curious, mistakes are seen as opportunities to learn, and learning is tailored to each student’s unique strengths.
Empathy is at the heart of his method. Dr. Shaha Alam thinks that teaching isn’t just about giving information; it’s also about getting to know the student. He often says, “Every student has their own way of learning; the teacher’s job is to pay close attention and hear it.” This caring way of thinking has helped him connect with his students on a deep level. Many of them have said that he helped them believe in themselves again. His methods combine structure and flexibility to ensure that students are academically rigorous while also taking care of their emotional health. Dr. Alam sees every interaction as a chance to spark self-belief, whether he’s teaching corporate finance or helping a student who is having trouble with a lesson.
Dr. Alam is a great example of service through leadership, in addition to his academic accomplishments. As the Trustee Board Chairman of PKF Charity UK, he has done a lot to support programmes that promote education, equality, and welfare in communities that are less fortunate. His work with charities shows that he believes that sharing knowledge for the greater good is the best way to understand it. PKF Charity UK has become a place where people can learn and receive help when they need it most, thanks to his leadership. This supports his idea that education should be a right, not a privilege.
“Great journeys rarely begin with applause; they begin in silence — when curiosity whispers louder than fear, and purpose quietly takes its first breath.”
PHASE 1: The Spark Under the Silence
Every great teacher starts as a student, not just of books but of life as well. Dr.Shaha Alam learnt the most important things in life— not in class or from lectures, but in the quiet times when he was watching things happen. He grew up in a world where people didn’t preach perseverance but lived it, and where humility was more important than ambition. For him, learning had always been about finding meaning. Now, it was a lifelong goal to understand, analyse, and give back. That wisdom grows best in quiet.
When he was a kid, Shaha was always curious about everything around him. Numbers, words, and thought patterns that resembled puzzles captivated him. He found comfort in studying, not because someone told him to, but because learning felt like finding something new. Understanding how things functioned, such as how ideas interconnected, how problems were resolved, and how knowledge could illuminate the shadowy realms of uncertainty, held a sacred significance for him. This curiosity became his compass, helping him navigate through every part of his life.
While many perceive education as a tool for achieving specific goals, Dr. Alam views it as a journey that connects our existing knowledge with our future potential. He thought that discipline and curiosity were not opposites but partners, even when he was a boy. He would sit for hours attempting to comprehend a single concept more thoroughly, not out of obligation, but driven by his genuine interest. His early teachers often talked about how quietly determined he was. He listened more than he spoke; however, when he did contribute to the conversation, his remarks were invariably insightful.
During those early years, he learnt the values that would shape his character : honesty, discipline, and respect for time. He learnt early on that success doesn’t happen all at once; it comes slowly with each choice. Young Shaha’s dedication stood out, whether it was finishing his schoolwork or helping classmates who were having trouble. He wasn’t motivated by competition; he was motivated by compassion. This was an early sign of the teacher he would become.
But life, as it often does, required strength. There were times when the path wasn’t straightforward and doubt crept in. Even when he wasn’t sure of himself, he found strength in contemplating things. He saw setbacks as lessons that weren’t quite right yet—ways to learn more about life. This skill—finding meaning in difficult times—would later shape how he taught. He told his students, “Failure is proof that you are learning, not the opposite.”
“Education is not the pursuit of answers but the discovery of meaning—where logic finds conscience and knowledge learns to serve.”
PHASE 2: Equations of Purpose
The years that followed were a defining change for Dr. Shaha Alam, a time when he began to turn his curiosity into conviction. The child who used to look at the world in awe now entered the world of structured education, where every lesson held the promise of guidance. Learning had always been about finding meaning for him, but now it was a lifelong mission to understand, analyse, and give back.
When he started his higher education, numbers and logic became tools for making things clearer. He discovered a distinctive language in accounting and finance, one that harmonised accuracy with intention. He saw patterns of discipline and integrity where others saw formulas and balance sheets. This is a sign of how life always needs balance. While he was a student at Middlesex University, he learnt about financial systems and the idea that accountability is what makes people and institutions who they are. He understood that the best education improves both the mind and the heart.
As he worked towards his Master of Science in International Accounting and Finance at the University of East London, a new door opened for him. The course was challenging and the expectations were high, but he faced every challenge with quiet confidence. He learnt more about how everything in the world is connected through each subject, from corporate finance to international reporting. He started to realise that every number has a story and every system has a society behind it. His studies stopped feeling like school work and started feeling like lessons in ethics, responsibility, and the worth of people.
Those years at university changed me in ways that went beyond the classroom. He learnt the beauty of diversity and the power of working together by living in a multicultural setting and talking to people from all over the world. Every conversation made him see things from a different angle and taught him that sharing knowledge is the best way to learn. He learnt that progress can’t happen in a vacuum and that real education teaches us to connect minds, not just ideas.
He may have chosen to study financial management and analysis, but he learnt lessons that went far beyond numbers. He came to think that finance is really a study of trust, which is how societies stay alive through fairness and openness. These ideas hit him hard on a personal level. They weren’t just skills for work; they were rules for living. As he taught students more difficult subjects in later years, he would tell them that being honest about their goals is just as important as being accurate with numbers.
“A blackboard is more than just a place for lessons; it’s a mirror that shows a teacher’s purpose and a student’s potential.”
PHASE 3: When the Blackboard Called His Name
At some point in their lives, everyone has a moment when their purpose goes from being an idea to a calling. The moment for Dr. Shaha Alam came when he walked into his first classroom as a teacher, not as a student. His journey, which began with curiosity and discipline, now entered its most significant chapter, transforming knowledge into service. The blackboard, the desk, and the sea of eager faces in front of him all became symbols of trust. They reminded him that education is not just about teaching lessons but also about changing lives.
His first years of teaching in London changed him in many ways and made him more humble. He went to Severn Business College, Access Business College, and West London Business College, where he met students from all walks of life. Some were ambitious, some were unsure, and many were looking for direction. The focus was not on having extensive knowledge about a subject, but rather on the ability to connect with students’ hearts and minds. He swiftly discovered that understanding is crucial for the usefulness of knowledge, and compassion fosters understanding.
The first few months of his teaching career were challenging. He had to deal with crowded classrooms and students who were more or less confident. He saw chances where others saw problems. He started trying out different ways of teaching that got students to participate, be curious, and contemplate what they were learning. He got rid of rote memorisation and replaced it with conversation, making lessons more like conversations than instructions. His students stopped seeing him as an authority figure and started seeing him as a mentor who walked beside them and gave them advice instead of orders.
Dr. Alam was strong because he could change. He could just as easily go from explaining the complexities of international finance to making business ideas easier for beginners to understand. He built his teaching philosophy on his ability to understand how each student learns. The student learns best by listening, practicing, or talking. He did not believe that teaching was a universally applicable profession.He thought it was a craft that needed patience, empathy, and constant learning.
As he learnt more, he realised that education wasn’t just about books and lessons; it was also about feelings, the environment, and support. He started making lesson plans that linked theory to real life, which helped students understand how each idea applied to their lives outside of school. He talked about more than just economics and accounting. He also talked about honesty, determination, and self-worth. He thought that education wasn’t complete unless it helped people become better people as well as smarter.
Note of Thanks
With deep gratitude and humility, Dr. Shaha Alam extends his heartfelt thanks to all those who have walked beside him throughout his journey of learning, teaching, and service. He remains forever indebted to his parents and family, whose faith, sacrifices, and love formed the foundation of his character and ambition. Their constant encouragement has been his compass in every season of life.
He expresses sincere appreciation to his mentors, colleagues, and students, each of whom has shaped his path in unique ways. The guidance of his teachers and the trust of his peers have strengthened his dedication to education. To his students, he offers a special thanks for being his greatest teachers in return, reminding him daily of the purpose and beauty of learning.
Dr. Alam also conveys his deep gratitude to the members and volunteers of PKF Charity UK, whose commitment to compassion and service has helped turn his vision into action. Their efforts have made education not just a profession but a movement of hope.
Above all, he thanks the Almighty for granting him the strength, wisdom, and purpose to use knowledge as a force for good, a light that continues to guide and give.
Thanks
Dr. Shaha Alam