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Phuket, Thailand
Hello! I'm Zedre Alexa Hartman, an experienced and patient English conversation tutor with a lifelong passion for helping others find their voice in a second language. With a calm,... Read more
My teaching style is relaxed, friendly, and conversation-focused. I tailor each lesson to your goals and interests, helping you build confidence and speak naturally in real-life si... Read more
Cape Peninsula University of Technology
University of Cape Town
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My approach is centered on building confidence, structure, and voice by using a student-centered, scaffolded process. Students need help to understand why they’re writing and who they’re writing for. This will determine the shapes tone, the content, and the structure. It is important to integrate reading and writing.
It depends on their age. For early writers, I introduce phonetic spelling to build confidence and fluency. Then I introduce correct spelling patterns through word families, sight words, and reading exposure. For young ESL learners, visuals usually work better. Punctuation, grammer and spelling can be learned during writing for older students. This is where I pick up what they are struggling with and then I give a mini lesson on that particular issue i.e. visual checklists:- Capital letter at the start of a sentence, finger spaces, full stop or question mark at the end of a sentence. Teacher feedback is important.
By teaching phonemic awareness, phonics instructions, and learning sight words (tricky words). I encourage students to develop a love of reading. By asking questions about the pictures and what they are reading helps to improve their reading comprehension skills. I will also ask them to retell the story they have read in their own words.
Students need to understand the story, text, etc before they can analyse it. This can be done by summarising. They must grasp the plot, the character, and basic structure. Once they understand this we can start asking why and how questions.
I will start by modelling clear, natural speech. Say the words slowly, break it into syllables and highlight the stress and then let student repeat after me. Repetition is important but it can be made fun by using accents or speaking slow and then faster. I encourage students to watch English movies or clips. Exposure to the language is necessary. Students are encouraged to listen actively. This goes a long way.
Helping students with public speaking and presentation skills is to build confidence and connect with their audiance. I would start by modelling the following: Correct posture and making eye contact with their audiance; how to project the voice; using gestures and facial expressions (non verbal communication); having a clear beginning, middle and end; engaging the audiance by asking questions, storytelling and using visuals.
I think I can, by using simple language, breaking the sentence down and giving examples by using real life experniences or situations the student can relate to. We learn through making mistakes and it is important for students to know and understand that. I use repetition, and use various activities to demonstrate and repeat.
I build confidence in the student by celebrating small wins, and pointing out that mistakes are okay. I learn what students love and teach them about those interests. I give them writing or reading prompts about their interests. Students will progress at their own speed, it is not a competition. Everyone learns and develops at their own pace. A student should feel safe with their teacher and not judged.
It depends on the curriculum of the students. If they can provide me with their curriculum I can certainly help them.
By reviewing and repeating, getting access to "old" exams and assignments. I ask students to carefully read the question. What is being asked, multiple choice, anyalysing or answering comprehension questions. I give feedback on these practiced exams and correct and explain their mistakes.
I start with clear objectives of the lesson, I vary the lesson instruction, depending on the age of the student. It can be by modelling and repeating, watching a story or a song, hands on worksheets or drawing. At the end of the lesson, I will ask the students (dependent on age) whether they feel we have achieved the objectives.
Yes, I can, by ensuring that the student does enough preparation before the exam, and during the exam to read through the whole paper first and carefully reading the questions. Students need to pace themselves so that they have sufficient time, answer easy questions first, eliminate wrong answers in multiple choice to narrow down the answer. If time permits the student should read over the paper once they are done.
Yes, I can do that.
Yes, I am able to do that.
Yes, I can provide guidance with reading materials.
I guide students through various parts of a writing a professional email i.e. the Subject line should be clear and concise; the Greeting - is it formal or informal (depending on recipient); the Opening sentence should state the purpose politely; and the Body must be organized, to the point, using polite language and lastly the Closing should be courteous and an appropriate sign-off. I will provide various templates of these emails as examples. For conducting meetings this will again be done via modelling, repeating and practising. it is also important for the student to learn an understand the vocabulary associated with the particular subject.
I introduce literary devices such as similes and metaphors with simple definitions and use visuals and examples. I will encourage the student to analyse it together. I use hands-on activities to connect to the theme and mood. It is important to provide positive and effective feedback
To write about subjects that interest them, it gives them voice and choice, so it no longer becomes an assignment but as a way to express themselves. I encourage them to keep a journal and practice free writing but I also encourage them to sahre their writing and perhaps even publish their writing.
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