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Makati City, Philippines
Hello! I’m Dimple, and I’m excited to be your English coach.
I’ve been helping students improve their communication skills, pronunciation, and confidence in speaking English thr... Read more
My teaching method focuses on practical communication, personalization, and confidence-building. I believe that every student learns differently, so I adjust my lessons according t... Read more
Cebu Normal University
A collocation is a natural combination of words that na...
Part of speaking fluency is to have a lot of words. Now...
This is for the students who wanted to enhance their re...
To Practice reading comprehension and how to answer IEL...
My approach to teaching writing is centered on the idea that writing is a process, not just final product. I focus on breaking down the overwhelming task into manageable, repeatable stages that help students find their voice and build confidence.
I treat grammar, spelling, and punctuation not as a set of rigid "traps" to be avoided, but as the mechanics of clarity. If the student understands that a comma is just a tool to help their reader breathe, the rules feel much less like a chore.
My approach to teaching reading focuses onmoving students from " decoding" (simply saying the words)to " active interrogation" of a text. Reading comprehension isn't passive act of absorption; is an active skills where the reader must constantly build a mental model of the information.
Helping students move from " what happened" to "why it matters" is the core of literary analysis. I focus on teaching students to look at a text as a series of internation choices made by an author, rather than just a story that exists by accident.
My approach to pronunciationand enunciation is focused on making the " invisible" mechanicsof speech visible. I treat the mouth and throat like a musical instrument that needs to be tuned and pacticed.
My approach to teaching public speaking is to shift from "performing" to communicating". Most anxiety comesfromthe feeling of being judged; I help students realize that theirjob is actually to be a guide for their audience.
Of course. Complex grammar rules often feel confusing because they are taught as abstract formulas. I prefer to explain them as logical relationships or visual patterns.
Motivating a student who feels "stuck" in a language requires shifting the focus from their deficits (what they want to express). When a student struggles, the language often feels like a wall; my job is to turn it back into a door.
While I don't have any idea with all the school requirements, I am familiar with the general English Curriculum.
My approach to exam and assignments preparation is build on targeted simulation and strategic breakdown.
To keep students actively engaged, especially young learners navigating bilingual academic content, i move away from a "lecture" style and toward a collaborative workshop model.
Preparing for exams requires a mix of time management, critical reading, and a systematic method to different question types.
Of course, to make the lesson effective and to see if the stduent really understand it.
Yes, as a teacher with experienced why not?
Yes, the more reference the better
It would be better to give them real-life scenarios and practice, so that they will behaving confidence in the actual situation.
Understanding literary devices is about moving beyond " finding" a word and toward " analyzing" it's effect.
Encouraging students to write for themselves rather than just for a grade is about moving English from a " school subject" to a " personal superpower.
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