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Bangkok, Thailand
Hi! I’m an English tutor based in Bangkok, working with students from kindergarten up to Grade 10. English is my first and strongest language, and I focus on helping students feel ... Read more
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When I teach writing, I break it down into small, clear steps so that it feels less scary and more like a skill we can build together. For younger students, we start with simple sentences, basic punctuation, and short stories about things they know, family, school, hobbies. We use pictures, sentence starters and fun prompts so they can focus on ideas first, then slowly adapt grammar and spelling. For older students, I teach them how to plan before they write: brainstorm, organise ideas, and make a quick outline. We then work on paragraphs, topic sentences, and linking words so their writing feels logical and easy to read. I give specific, kind feedback, and show them how to edit their own work. My goal is for students to understand why something sounds better, so that over time they can write more confidently on their own.
First, I look for patterns in their mistakes (for example: past tense, articles, or capital letters). Then we focus on one or two areas at a time with a short, clear explanation, a few quick exercises, and immediate practice in real sentences or a short paragraph. For younger students, we use visuals, colour-coding and repetition so basic rules become automatic. For older students, I emphasise accuracy and consistency, especially for exam-style writing and formal work. My aim is that over time students can hear when something sounds wrong and know how to correct it themselves.
For younger learners, we start with phonics, sight words and short, repetitive texts so they can decode with confidence. We read aloud together, I model good pronunciation and intonation, and I quietly correct common mistakes so they don’t build bad habits. For older students, I shift to reading for meaning. We use short stories, articles and school texts and practise skills such as: finding the main idea and key details, intuiting vocabulary from context, understanding tone and attitude, answering exam-style questions clearly and in full sentence
For literary analysis, I keep things practical: I teach students to notice, question, and support their ideas with evidence. With older students, we don’t just ask “what happened?” but “why?” and “how?” Why did the character act this way? How does the writer make us feel that? I show them simple tools such as looking at: character motivation and relationships, theme and message, language choices (key words, images, tone). We practise short, clear responses using evidence from the text and then build this into structured paragraphs for exams. I encourage different opinions as long as they can explain them logically. Over time, this trains both their literary analysis and their general critical thinking in English.
I help students with pronunciation by combining listening, imitation, and targeted correction. We start with short listening and repeat exercises so they hear the difference between similar sounds. I model the sound slowly and let them practise in real words and short phrases. During reading and conversation, I correct gently but consistently. We also work on sentence stress and natural rhythm.
First, I help students organise their ideas into a simple plan (opening – main points – closing) and choose language that is clear and natural for them to say. Then we practise delivering it in short sections, working on voice, pace, eye contact and body language. I use low-pressure activities at the start and build up to full presentations, sometimes with slides if they need it for school. After each attempt, I give very specific feedback on what worked well and one or two things to improve next time, so they gradually sound more prepared, calm and professional in front of others.
I avoid heavy terminology at first and explain rules with patterns, timelines, and everyday examples, then connect them back to the formal grammar terms once students understand. We practise with short, focused exercises and compare correct/incorrect sentences so they can see and feel the difference, not just memorise a rule.
I focus on making English feel manageable and relevant. For students who struggle, I set very small, clear goals for each lesson so they can see quick wins, and I choose topics connected to their real interests (games, music, school subjects, daily life). I give specific praise for effort and progress, and I avoid correcting every mistake at once so they don’t shut down. We review old work together so they can see how far they’ve come.
I’m familiar with how English is taught in Thai schools and international programmes in Bangkok, but I always start by looking carefully at your books, syllabus and exam requirements. In the first lessons I ask to see your textbook, past papers and marking criteria, then I match our lessons to those targets (while still filling any basic gaps in grammar, vocabulary or skills). That way, what we do in class is directly connected to what you need for school.
For exams and assignments, I start by checking the exact question types, marking scheme and deadlines. We then break the work into stages: understanding the question, planning, writing a clear first draft, and improving it based on feedback. I use past papers and sample answers to show what a high-scoring response looks like, and we practise under light time pressure so the student gets used to the exam conditions. I also give simple checklists for different tasks (essay, summary, speech, etc.), so they know what to review on their own before submitting work or sitting the test.
I plan lessons so students are doing something every few minutes, not just listening. I mix short activities: speaking, reading, writing, games or mini-challenges. I adjust them to the student’s age and energy level that day. I ask a lot of simple questions, get them to predict, choose, rank or explain, and I use timers so tasks don’t drag on. If something clearly isn’t working, I change the approach on the spot rather than forcing it. This keeps sessions focused, fast-moving and relevant to the student, which is usually the best way to keep them engaged.
Yes. I teach students how to read the paper, not just the question. We look at timing, which sections to do first, how to skim and scan reading texts, how to plan short writing tasks quickly, and what examiners usually look for in answers. I show them common traps, how to use process of elimination, and simple strategies for staying calm and checking work in the last few minutes. We practise these techniques with past papers so they feel familiar before the real exam.
Yes. When it’s helpful, I give short, focused practice tasks or reading/listening links that match what we did in class and what the student actually has time for. I prefer few but useful exercises rather than a lot of random worksheets, and I can also suggest simple routines (for example, daily vocab review or short writing practice) so independent study feels clear and realistic, not overwhelming
I can help with the skills needed for exams like TOEFL or IELTS – reading, writing, listening and speaking – and with understanding the question types and timing. For very specific score targets, I usually combine my lessons with official exam materials and past papers, so students get both clear language support and realistic exam practice.
Yes. I help students choose reading that is the right level and not boring. I check their current level and interests, then suggest specific books, graded readers, short stories, news sites or articles that are slightly challenging but still understandable. I also show them how to use these texts actively (highlighting new words, summarising, simple note-taking) so reading will build their English.
Yes, for older students or adults I focus on real situations: emails, messages, calls and meetings they actually have to handle. We look at how to structure a clear email, choose the right level of formality, and avoid common mistakes. For meetings or presentations, I provide useful phrases, simple scripts and role-plays so they can practise introducing topics, giving opinions, asking questions and closing politely. The aim is natural, polite business English that feels realistic for their workplace or future career.
I teach literary devices by linking the name, effect, and example together. Instead of memorising a long list, we look at a short piece of text and ask: What is the writer doing here? How does it make us feel? Then I show the label (for example, metaphor, simile, personification, imagery) and we collect more examples together. We build a simple table of device → effect → example, and then practise using these devices in short pieces of the student’s own writing so they can apply them, not just spot them. For exams, I train students to mention the device briefly, explain its effect on the reader, and link it back to the question in one clear sentence.
I try to connect writing to what the student actually cares about. Once their basic skills are stable, I let them choose small projects: short stories, journal entries, fanfiction, blog-style pieces, speeches, etc. We set simple goals (for example: “finish one page this week” or “write three scenes”) and I give light, focused feedback so the work still feels like theirs, not a school assignment. I also suggest age-appropriate authors or texts that match their style, so they can see different voices in English and slowly develop their own.
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