about english with miss e

Over the past 14 years of teaching English, I’ve met many students who work very hard and still feel unsure.

I once had a parent show me a whole stack of completed assessment books for her P4 child and ask, "Why is her English still not improving?”

The answer was clear to me once the student began attending my classes. She was practising without clarity and repeating patterns without understanding why they worked. No wonder it was difficult for her to produce accurate answers across a wide range of questions, especially at P4 and onwards, even though she tried so hard.

This gap, between practice and understanding, is what I set out to close.

For seven years, I was Head of Training & Development at a 13-branch English enrichment centre in Singapore. I trained hundreds of teachers, refined curriculum and built systems that delivered consistent results at scale.

With fourteen years of curriculum design experience, I also learned how to design learning. I understand how to break down complex skills, sequence them logically, and build materials that actually help students improve.

In 2026, I chose depth over scale. This allows me to teach in the way that I believe in - we rewire the thinking process of every child.

85% of my students achieve AL3 or above in PSLE through clarity and understanding of their own work.

1. Thinking is made visible

I don't assume students "just know" how to come to the correct answer. I name the thinking process. I model it step-by-step. I make the invisible decision-making explicit.

In my online classes, I can highlight signal words in real time as we analyse sentences together. I can annotate questions and answers directly so students see exactly what I'm checking and why.

When a student can say, "I checked the tenses first, then I did this next step because..." - that's when their learning becomes transferable.

2. Practice is purposeful

Practice doesn't work when it's blind repetition and drilling. In fact, you might even be unknowingly reinforcing the wrong thinking processes!

This is why my lessons follow the Practice with Purpose™ framework and why I developed Practice with Purpose™ workbooks. My lessons and these workbooks are tools designed not for drilling but for structured learning.

Purposeful practice ensures clarity on the concept before practice begins. It makes thinking visible, guides application, and creates opportunities to assess if you're applying the thought processes accurately.

3. Strategies are designed to transfer

I teach repeatable ways of thinking that work across Grammar, Vocabulary, Comprehension and Writing segments. When questions look unfamiliar, my students don't panic. They know what to check.

Understanding the thinking process well enough to apply it independently is what builds confidence and lasting thought processes that stay with my students for life.

My approach is built on three principles and every lesson, every workbook, every interaction reflects them: