Hi! I’m Sadhana, and I teach English as a Foreign Language to children aged 5 to 10. My lessons are designed to be warm, engaging, and tailored to each child’s needs. I strongly believe that young learners thrive in environments where they feel safe, supported, and heard—so I prioritise building trust and creating a space where children aren’t afraid to try, make mistakes, and have fun while lear...
Hi! I’m Sadhana, and I teach English as a Foreign Language to children aged 5 to 10. My lessons are designed to be warm, engaging, and tailored to each child’s needs. I strongly believe that young learners thrive in environments where they feel safe, supported, and heard—so I prioritise building trust and creating a space where children aren’t afraid to try, make mistakes, and have fun while learning.
A typical lesson with me lasts 30 to 60 minutes, depending on the child’s age, energy, and attention span. I often begin with a quick check-in or warm-up activity—something light like a short game, rhyme, or picture-based conversation starter. This helps us ease into the session and builds their confidence to speak up. From there, we move into the core content, which usually includes vocabulary building, phonics, listening activities, and sentence construction. I use songs, visual aids, props, stories, and interactive exercises to keep things fun and dynamic.
For slightly older kids, I begin to introduce grammar in a very gentle and contextualised way, using games and stories rather than drills. I adjust the pace based on how the child is responding—some children love lots of movement and speaking, while others enjoy drawing, matching activities, or quiet reading time.
While I’m still growing in experience, I make up for it with sincerity, creativity, and a lot of care. I observe closely, listen actively, and adapt quickly to what each child needs. My goal is always to make English feel exciting, achievable, and meaningful—so they walk away not just with better skills, but also with a little more confidence in themselves.
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