Daniel Ricardo

I like students to leave a lesson feeling they have learnt something they can use. That might be a better way to explain a problem at work, take part in a meeting or hold a conversation without worrying about every mistake.

I usually begin by asking how their week has been or revisiting something from our last class. This often brings up situations we can work with. From there, we move into the main topic, using a short text, recording, discussion or practical task.

I give students plenty of time to speak. Depending on their needs, we might practise a phone call, discuss an article or prepare for a presentation. When grammar needs attention, I explain it with examples and give students a chance to try it themselves. I also work on pronunciation and vocabulary as they come up.

I don’t correct every mistake immediately. Sometimes it’s more useful to let someone finish their thought and discuss corrections afterwards. I want students to feel comfortable speaking, asking questions and trying unfamiliar language.

With groups, I make sure quieter students have space to contribute. Individual lessons allow me to spend more time on one person’s goals and difficulties.

I started teaching in 2005 and have six years of online teaching experience. I’m CELTA-qualified and have worked with Lingua Franca, Berlitz and Berlin Brandenburg International School. Over the years, I’ve taught beginners through to advanced learners, including professionals who need English for their daily work. Those experiences have shaped how I teach today.