Welcome to my head

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Vital words

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So let me dive into it.

What is DELTA? That’s probably the most common question I get.

DELTA is the highest non-academic qualification you can get in English language teaching. It is placed at Level 7 in the National Qualifications Framework. I’ll save you the Googling — it’s comparable to having a Master’s degree. Since it’s a big deal, DELTA is highly respected. It qualifies us to teach teachers, take on academic manager positions, create and edit English-learning materials, write and assess exams, and much more — all of which I hope to explore in the future.

In my eyes, having this qualification sets me free. I must say, it means more to me than having a Czech degree (which I do have, but in a different field). I’m genuinely looking forward to seeing where this qualification takes me. My interests lie somewhere between teacher training, language development for teachers, language support, writing and editing materials, and teaching itself — both in English-speaking and non-English-speaking environments.

Let’s see where it takes me.

I don’t want this qualification only to become a better (preferably the best I can be) teacher. It’s also a way to grow and diversify my business. I’m not sure if you’ve ever thought about it this way, but yes — it’s business. It’s the foundation. First, I have to run a business in order to provide a service. Many people have this bias: they see a freelance teacher and immediately assume they must struggle financially. They couldn’t be more wrong. We are business owners, too.

Now, back to DELTA.

What do you need to be accepted? CELTA and at least one or two years of teaching experience. There is also an entrance exam for each module. Imagine receiving a long PDF full of tasks. Then you have to create another PDF responding to those tasks — explaining them, planning what you would do with them and how, and much more. It’s a lot of work, and without real determination, in my opinion, you won’t get through it. It’s long. It’s the first filter.

I took Module 1 last year. It was a pressure cooker focused entirely on my knowledge of the English language. It felt like they were trying to turn us into experts on the language itself — how it looks, how it functions, its systems, grammar, tools. They tested deep, precise knowledge.

What do you think? Should language teachers know the language? How it works? The grammar, the rules… everything? I think so.

That was Module 1.

Module 2 was much more about practice and teaching. I was required to have a group of 6–8 learners, high stress resilience, and a willingness to accept feedback. There was a lot of feedback. A lot of detail. But to simplify it — this is what I did the entire semester.

To pass Module 2, I had to complete:

• Two Systems assignments
• Two Skills assignments
• A two-part Professional Development Assignment (PDA)

What does that mean?

Systems assignments focus on grammar, lexis, phonology, or discourse.
Skills assignments focus on listening, speaking, reading, or writing.

I had to choose topics based on areas I felt less skilled in, areas I wanted to improve, or areas I wanted to explore more deeply. The goal was to push me out of my comfort zone.

Then came the background reading, followed by a 2,000–2,500 word essay. After that, I had to plan a full lesson and teach it. The lesson was observed by one of my tutors. I had two tutors — Alastair and Julie. One was my personal tutor (supporting topics, essays, development), and the other was my regional tutor (lesson plans and observed lessons).

I started the course in September — pregnant and on holiday. At that time, I wasn’t sure I would manage it. I went ahead partly because I got accepted and had already paid my tuition fee.

The first thing I had to do was find a group of learners I could teach throughout the course. That’s how Atomic English was born. I’ve done group courses before, but this one — this one was the most intense.

I got incredible people. They worked hard on themselves and showed up for me, too. When I spoke to colleagues and tutors about learners, I realised how lucky I am. Not only did they attend and do their homework, they supported me and showed even very experienced teachers (heck — professors) something powerful: fire, motivation, energy.

Thank you for that.

Before diving into essays, I had a diagnostic lesson where I received my first round of feedback. I’m used to feedback and generally enjoy the process. I know there are things I do well and things I can improve. I was excited. Some feedback needed processing — and work — but that’s growth.

My first essay was about articles.

When my tutors heard that, they were nervous (though they didn’t tell me at the time). Why? Because everybody hates articles — and they’re notoriously difficult to teach.

The aim of each essay is to support a less experienced teacher: explain the area, describe learners’ problems, and propose solutions. You need around five problems and solutions. Then you choose one problem and design a full lesson to address it. And then you teach that lesson.

It was hard. It was grammar. And it couldn’t have gone better. I was told they had never seen a better lesson on articles. I was astonished. I never thought grammar was my strength — but apparently, it is.

My second essay was a Skills assignment on listening. I’ve always disliked doing listening in lessons because I felt it was something learners could do at home, at their own pace. I believe lesson time should prioritise producing language.

I went out of my comfort zone and did it anyway — and confirmed that I still don’t love teaching listening. But again, without such an amazing group, I wouldn’t have passed.

The third assignment focused on speaking. I wanted learners to disagree, interrupt, even be slightly impolite. I discovered how well-trained my clients are. From private and group sessions, they know how to behave politely in a foreign language. I initially thought this would suit Czech learners because we can sound direct. Well… not always. I was honestly afraid I wouldn’t pass.

I did.

The fourth assignment? By then, I was tired. Everyone was tired. It was week 11 or 12, just before Christmas. We were done.

I brought in outside help — new energy, new people who generously agreed to participate. This lesson was observed by a Cambridge examiner I had never met. It was forbidden to communicate with him directly, so my friend Andy acted as the middle person.

Halfway through the assignment, I thought I hadn’t learned anything — because I chose phrasal verbs. What do you hate more? Phrasal verbs or articles? Yes, I’m crazy.

I wasn’t sure I’d pass. So I let go, calmed down, and simply taught the best lesson I could. I knew I’d be waiting more than two months for the results anyway.

Fun fact? That lesson was my favourite.

For each essay (around 2,500 words), there was also:

• A detailed lesson plan (about 26 pages), anticipating problems and solutions
• A written reflection and evaluation
• Tutor feedback
• And the PDA — where I analysed my strengths, weaknesses, and future development

As part of the PDA, I had to teach an experimental lesson — something I’m not good at. I chose the Silent Way, reducing teacher talking time and giving learners more autonomy. For this, I needed a stronger group, so I taught it twice to my Friday IT group — who were incredibly kind and allowed me to experiment. I collected their feedback for my assignment.

Again, I’m surrounded by amazing people.

Before Christmas, everything was submitted. I couldn’t believe I had done it — while pregnant. I told myself I’d be happy regardless of the result (not entirely true — results matter to me).

Today is February 17. I’m finishing this article and realising it’s long. I got my results a couple of hours ago.

For the record, everything — essays, lesson plans, reflections, tutor comments, external reports — was sent to Cambridge for evaluation. That’s why it takes so long. External assessors who have never met me evaluated my work.

And?

I passed with Merit.

I keep checking the result to see if it’s real. And it is. Merit.

It feels incredible to be a DELTA teacher. But a Merit DELTA teacher? Wow. I’m deeply grateful. I cherish this achievement, and I will do my best to live up to that level.

If you’ve read this far — wow.
If you were part of Atomic English — you have my endless gratitude.

Thank you for your dedication, your support, your motivation — and simply for being you.

Now, let’s have a baby.

And then?

Module 3, here I come. 🚀

Firstly, if you want to practise key vocabulary and read this article using the Duocards app (where you can tap on a word you don’t understand and it will show you the meaning), you need to join my email list. I will share these links there. Join here.

Let’s continue in a series of characters in our heads.

Hello, this is my inner judge. Who’s that? Check out the words first.

Vital words

Let’s continue in a series of characters in our heads. This week, I would like you to meet the inner judge. The mine is a little, strict person in glasses, tapping a pen, saying: Hmm .. not perfect! every time I make a mistake, every time my sentence is not spot on, my essay does not get a full score. This little guy is sitting there, tapping his pen, laughing at my face, being happy something does not work out flawlessly. His half-moon glasses and pointy nose really irritate me. Sometimes I imagine him sitting at a teacher’s desk with piles of papers in front of him, always ready to circle my mistakes in red. He’s never tired, never kind, and always on duty.

Do you know this guy, too?

So, feelings aside, this guy is actually protecting you. He does not want you to embarrass yourself so he exaggeratesmistakes you make. It’s almost like he believes that if he keeps you cautious, you’ll never risk looking silly in public. This often goes back to your school years, exams, tests, or strict teachers. I don’t know about you, but my school and the system I went through was based on perfection. If you made a mistake, all of my classmates knew. The schooling system rewarded flawless performance but punished imperfection, and that leaves a mark. ****The inner judge is simply carrying this system into adulthood, long after we’ve left the classroom. There you go, developing this guy in your head, telling you to push more so that situation never repeats itself. Of course, some people are more prone to this.

So even though he’s protecting you, now it’s more of an obstacle. Instead of being helpful, he often blocks fluency because you hesitate, over think, or stay completely silent. He creates pressure – you focus on avoiding mistakes instead of communicating. I don’t have to explain why this is bad, and why he stands between you and your dream English. It makes it feel like a test. Language is not a test, it’s a tool.

Let’s say you want to overcome this. The good news is that you do not have to silence this guy, you can give him a new job, reframe him. Make him a notetaker. Tell him to take notes while you speak without interrupting you, and then go through the notes with him. Do not let him run the show, he needs to stay in the background.

How to do this practically

I do have a few tips:

• in a conversation, allow yourself some free time where mistakes don‘t matter,
• write down what the judge repeats most often – those become your top 3 training areas,
• use the ‘parking lot’ method: if your judge interrupts you, quickly ‘park’ his comment on paper and move on, coming back only when you’re finished speaking,
• practise speaking with a partner who knows about your inner judge and agrees to focus only on ideas, not on mistakes. This makes the judge less powerful.

Bare in mind that the judge is there as a reminder of what to practise later, not in the moment.

Everyone has an inner judge, you’re not in this alone. Believe or not, even native speakers. The difference is that they often laugh at their judge or simply don’t take him too seriously. You can learn to do the same. Be kind to yourself, English is not a courtroom, it’s a playground. You should make as many mistakes as possible, redo as many weirdlycoming out sentences as necessary. It’s the time to experiment, learning is a journey. Think of your inner judge as a nightlight — useful in the dark, but not meant to guide your every step.

What about your inner judge? Is he strict? Funny? Hop on AI and let me see him – because it’s easier to talk to him once he has a face.

Firstly, if you want to practise key vocabulary and read this article using the Duocards app (where you can tap on a word you don’t understand and it will show you the meaning), you need to join my email list. I will share these links there. Join here.

Today, we’re talking about this guy:

Do you know him? I’d say yes and no. Let me tell you a bit more about him. But first:

vital words for understanding

Why the voice in your head might be both your best ally and your worst saboteur in learning English.

Let’s face it – we all have the inner translator.

Think about it. What are you doing right now? You’re reading my words, yes, but is there a little man in the background making them sound Czech? Slovak? Polish? French? I bet there is.

It’s true for me too – when I read a French text, there’s a little man inside my head, translating into English. Whatever the language, the process works the same.

And now you’re probably thinking: It’s wrong to translate in my head.

It’s not. It’s natural. It’s how the brain works. Better to respect it than fight it.

Want to know a secret? Even native speakers ‘translate’ in certain situations.

• What? Michaela, come on – don’t play me.

I’m not joking. They don’t usually translate word-for-word, but they do translate ideas – like when explaining slang to a foreigner, matching a concept to another language they know, or finding an equivalent in a different dialect. It’s fast, unconscious, and only happens when needed.

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When the little man is a lifesaver

Sometimes your inner translator is the fastest bridge:

• You hit a rare or technical word, and by translating, you get the meaning in a split second.
• You’re among people of different cultures and you want to check cultural nuances before blurting out something awkward.
• The details really matter – like work instructions – and you need to be 100% sure.

Even beginners can benefit from the little man – in small, strategic ways. There are moments when he genuinely saves the day.

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When the little man becomes a speed bump

But he can also slow you down. Picture this: you’re driving, but something keeps forcing you to brake. Again. And again. That’s what happens when your brain gets stuck in a mental traffic jam – translating every. single. word. before you speak.

The result? You speak less, say less, and it’s rarely what you actually wanted to say. It also drains brainpower you need for fluency. Switching between languages is tiring – your brain gets fatigued fast.

And then comes the comfort zone. I see it often at the intermediate level: you know enough to speak, but you still translate everything. It feels safe. But at this stage, you have to step out of that comfort zone and start thinking in the language you’re learning.

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The myth of stop translating completely

Now, when I say ‘stop translating,’ I might be the first to tell you: stopping completely is misleading. If you force yourself to think only in English too soon, you’ll feel lost and frustrated. Switching between languages is part of the learning curve – it fades naturally as you get more fluent.

I’m not saying ‘wait for Godot.’ Try. Fail. Try again. But know your limits, and be gentle with yourself.

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How to manage the little man

Think of your inner translator as a helpful colleague – call him in for certain jobs, then send him home.

Practically, that means:

• Focus on chunks, not individual words.
• Use translation as a final check, not your main road.
• Gradually shorten the time between hearing/reading something and responding.
  • Start with the long version: hear → translate → think → answer
  • Move toward the short version: hear → understand → answer, with translation quietly in the background.

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Your homework

Befriend your inner translator. Don’t silence him completely – let him whisper when needed, but don’t let him run the whole conversation.

It’s not about killing the little man. It’s about making him work for you, not against you.

Firstly, if you want to practise key vocabulary and read this article using the Duocards app (where you can tap on a word you don’t understand and it will show you the meaning), you need to join my email list. I will share these links there. Join here.

Vital words for understanding

For many of you, English isn’t a hobby. It’s a necessity. It’s the thing you need to survive in corporate life — in meetings, negotiations, and in conversations with foreign colleagues, when there’s simply no other way to communicate.

At some point in your career, your professional knowledge, your qualities, and your experience are no longer enough. You need English — a skill that, unlike your expertise, is learned gradually, across years. It takes time. It takes energy. And when that moment comes, you’re left with two options: hit the glass ceiling, or start learning.

Many of you choose to learn. But here’s the thing — it’s not your passion project. It’s not something you’d do for fun. You approach it more like a chore than something you truly want to do. And yet, you are hard-working, ambitious, motivated. You usually keep up with English for a while. And then it comes:

– I know I should, but…

– I’m tired, I’ll do it tomorrow… (and you don’t)

– I’m too busy for homework…

– I’ve got no energy left, I’m sorry…

Recognise yourself?

I know you don’t feel good about your performance. I know it bothers you.

But what if I told you… it’s not about willpower? What if your brain just needed a bit of smart trickery?

Here’s the truth about motivation: it isn’t about wanting to do something — it’s about your brain expecting a reward. The key player is dopamine, and interestingly, dopamine isn’t released when the reward arrives. It’s released when your brain anticipates it.

Your brain doesn’t crave hard work. It craves small wins, novelty, and the feeling of progress. So to stay motivated, you don’t need more discipline — you need to help your brain look forward to it.

Right now, your brain links English with effort, correction, and stress. So when you sit down to practise, your brain says no thanks. And it’s not because you’re lazy — it’s actually your brain trying to protect you from discomfort. It resistsbecause it remembers: English = hard work.

Why does this happen? The reasons vary. For some, it’s unclear progress. For others, long sessions, repeated failure, the lack of an instant reward… or simply bad memories from school. But whatever the reason — we can work with it.

Here’s how:

1. Make it tiny.

Try micro-practice (30 seconds to 5 minutes). One word. One sentence. Whisper it while walking. Answer a message in English. These micro wins trigger dopamine. They feel doable. And your brain starts to want more.

2. Make it predictable.

Use habit stacking. Add English to something you already do: coffee time = vocab review. It’s not about deciding — it’s about connecting. Once it becomes automatic, your brain relaxes. It feels easier.

3. Make it fun — and personal.

Translate your favourite memes. Shadow a YouTube video. Talk to your dog. Read about your hobbies. If it feels like you, and emotions are involved, your brain pays more attention. And memory improves.

4. Make it visible.

Use notebooks, apps, whiteboards — whatever helps you see progress. Brains love visual feedback. It makes success feel real.

5. Reframe it.

Stop punishing yourself. Stop thinking “I should”. Just see it for what it is: biology. You’re not broken. You’re not lazy. Your brain just needs a different strategy. Trick it gently. Encourage it. Don’t pressure it.

And my last piece of advice?

Don’t build discipline. Build desire.

You can’t force yourself forever. But you can create a system your brain actually likes.

Tiny steps. Tiny wins. That’s how motivation returns.

Firstly, if you want to practise key vocabulary and read this article using the Duocards app (where you can tap on a word you don’t understand and it will show you the meaning), you need to join my email list. I will share these links there. Join here.

Vital words for understanding

 

This July, our little corner of Vyškov transformed into a Hogwarts-like world full of spells, mysteries, and laughter. But instead of owls and cauldrons, we had imagination, teamwork, and a language that united us — English.

Our Harry Potter-themed day camp was more than just fun. It was a place where English came alive through movement, games, and magical challenges. No desks or vocab tests — just natural learning, woven into story-driven adventures.

Each day brought something new: we created spells (and practiced polite English), brewed potions, solved puzzles, hunted Horcruxes, and of course — played Quidditch! But it wasn’t all fantasy.

We also invited real-life heroes:
The Vyškov Fire Brigade gave us an exciting demonstration with their fire truck and equipment — and told us about their work.
Service dog trainers (cynology team) visited us and showed how well-trained dogs can help in rescue and service situations.
And a team of medical professionals delivered hands-on first aid training so every child could try CPR and basic emergency care in a fun, age-appropriate way.

What really made the week special, though, were the little things:

• Our lovely ‘camp grandma’ prepared fresh homemade snacks every morning — the kind that disappear in seconds and leave you asking for more.
• Delicious lunches from Campos Catering kept our energy high for all our magical missions.

A huge thank you to KK Vyškov for supporting our camp and providing the perfect space. And most importantly — to all the parents, for trusting us with your children. Your support means everything.

What makes this camp different?
We don’t just teach English. We create a world where kids feel free to explore, express themselves, and learn without pressure. Our approach is playful, story-based, and full of care — and we’re proud of how much our campers grow in just a few days.

We laughed, learned, cast spells, and made memories — and we’re already looking forward to next year.

Until then — thank you all, and see you soon! 

Firstly, if you want to practise key vocabulary and read this article using the Duocards app (where you can tap on a word you don’t understand and it will show you the meaning), you need to join my email list. I will share these links there. Join here.

Vital words for understanding

Why do I say I has and Do you had… when I know it’s wrong?

 

Most of my clients know what frustrates them about their English. It’s usually grammar. It’s usually a small thing that they repeat, and they know they repeat it. They see it, they hear it, they name it before I do: I said ‘I has a dog’ again, didn’t I? Then they laugh awkwardly, apologise, and say, I know that’s wrong. I don’t know why I said it. 

But here’s something we don’t talk about enough. That moment? That’s not failure. That’s proof your brain is doing something incredible. You say it because your brain is doing something complicated, brave — and very human. It’s managing two languages at once. And that’s messy.

Let’s talk Czenglish

If you’re Czech, your brain comes to English with a fully developed system already in place — your mother tongue. And Czech is very different from English. Just a few examples:

• Czech doesn’t use do/does/did to make questions → so Do you had? makes sense to your internal logic.
• In Czech, verbs don’t change depending on he/she/it → so He speak or They has doesn’t sound wrong at first.
• Czech has no present continuous → When I am spoking is you trying to fit Czech rhythm into English grammar.
• Personal changes → sounds totally natural in Czech but has a different meaning in English. We say staff changes instead.
• Two years before instead of ago → makes perfect sense, because Czech uses před dvěma lety — literally “before two years.”

All of this makes perfect sense from a Czech brain’s point of view. Your errors are not stupidity. They’re system interference. And you know what’s amazing? When you notice them — that means your brain is updating the system.

I has / We has / They has

But then: He has a meeting at 3.

You get the third person right — every time. So why not the others? It’s not because you don’t know. It’s because your brain is still rewiring. And when that happens, mistakes are part of the process.

What’s happening here: you’re applying has across all subjects instead of conjugating have/has correctly. Czech doesn’t have subject–verb agreement in the same way. The verb mít (to have) is conjugated, but not always consciously. You default to the most frequent form — often has.

This tells me you do know the rule. Your brain just struggles to apply it automatically across all subjects — especially under pressure.

I said him / He said me (instead of told me)

You’re mixing up say and tell, especially when there’s an object (me, him, her). In Czech, řekl mi (he told me) uses a different system — but there’s no clean difference between tell someone and say something. So it all merges.

What this tells me? You’re already handling reported speech and indirect objects. That’s complex grammar. You’re past beginner stage.

Do you had a Nokia?

You know English questions need do. You’ve internalised that rule. But sometimes, past tense slips through. It’s because Czech forms questions without auxiliary verbs. Měl jsi Nokii? becomes Did you have a Nokia? — but to a Czech speaker, the logic of Do you had? feels right.

This tells me you’re close. Your brain knows do belongs there — it’s just finalising the rules for past tense auxiliaries.

I fan for Arsenal

In Czech, you’d say jsem fanoušek Arsenalu — literally I’m a fan of Arsenal. You turn that into a verb (I fan), attach a preposition, and… it doesn’t work.

But what do I see? You’re trying to use identity vocabulary. You’re experimenting, trying to personalise your English. That’s a huge step forward. We just need to refine the structure.

When I am spoking…

Ah, irregular verbs and continuous tenses. Czech doesn’t have continuous forms like I am speaking. And irregular past forms (spoke, went, wrote) are patternless — they’re brute memory work.

This tells me you’re reaching for compound tenses, not just basic forms. You’re experimenting. That’s where real growth happens.

Personal changes (instead of staff changes)

A classic false friend. Personální změny sounds like it should mean personal changes, but in Czech, personální means HR-related.

So when you say this, I know you’re talking about workplace vocabulary, using high-level topics. Mistakes here are mostly lexical. No big deal.

It depends about… (instead of on)

This one’s a favourite. In Czech, we say záleží na…, and the preposition doesn’t line up with English. So about feels logical.

But here’s the thing — you’ve already learned the first part: It depends… That’s 80% of the job. The right preposition will follow with a bit of repetition. Trust me.

2 years before (instead of ago)

Another direct translation from Czech: před dvěma lety → “before two years.” But in English, we say ago — two years ago. Before is only used when comparing two events in the past (He died two years before the war).

This tells me you’re confidently using time expressions. You just need to polish the final detail.

Listen instead of hear

Many Czechs mix these up. They say, Czech doesn’t distinguish them — but I think it does. Slyšet vs poslouchat. The difference is there, but we blur it.

This mistake shows me you’re working with nuance — with subtle distinctions, not basic blocks. This is no longer beginner territory. This is fine-tuning.

What to say to yourself next time

When you notice a mistake, don’t groan. Don’t say, Ugh, I know this! Why do I keep doing it?

Say this instead:
Oh! My brain just spotted something. That’s a good sign.

Say it out loud. Smile, even. Because this is how fluency begins — not with perfection, but with awareness. So if you say we has again next week, I’ll smile — because I know what’s really happening. You’re shifting. You’re listening to yourself. And that? That’s fluency in motion.

Keep noticing. Keep speaking. Keep growing.
You’re doing better than you think.

Firstly, if you want to practise key vocabulary and read this article using the Duocards app (where you can tap on a word you don’t understand and it will show you the meaning), you need to join my email list. I will share these links there. Join here.

Vital words for understanding

I hadn’t planned to write this. I thought I’d skip this week – it’s been hot and cold; my brain has been melting and freezing; and I’ve been working on my DELTA: writing, preparing, reflecting and rethinking everything I do in class.

But then… two stories happened. Or better — two stories came back to me.

And I couldn’t keep them to myself.

They’re not dramatic. No fireworks. No certificates or official wins. Just two moments from real learners — two people I’m lucky to teach — that made me pause.

He almost stopped believing. Then life proved him wrong.

He’s shy. Quiet. He’s been through a tough year. The kind of year that leaves you unsure of everything — including yourself. But through it all, he kept coming to sessions. Every week. Twice a week. Showing up with notes, with questions, sometimes tired, sometimes uncertain — but always present. And that alone? Already admirable.

He said to me: I’m not sure about my English. I don’t see progress. Maybe I’m wasting time.

I didn’t argue. Just listened. Because I get it. English can feel invisible sometimes. The effort, the homework, the sessions — it all adds up in silence. And when there’s no test, no score, no finish line — doubt creeps in. But then… summer happened. He went on a family holiday.

And everything changed.

He was the one in charge. Kids depending on him. The only adult who could speak some English. Booking things, asking for help, navigating allergy issues. He had to explain gluten-free needs, ask detailed questions, respond quickly — and he did. No freezing. No shame. No panic. He talked. Naturally. In English.

This week, he told me: I was surprised by myself. I didn’t even feel nervous. It just… worked.

What he didn’t realise: it worked because of all those ‘invisible’ hours he spent speaking, learning, building confidence. The value of showing up twice a week, even when it feels pointless — well, now he knows. It wasn’t a miracle. It was months of tiny efforts, showing up even when he didn’t feel like it. It was earned fluency.

That’s what language is for. Not perfection. Use.

She stayed calm when it mattered most.

Another learner, a grandmother with a soft voice and a sharp mind, has been gently pushing herself to speak more fluently — mostly to enjoy her travels and feel prepared. One session at a time, she’s been building her confidence.

She was at sea with her grandchildren when the engine suddenly stopped. Middle of the water. Stuck.

And in that moment — she didn’t panic. She called for help. In English. Explained the issue. Described their location. Answered questions calmly. Got help.

It was a stressful situation, but language wasn’t the barrier. It was the bridge. She didn’t tell me this story as a big deal — but it was.
Because real-life English isn’t about flawless grammar. It’s about staying calm when you need to. It’s about knowing your words are enough.
And she was more than enough.

These aren’t just ‘success stories.’ They’re proof.

• Proof that quiet progress is still progress.
• Proof that sessions matter, even when it doesn’t feel like it.
• Proof that the skills you’re building now might save you later — from panic, from silence, from giving up.

And to both of these clients — if you’re reading this (and I know you are) — I want to say thank you. For sharing, for showing up, and for reminding me why I do what I do.

And to the rest of you reading:
→ You may not feel fluent. But what if you’re already ready for more than you think?

Your English is working even when it’s quiet.
Especially then.

Firstly, if you want to practise key vocabulary and read this article using the Duocards app (where you can tap on a word you don’t understand and it will show you the meaning), you need to join my email list. I will share these links there. Join here.

Vital words for understanding

What’s on my mind today

 

Most learners can name all the things they’re bad at. But ask them what they’re good at — and you’ll hear silence. Maybe we all tend to do that in various aspects of our lives, not only with learning — you know, seeing only the bad stuff. The stuff we lack, the things we don’t have (and wish we had), all those missing components we believe would make us happy. Entirely happy.

Let me stop here for a sec to think about this: is it even possible to be entirely happy? Is there ever a point in life when you can honestly say: there’s nothing else I want, nothing else I crave, nothing more to learn or do? I’ve never had that feeling. I guess it’s in our nature to chase things — and if you’re reading this, you’re a chaser. You’re constantly looking for something to do, to see, to learn, to get, to gain, to improve. And you’re very well aware of your deficiencies. You tend to be hard on yourself and expect a lot. I attract these people.

Let me say this clearly — you’re already better than you think.

Every time you show up to a session — tired, busy, or doubting yourself — that’s resilience. You keep trying. You could give up, but you don’t. Every time you open your homework and do it, and then get curious and open another video or article — that’s curiosity. Every time you look up a word you don’t understand and complain about not remembering it in our session — that’s learning.

All these things are not regular. They’re not something everyone does. You’re special. You push yourself. You suffer — and yet overlook the courage and enormous strength you show me every day. This doesn’t show up in a vocabulary test — but it’s the foundation of real progress.

I still remember a client who joined our first session almost whispering. She was afraid to say anything wrong — visibly tense. After a few weeks of work, she began sending me voice messages about her day. Not perfect ones — but real, brave, thoughtful ones. She started asking follow-up questions, laughing, even correcting herself mid-sentence. That kind of shift isn’t just language improvement — it’s growth.

You know that you understand more than you can say, and for some reason, that bothers you. This is the one thing I cannot really wrap my head around because I don’t share this frustration. But many of you say it’s uncomfortable. As a teacher who knows a bit about how languages are learned — and the neuroscience behind it — let me tell you: it’s a good sign. You need to understand more than you say. It’s natural. Comprehension is the first step to fluency.Fluency doesn’t begin with speaking. It begins with understanding.

Do you remember your first English session? How did you feel? Nervous? Stupid? Sweaty? Tired? Embarrassed?
I felt joy.

Joy because you just participated in — and survived — a real conversation in a foreign language. You may not have had perfect grammar, but you communicated. You used gestures, context, tone, and the words you had at that point to get your message across. That’s real language use — messy, human, and powerful.

Now think about how often you can spot your own mistakes — not just the ones we discuss at the end of our sessions. Think about those moments when you’re unsure whether what you’ve just said was right or not. When you think, “Hmm, that sounds weird,” or when you realise seconds later that you said something wrong — and you try to fix it, even if you’re not sure how. This shows growth.You’re developing that internal radar that leads to fluency. That’s not failure — that’s awareness.

🧠 In fact, neuroscience supports this. When you notice and reflect on your own errors, your brain activates the anterior cingulate cortex — the same region responsible for detecting and correcting conflict. That means every time you stop and think, “Wait, was that right?” you’re actually rewiring your brain for more accurate language use.

Let me give you a glimpse into what I see:

• You worry about misusing one word — I see you’ve used five others correctly.
• You’re frustrated by your grammar — I see how well you listen, and how much you care.
• You beat yourself up for forgetting the “-s” in third person — I notice how you understood my sarcasm and reacted with a smile.
• You feel stupid for not getting the grammar just right — I see you trusting yourself enough to even try.

And my favourite moment? When you ask a question. Any question. Because I know that question took thought, effort, planning, and courage. That’s when I’m proudest.

So, to slowly wrap it up:
Try to shift your focus just a little.
Instead of asking, What am I bad at? ask:
What do I already do well — and how can I build on that?
Don’t focus on what’s wrong. Focus on what’s strong and can grow stronger.

Think back a year:

• What couldn’t you do then that you can do now?
• How did you feel then? And how do you feel now?
• What got you here?
  Find the one positive habit that made a difference — and repeat it.

You’re not behind.
You’re building.
You’re not broken.
You’re becoming.

If you could see yourself through my eyes for just five minutes, you’d never doubt your progress again.

🎯 Your challenge this week:
Write down 3 things you already do well in English — even the tiny ones.
Then ask yourself: how can I build on these?

Share yours in the comments or DM me — I’d love to celebrate with you. 💬✨

Inside a teacher’s head: WHAT I WISH YOU KNEW

Firstly, if you want to practise key vocabulary and read this article using the Duocards app (where you can tap on a word you don’t understand and it will show you the meaning), you need to join my email list. I will share these links there. Join here.

Vital words for understanding

What I wish you knew

Today, after wrapping up the last session and giving the last homework, I just sat there. I just sat there and thought for a bit.

You see me with a notebook and a plan. You hear my voice asking questions, correcting gently, encouraging you to try. But there are things I’ve never said — not because I didn’t want to, but because I wasn’t sure you needed to know. Until now.

There are so many things you, my clients, don’t see.

I don’t just teach English. I read the room. I read you. I adapt. I prepare three versions of the same task — just in case. I test the atmosphere the very moment you log in, watch how you say “hello,” the expression in your eyes, how quickly or slowly you respond. I try to catch the tiniest signals to understand where you are that day, so I can meet you there.

If you’re just a little bit off, I see it. And then I ask myself: how much can I push today? Pushing is part of progress — I truly believe that. But push too much, and something breaks. Push too little, and we don’t move. I walk this invisible line every day. I don’t always get it right — but I care enough to keep adjusting, lesson by lesson, person by person.

Every session is different. And I’m not just talking about content — yes, of course, each of you brings different goals and interests. But what changes most is the emotional temperature of the room. I spend a lot of energy thinking in context — what kind of questions can I ask? What’s safe, what’s too much, and what’s actually not enough for someone who needs deeper connection?

Sometimes I feel like I’m doing therapy more than teaching. And no, I’m not a therapist — but if what we do helps you open up, speak, express, reflect, then yes, it is learning. Language doesn’t live in grammar books. It lives in real talk. Real emotions. Real stories. And still, many of you are nervous. Nervous about what I think.

Let me tell you: I don’t think anything.
I listen. I observe. I notice. I admire. I do not judge.

I see your courage, not your commas. I see your willingness to show up, to try, to laugh at a joke in English — sometimes for the first time. And that makes my day. I remember when you told me you were nervous before a session. I remember when you avoided speaking in the beginning. And I notice when you suddenly start talking without stopping. I notice when a mistake doesn’t stop you anymore.

You always focus on what you can’t do.
I see what you can. 

I see fluency in your growing confidence — not just in how fast you speak. I hear better, deeper questions. I hear you choosing words more mindfully. I see you noticing things you wouldn’t have a month ago. Yes, maybe you’re missing a word — but you’re using ten others without effort. That’s progress.

And while I’m noticing all of this in you, I’m learning too.

My own learning path is long. Ongoing. Probably never-ending. I learn from every lesson. From you. From myself. I read. I explore. I reflect. I make mistakes — yes, even after all these years. I rewrite lessons that didn’t land. I search for new ways to explain something I’ve explained a hundred times. I experiment. I mess up. I learn. Just like you. Because I believe that if I want you to grow, I have to grow too.

So when you hesitate next time, please know this: Your teacher isn’t waiting for perfection.
Just for you — to try, to speak, to trust the process.

I’m in your corner. Every single step of the way.