Hi, there

There is a moment in classrooms that makes me want to laugh and cry at the same time.

Learners explain a grammar rule flawlessly. They sound like "mini teachers"...so cute!

They can justify their choices, correct each other’s worksheets, and confidently tell you why option B is obviously wrong.

Then you ask a simple follow-up question and suddenly they look like you have asked them to solve a crime.

They pause.

They restart.

They overthink every word.

The sentence collapses halfway through. Someone eventually says something very short and very safe, and everyone looks relieved when it is over.

This is not a confidence problem and it is not a memory problem either.

It is a design problem.

We keep asking grammar to do a job it is terrible at. Grammar rules are slow, reflective, and analytical. Speaking is fast, social, and messy. When learners are asked to remember the rule, apply it, monitor accuracy, manage interaction, and keep the conversation going at the same time, the system overloads. Of course it does.

And yet teachers blame themselves. Or the learners. Or the level. Or the coursebook.

What actually helps learners speak is NOT more explanation.

It is language that is already usable: chunks, patterns, and familiar combinations that can be pulled out without stopping the conversation. Grammar starts to make sense after learners have used the language, not while they are trying to survive mid-sentence.

This is the shift I work on with teachers, and it changes classrooms quickly.

Here is the lens I use again and again:

• Learners use language in chunks first, and the rule comes later, once there is something to attach it to.
• The same phrases are recycled across tasks so fluency grows through familiarity, not constant novelty.
• Grammar explanations are delayed until learners start recognising patterns themselves.
• Grammar becomes a tool for noticing and refinement, not an instruction manual for live speaking.

When teachers make this shift, amazing things happen in the classroom. >Learners speak more and hesitate less.

>Teachers stop jumping in every ten seconds.

>Correction becomes calmer and more precise.

>Lessons feel lighter, and teaching stops feeling like hard labour.

Now the honest part.

I haven't run my own teacher programme in 2 years. In that time, I have observed, trained, researched, and refined what actually works in real classrooms with real constraints. Lessons That Flow is not a “fun ideas” course. It is a craft course. It sharpens judgement, timing, and pedagogic control.

This is a 5-week programme that helps you plan less, intervene less, and get better results. You leave knowing when to step in, when to wait, and how to create lessons that feel coherent rather than frantic.

We start on February 22nd. The group is small on purpose. When it fills, it closes.