ABOUT
Life English Coach Services

   A. English for Children, Teens & Adults

Individualized ESL instruction for ages 6 to 100+ regardless of the student's first language.  The instructor is capable of explaining English grammar and vocabulary in Mandarin.  (讲师可以用普通话讲解英语语法和词汇。) (講師可以用國語講解英語文法和詞彙。)

The Instructor

For more information on:
A. English for Children, Teens & Adults
Please click here!

B. English & Career Development
English for Business and Professionals
English for Medicine & Psychology
Career Development, Resume Writing & Interviewing
Please click here!

C. English Writing, Proofreading, and Editing Services
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D. Reading Intervention / Dyslexia Therapy for Children & Adult
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B. English & Career Development
English for Business & Professions
English for Medicine & Psychology
Career Development, Resume Writing & Interviewing
C. English Writing, Proofreading, and Editing Services
D. Reading Intervention / Dyslexia Therapy for Children & Adults

• Taught English as a Second Language for over 30 years to students of all ages, in China, in Taiwan, and online

• Students have ranged from Montessori preschoolers, elementary and secondary students to university students, and working adults

• Has worked with Special Needs populations, ranging in age from preschoolers, with a wide range of physical, neurological, and intellectual challenges to adults

• Has provided dyslexia Intervention/therapy services to students ranging from 1st through 8th grades

• As a Montessori teacher with 10 years of experience, Mr. Beach advocates for effective approaches to Early Childhood literacy as a prevention to to the development of many common reading problems.

MEDICAL-ENGLISH RELATED EXPERIENCE

• Prior to becoming a teacher, Mr. Beach trained and worked as a trained as an EEG technologist, worked in hospitals where he performed EKGs, EEGs, and Sleep Studies.

• As a certified First Aid and CPR Instructor, he assisted in teaching CPR to the nursing staff and has taught both First Aid and CPR for the Red Cross.

• Having also earned an Emergency Medical Technical (EMT) certificate, he also assisted Emergency Room staff by performing CPR and doing EKGs.

• Mr. Beach’s training and clinical experiences also brought him into clinical contact with patients with clinical neurological conditions (such as epilepsy, subdural hematomas, sleep apnea, and narcolepsy), and others with severe psychological / psychiatric disorders.

• With this background, Mr. Beach has also taught informal ESL classes that focused on health and medical terminology at a college in Taiwan.

ACADEMIC CREDENTIALS

• Master’s degree (University of Toronto)

• post-B.A. TESL Certificate (Seattle University)

• MACTE-recognized Montessori Teaching Certificate;

• Texas State Teaching Certification with qualifications in Elementary Education, ESL, Special Education, and in Secondary History and Secondary Social Studies;

• Certificates from three Dyslexia Therapy/Intervention training programs: 1. Neuhaus Educational Institute, 2. Texas Educational Service District Region [Both programs are recognized by the International Dyslexia Association (IDA)], and 3. the Montessori Foundation.

Timothy Beach (毕遵生 /畢遵生)

What is phonics-based and individually-paced ESL instruction?

Individually-Paced Instruction

As we all know, not everyone learns every subject at the same pace. For example, some students just naturally learn math faster than they learn reading, or vice versa. Unfortunately, most schools expect all students who are in the same grade to keep up with instructional pace of the teacher. Before long, slower learners begin to fall further and further behind – but not necessarily because they can’t learn! They may just need more time to master the learning objectives of each lesson before proceeding to the next lesson. At Life English Coach, one of our goals is to make sure that each student learns each lesson’s objective before proceeding to the next. By helping each student master difficult lesson objectives, their feelings of frustration diminish as their self-confidence grows.

Assessing Teen and Adult Students

Many ESL students of various ages already know some English and want to continue building on what they have already learned. This is especially true of teenage and adult students. At Life English Coach, our first step is to find out what the new student’s abilities are in reading, writing, listening, and speaking. For adults, we also need to find out what their goals are. Do you want to learn English for your work, for travel, or for communicating with your English-speaking friends? Clarifying your language-learning goals will help us work together to develop a plan that is suitable for your learning objectives. Do you have questions? Email us here!         

Phonics-based ESL instruction

Phonics-based instruction begins with the sounds of English and the letters used to write those sounds. Because there are only 26 letters to represent the 44 sounds of English, it’s important to learn how these letters are used to represent all the sounds. So, we follow a logical sequence, beginning with simple phonetic words, and gradually introduce more difficult phonetic and non-phonetic words. In so doing, each lesson builds on the previous one and also prepares the student for the next lesson.

ESL for Children, Teens & Adults

B. English & Career Development

English for Business and Professions

Are you considering seeking a job that requires oral and written English skills, but are not sure if your skills will meet employer expectations? Or, have you already been seeking such a job, but your limited oral and written English communications skills are preventing you from being selected for your preferred positions? Or, have you been passed over for promotion by other applicants whose English is more fluent? At Life English Coach, we can start by identifying your individual strengths and weaknesses. Then we can tailor your on-line class sessions to meet those needs while also prioritizing vocabulary and phrases that are relevant to your work. To let us know more about your specific English communication needs and goals, please click here!

Are you a medical professional who needs to improve your medical English communication skills? Or perhaps you would like to would like to get a medically-related job in an English-speaking country. Or, perhaps you are an international medical student or a doctor who is nervous about taking the USMLE Step 2 CS Exam. Are you perhaps worried about how fluently you’ll be able to communicate with the “actor-patient” in a simulated clinical setting? (Many such test-takers believe that this is the hardest part of the USMLE to pass!) Our instructor has had experience as a medical technologist in multiple medical settings, including ER, neurology, and psychiatry. He has also proofread and edited many UCLA psychology research papers. (See his bio for more information.) He has also studied medical terminology. He is very experienced in helping English Language Learners improve their pronunciation and their oral English language skills in general. Do you have questions? Click here!

English for Medicine & Psychology

Career Development, Resume Writing & Interviewing

In order to succeed in getting a job in an English-speaking environment:

1. You should be clear about which kinds of jobs you are qualified for and interested in;

2. You must compose or revise a professional-looking resume that targets jobs which really interest you; and

3. While you're waiting for responses to your resume or to your online applications, you should be preparing for interviews for the various types of jobs for which you are applying.
   If English is not your first language, you may feel especially nervous about being interviewed in English. Fortunately, LifeEnglishCoach can help you with progressing through all three stages of the employment application process.

Career Goals Uncertain? Considering a Career Change?  Even if you must take a less-than ideal job for now, we can help you:

1. Clarify your long-term career goals;

2. Identify the training and experience you will need in order to qualify for your dream job;

3. Develop a strategy and a time-line for gaining your new qualifications; and

4. Create a long-term career strategy that will help you make progress towards landing your dream job.

Note: In addition to holding a TESL Certificate from Seattle University, our instructor also holds a Career Facilitator credential from the National Career Development Association. Do you have questions? Email us here! We look forward to hearing from you!

Writing tasks for work or school can be loaded with particular challenges. Whether you are a first or second English language speaker and writer, we all sometimes need someone else’s skilled pair of eyes to check our written work for various types of errors. These include obvious ones such as spelling, grammar, and punction, but also less obvious ones, such as word choice, organization of thoughts, and tone.

Mr. Beach has taught ESL writing at the college level, and has proofread and corrected many college term papers, as well as having corrected papers written for publication in professional journals.

Whether you need help with a current or planned professional writing project, or need a draft document proofread and/or edited, just let us know. Send us a description of your project by emailing us here! 

C. English Writing, Proofreading, and Editing Services

D. Reading Intervention & Dyslexia Therapy
for Children, Teens, and Adults

What is Dyslexia?

Some children and adults with dyslexia may report letters and words appear to jump around on the page of a book.

However, that is not the most typical symptom of dyslexia. Dyslexia is a brain-based condition that makes it difficult for children to learn how to read and write – even for children who have high IQs. In languages which have alphabets, children with dyslexia have trouble with: 1) matching letters and sounds, 2) blending the sounds of letters together to form words when reading, and 3) separating the sounds of a word that they are thinking of (but not looking at) in order to spell and write the word.  Because students with dyslexia expend a lot of brain energy on trying to recognize and pronounce individual words, it may be nearly impossible for them to pronounce words in a phrase while simultaneously thinking about the meaning of each word, the meaning of the phrase, and the meaning of the sentence that the phrase is in! As you can imagine, this can be very frustrating and discouraging for the student. Needless to say, many children and adults with dyslexia don’t enjoy reading.

Such students' challenges with reading stand in sharp contrast to the experience of fluent readers who were able to learn phonics well, and then were able to move on to develop the skill of instant word recognition. Thus, struggling readers may not be able to grasp the core idea of a sentence, even if it’s short, and have much less chance of understanding a longer sentence. These are among the main challenges that struggling readers encounter during the earliest stages of reading instruction. Without mastering these basic skills, such students will not likely be able to progress to the higher stages of reading – such as understanding nuances, innuendos, and other subtleties in a text – without someone (or an electronic device) reading the text to them.

The Scarborough Reading Rope provides a visual representation of how the multiple strands of Language Comprehension and Word Recognitions must effectively intertwine in order to produce a skilled reader.  Skill deficiencies in any of these strands may impede a student's progress and therefore require intervention.

Dyslexia Therapy for Children, Teens, and Adults

Children, teens, and adults who experience persistent difficulty in learning to read, even though they speak English as their first language, should be evaluated for dyslexia. If your child is enrolled in a public school, you should express your concern to your child's teacher or a school administrator and request that your child be evaluated for dyslexia. In the U.S., if the results of the evaluation confirm that a student in public school has dyslexia, state and/or federal laws require the school to provide dyslexia intervention services. (Canada, Australia, the UK, and other developed countries likely have similar requirements.) If your child is already in the first grade and is struggling to read more than the average first-grader, you should take action immediately because, as we all know, the wheels of bureaucracy often turn quite slowly!  Furthermore, the sooner intervention begins, the more effective it's likely to be for your child.

This fact holds true for adults as well! Even though it would have been better for an adult to have had his or her dyslexia addressed during childhood, starting intervention now can still yield powerful results that will make reading easier and a more pleasant and rewarding experience. As dyslexia intervention gradually makes reading easier, even an emergent adult reader will gain  greater self-confidence and an increased desire to continue improving his or her reading skills.
If you, or your loved-one, is a struggling reader and, for whatever reason, cannot get an evaluation at a school, we can offer a free dyslexia screening which may dispel or confirm the need for further evaluation. If the screener results indicate the latter, you may present it to your child's school as evidence that an evaluation is warranted.
If you would like to have a free dyslexia screening for yourself, a relative, or a friend; or if you have other questions about dyslexia and individual dyslexia therapy, please email us, by clicking on the red button below.

If you or a loved one is not entitled to school-based dyslexia services, or if you are not satisfied with services provided, we are able to provide such services conveniently online. Again, if you have any questions, email us here!           

If your child is attending a private school, you should ask if the school has a dyslexia therapist or interventionist on staff, or if the school can recommend an itinerant therapist who may provide your child with therapy during school hours or during after-school hours. Experienced dyslexia therapists who have started intervention with students ranging from first grade through secondary grades can confirm, without reservation, that the sooner dyslexia is identified and therapy is provided, the sooner reading will become easier, more fluent, and more enjoyable for the reader.

The following video explains further how the strands of the Reading Rope interact over the many year required for a child to become a fluent and skillful reader. This process continues into adulthood as we continue to acquire vocabulary from various fields of study.

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