Reflections by Elizabeth Lim
DAS Speech and Language Therapist
Looking Back at my Journey
As I think about the resolutions I made earlier this year for 2025, I reflected on the time I have been teaching in DAS as a Speech-Language Therapist and I thought about the students whose stories have stayed with me. Two graduated students, in particular, came to mind and touched my heart. Both had messaged me towards the end of 2024.
🎨 Anna*, The Artistic Achiever
The first student who came to mind was Anna (* not her real name), a Secondary student who had been having speech and language therapy with me from 2015 to 2021. Anna had already been diagnosed with mixed receptive-expressive language disorder in 2013 and Dyslexia in 2014. In 2016, I assessed and diagnosed her with severe language disorder as well as a speech disorder.
Anna’s challenges significantly impacted her language as well as literacy learning. However, Anna was an extremely talented artist, and to this day, the comics she illustrated are displayed in my class. Anna was also a very diligent and highly motivated learner, and as I remediated her speech as well as her language, I found that she improved continually.
In the middle of 2021, I discharged Anna from therapy on account of her substantial improvement. Imagine my surprise when she wrote to me in December 2024 to thank me!
Despite getting a grade FOUR for English Language (NA) that is not as great as standard grades (grade ONE/TWO), I felt that I have achieved better than before and feel grateful that DAS has helped and taught me well.
Especially you Teacher Liz, I want to express my gratitude to you as I have not properly done so years ago. Thank you, Teacher Liz, for helping and teaching me valuable lessons during those years of being your student ❤ Anna 🙂 ”
Deeply touched, I responded,
“Anna, I am sooo very proud of you! Congrats!! Thank you for this lovely and encouraging note. Please drop by sometime…for a meal in Jurong Point? What would you like to eat? My treat!”
Today, she is pursuing further studies in architectural technology at ITE East, and on her way to greater achievements.
✨ Jonathan Tan*: From Playful to Poised
The other student who came to mind was Jonathan, (*not his real name), a Secondary 4 O Level student who first began attending individual therapy sessions with me when he was a 7-year-old in Primary 1.
When I first met Jonathan, he was playful and sensitive. He was initially anxious about attending sessions with me and would mask his feelings by playfully running away and hiding under the tables in any empty classroom he could find!
I played along with him, and he soon became less anxious. In 2017, I assessed and diagnosed Jonathan with a speech disorder and a borderline (mild) expressive language disorder.
Jonathan had challenges that significantly affected his language and literacy learning in the Primary school years, but they did not stop him from progressing.
Over the years, as he continually improved in his language learning and communication skills, Jonathan also demonstrated increasing motivation and diligence in his learning.
In 2024, I nominated Jonathan for the SLT Good Progress Award, which he received, because of the consistent dedication to learning which he had demonstrated in my class throughout the years he had been with me.
When I informed him of it and told him I was incredibly proud of how far he had come, he replied:
“It really is a huge honour coming from you. Thank you so much, I would not have made it this far without your tuition and help.”
I replied, “You have great inner resolve and strength, Jonathan, and I credit your growth and development to that, and I was just blessed to have been a part of your journey by the grace of God.”
As I was really touched by his words, I then asked him:
“Jonathan, I was wondering if I might ask you for a short paragraph on how you think attending my class has helped you?”
He shared:
“I am Jonathan and had attended a class at DAS under my therapist Elizabeth. At the beginning of my DAS journey, I had struggled to even
vocalise simple words and sounds. However, throughout the years, her class honed my writing, oral and comprehension skills greatly. The essay analysis, question breakdowns, PEEL structure and class discussions were engaging and highly productive for my learning experience.
The lessons naturally facilitated meaningful interaction between us classmates and built confidence in myself to open to others. To this day,
I am thankful to her for guiding me to become the person I am today.”
— Jonathan
When I asked Jonathan how he did for his O Level English, he told me he had gotten an A2 grade. I congratulated him heartily. Then I asked him how he felt about it, and true to his consistent desire to always do better, he said:
“I did better than I expected but I still think I could have done better honestly.”
Today, Jonathan is in Junior College, and on his way to greater heights.
The Quiet Gifts of Gratitude
Encouraging messages such as these from my students are a powerful reminder of why I joined DAS as a speech-language therapist.
Not every student or parent sends me such heartfelt messages. Some students may give me a smile or a hug, some give me a handwritten note, a pretty card or a crocheted leaf. Yet others have given me a flower, a chocolate bar or cookies, etc.
But after a long workday, when I feel tired, I can reflect on the spoken and unspoken ways that my students or their parents show their appreciation, and I think to myself – and I smile:
“My time has been well spent.
Speech and Language Therapist
