20 Years · Singapore Chemistry Tutor
Know what you don't know.

20 years. One method. Your child's effort completes it.

NUS Chemistry graduate. 20 years of private O-Level Chemistry tuition in Singapore. Every lesson follows the same four-step CHER Method™ — structured, SEAB-aligned, and built around the language examiners actually mark.

Cher
Cher
Ms Hannah Tan · O-Level Chemistry Specialist
20+
Years
Teaching
4
Steps.
Every Lesson.
Cher
Cher
20 Years Private Tuition O-Level Chemistry specialist, Combined & Pure
Singapore-Based, Online Nationwide Group tuition via Zoom · Sec 3 & Sec 4
Combined & Pure Chemistry 5086 / 5088 / 6092 · SEAB 2026 aligned

Hi, I'm Hannah.

"Chemistry is not won by talent. It is won by showing up, week after week, with the right framework."

My name is Hannah Tan. To parents, I'm Ms Tan. To students, I'm Cher — every student in Singapore calls their teacher Cher, and in 20 years of private tuition, no student has ever called me anything else. The platform took the name the students already use. The reports and updates you receive come from Ms Tan. Either way, you're talking to the same person.

I graduated with a Chemistry degree from NUS, then worked as a chemist in industry before moving into private tuition. That background matters. I've used chemistry in a professional context — not just as an exam subject — and I bring that understanding into how I explain concepts to students.

In 20 years of tutoring I've sat with hundreds of students — diligent kids who understood the chemistry — and watched them come back from exams frustrated because they knew the answer but didn't get the marks. The problem is never the chemistry. It's the language. SEAB examiners have very specific expectations. A correct idea written with the wrong words scores zero. So I built the CHER Method™ — four steps, applied consistently, every lesson — to fix exactly that.

Students who put in the work — attending lessons, finishing homework, sitting the weekly checkpoints — have improved by 2–3 grades over the year. The CHER Method™ provides the structure, the SEAB-aligned vocabulary, and the weekly checkpoints that catch gaps early. Your child shows up and does the work. We work the rest out together.

NUS Chemistry Graduate
Former Industry Chemist
20 Years Private Tuition
Combined & Pure Chemistry
Sec 3 & Sec 4
5086 / 5088 / 6092

20 years of turning chemistry around

20 years of private O-Level Chemistry tuition — and how the CHER Method came to be.

2003
The Beginning

First years teaching

Started tutoring O-Level Chemistry as an NUS Chemistry undergrad — the first batch of students who would later shape the CHER Method. Continued through my chemist career, treating chemistry as a subject that does something, not just a set of exam answers to memorise.

mid-2000s
Industry Chemist

Working in industry, still teaching

Worked as a chemist after graduating — but kept tutoring on the side. The industry exposure changed how I taught chemistry: not as a set of exam tricks, but as a subject that explains how the world actually works.

2010s
Pattern Recognition

The keyword pattern emerges

After years of marking student work and studying SEAB mark schemes, a clear pattern emerged: students who scored consistently well weren't necessarily the smartest — they were the ones who had internalised the exact vocabulary examiners use. The keyword-first approach started taking shape across cohort after cohort.

2026
This Year

CHER Method™ + learnfromcher.com

After 20 years of teaching, formalised the four-step framework — Concept, Highlight Keywords, Example, Recap — and launched online via learnfromcher.com. Every lesson, every worksheet, every quiz now structured around the same CHER pattern. SEAB 2026 syllabus aligned end-to-end.

Four steps. Every lesson. No exceptions.

Every lesson, every resource, every worked example follows the same framework. Consistency is what builds the habit. The habit is what moves grades.

C
Concept
Step 1 of 4

Concept Explanation

Every topic begins with a clear explanation anchored to something the student already knows. Real-world analogies — not textbook abstractions. The "why" lands before the formulas do. A student who understands the concept can reconstruct the answer under pressure. A student who has only memorised it cannot.

Example Analogy — Rates of Reaction

When you go to a party with more people, you have a higher chance of making more friends — more interactions per minute, more chances to click with someone. That's what a higher concentration does to reaction rate: more particles in the same space, more collisions, more successful reactions per second.

H
Highlight
Step 2 of 4

Highlight Key Exam Keywords

This is the step most tuition skips — and it is the one that costs students the most marks. SEAB examiners mark against a specific mark scheme. A correct idea written with the wrong words scores zero. Every lesson includes a three-column keyword table: what to write, what never to write, and why the distinction matters.

Keyword Table — Ionic Bonding
✓ electrostatic forces of attraction ✗ bonds between ions ✓ oppositely charged ions ✗ electrons move

The examiner's mark scheme is not negotiable. Drilling the exact phrase is not pedantry — it is the difference between getting the mark and not.

E
Example
Step 3 of 4

Example / Worked Solution

Every concept is followed by an exam-style worked question, walked through step by step with marks shown beside each line — in SEAB mark-scheme language, as if the marker is sitting next to you. Students do not just see the answer. They see where each mark is earned, and what a half-correct answer looks like versus a full-mark one.

SEAB-Style Worked Example

Q: Explain why sodium chloride has a high melting point. [2 marks]

Model Answer: Sodium chloride has strong electrostatic forces of attraction between oppositely charged sodium ions and chloride ions (Na⁺ and Cl⁻) [1]. A large amount of energy is needed to overcome these forces [1].

R
Recap
Step 4 of 4

Recap Summary

Every lesson closes with the 3–5 highest-yield exam facts from that topic — the things a student cannot afford to forget walking into the hall. Short, sharp, always exam-focused. These are not summaries of everything covered. They are the facts that appear again and again in SEAB papers and that students most often blank on under pressure.

Recap — Chemical Bonding (Example)

1. Ionic bonding = transfer of electrons from metal to non-metal
2. Write: "electrostatic forces of attraction between oppositely charged ions"
3. Ionic compounds: high m.p., conduct when molten or dissolved — never when solid
4. Giant ionic lattice = regular 3D arrangement of alternating ions

That is the whole method. There is no fifth step. There is no shortcut.

My commitment.
Your child's part.

The CHER Method™ is a two-sided arrangement. Here is what I bring to every lesson — and what makes it work on the student's end.

Attend every lesson

The CHER Method™ builds across sessions. Miss a lesson and there is a gap in the framework. Attend consistently and the structure compounds. This is the single biggest variable in whether the method works.

Finish homework on time

Homework is the practice layer — the place where the concept moves from understood to automatic. Submitting it late, or not at all, breaks the cycle. I mark every piece of work. I need your child to do it.

Sit the weekly recap quiz

Every topic ends with a short checkpoint. It is not graded for shame — it is used by me to identify which concepts have not yet stuck, so the next lesson addresses the right gaps. Skipping it means I am working blind.

Ask when stuck — not the night before

I reply on WhatsApp within the working day. But a question sent the night before the exam is not the same as a question sent the week of the lesson. Ask early. Ask often. That is what the channel is for.

Working day: Mon–Fri, 1pm–8pm, excluding Singapore public holidays.

What I will do — mark every paper

I mark every worksheet and provide answers with the keywords examiners are looking for. Your child learns the exact phrasing examiners reward — not just whether they "got the answer right."

What I will do — tell you the truth

I will tell the parent the truth about their child's progress — not the comfortable version. If your child is not doing the work, you will know. If there is a genuine gap that needs more attention, you will know that too.

Students who consistently apply the CHER Method™ — attend lessons, finish homework, sit the weekly checkpoints — have improved by 2–3 grades. But the lift belongs to them, not to me. Chemistry is not won by talent. It is won by showing up, week after week, with the right framework.

20+
Years Teaching
O-Level Chemistry
2–3
Grades Improved
With Consistent Effort
4
Steps in the
CHER Method™
3x
Combined, Pure & N(A)
Programmes

Real outcomes. Real effort.

SL
C6 → A2

"Cher made chemistry finally make sense. The CHER Method™ helped me stop memorising and start thinking like the examiners."

Sec 4 Combined Chemistry · Student voice
RT
Patient & clear

"Topics I gave up on in school suddenly clicked after one session. Cher doesn't make me feel stupid for asking — she just explains it differently until it lands."

Sec 3 Pure Chemistry · Student voice
KC
Improved 3 grades

"I'm not naturally a science kid. But Cher's structure for Paper 2 keywords gave me confidence I never had before."

Sec 4 Combined Chemistry · Student voice
Outcomes vary based on consistent effort, attendance, and homework completion. Initials used for student privacy. We focus on method, not promises.

If this sounds like the kind of teacher you want —

Take the free diagnostic test. You'll get an instant on-screen topic summary plus an email recap. If you'd like a personalised report and 15-min Zoom consult, book a slot at cal.com/learnfromcher/consult or message me on WhatsApp — I usually reply within the same day.