Jeanette Gabriel
Primary and Secondary Tutor
Barnet Cockfosters, North London
I hold a Postgraduate diploma in Psychology & Neuroscience. I began my teaching career after ten years of supporting adults with learning disabilities in a day centre provision. After gaining my PGCE, QTS, I taught for several years in mainstream secondary schools teaching A Level psychology and supporting SEND students in their BTEC courses and ran study support groups. I realised then that supporting SEND students was where I wanted the focus of my career to be, and was fortunate enough to spend the next eight years at a NAS accredited secondary school that was awarded outstanding by Ofsted for three successive years.
In my teaching approach, I focus on three essentials: nurturing students confidence, facilitating effective communication, and supporting emotional regulation. This holistic method fosters a balanced learning atmosphere where students can excel academically and personally.
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Availability
Online & Face-to-face Sessions
Monday to Friday: from 10am – 6:30pm
Weekends - Saturday: from 11 am -2pm
£110 per hour
My experience
As a 6th form class teacher I taught Maths & English (KS 1 & KS2 Functional Skills), PSHE (ASDAN) and a range of ancillary subjects that focussed on the students wellbeing, interests and functional skills. Learning was a blend of taught classroom lessons and practical real world experiences where students consolidated their learning.
During my time at the SEND provision, I trained as a Mindfulness teacher and created a program called ‘Managing My Feelings’ which incorporated elements of this course as well as elements from my neuroscience and psychology background. This course supported students to understand and regulate their emotions. I delivered workshops to other teachers during Inset, sharing my specialist knowledge of emotional regulation and supported teachers to practice incorporate emotion regulation strategies with their students such as daily meditation
The predominate experience that I have with young people includes;
- ADHD
- ASD
- Trauma
- Non verbal
- Anxiety
- ESL
- Epilepsy
- Challenging behaviours
As part of my SEND role, I wrote EHCPs for all my students
How I teach students with Autism & ADHD
I have extensive experience specialist experience working with students with Autism and ADHD. When supporting students, it is essential to have a nurturing and understanding approach and develop a rapport and trust with my students. Autistic and ADHD students almost always have special interests which I integrate into lessons to enhance engagement and learning. This approach really boosts their self-esteem, and confidence as their special interests are an integral part of their identity and a way for them to connect. My approach is warm, non-judgmental, and therapeutic, and lesson routines are predictable and consistent. I use clear, concrete instructions and visual aids to accommodate their predominantly visual learning styles. Sensory and movement breaks are really beneficial especially for ADHD students, so these are imbedded in lessons.
A calm, structured learning environment is essential to minimize sensory overload and facilitate learning. My approach is always empathetic and patient as I understand underpinning challenging behaviour is almost always anxiety and communication difficulties. With my Autistic students, we would have a particular focus on developing their social and communication skills within the learning programme. Both ADHD and Autistic students benefit from support with their emotional regulation.
How I teach children with focus and concentration difficulties
A crucial part of my teaching methodology involves aiding children who struggle with concentration. I establish a structured, predictable classroom setting, complete with clear routines and visual schedules, to foster an environment where children can excel. By dividing tasks into smaller segments, I enable shorter, more manageable periods of focus, which helps alleviate overwhelm. Integrating children's interests and multi-sensory methods, including tactile activities and sensory experiences, is key to maintaining their engagement in learning. Additionally, incorporating movement or 'brain breaks' aids in grounding and refocusing their attention.
How I teach Maths and English
In my previous position I was a sixth form tutor at a SEN provision. The students that I taught had a diverse range of learning disabilities and SEMH (Social, Emotional, and Mental Health) needs. The students were working at KS1 and KS2 levels in Maths and English, following the functional skills curriculums for these subjects. These students came from varied backgrounds and faced significant learning challenges, emotional needs, and anxiety, often stemming from negative experiences in prior educational settings. My teaching also involved addressing trauma and managing challenging behaviours. This aspect of my role required immense patience, flexibility, and creativity, and dynamic teaching methods to keep my students engaged, emotionally regulated, and prepared for learning.
I offer practical experience to students to apply and practice their maths and English functional skills. For example, trips to the shops offers beneficial and relevant real world experience that consolidates their learning. My aim is always to make learning an enjoyable experience for my students. I achieve this by incorporating games and practical activities wherever possible. My teaching approach centres on creating strong links between the curriculum and students' real-life experiences. I emphasize enhancing their problem-solving skills and provide them with systematic strategies to tackle progressively challenging tasks with confidence. My key focus is on building from their current level of knowledge and diligently bridging any gaps in their understanding.
How to teach young people with learning disabilities and global delay
When teaching young people with learning disabilities and global delay, it is essential to give them adequate processing time to understand new concepts. My instructions are clear and simple, often supported by visual aids to enhance comprehension. Patience is at the core of my approach, as I understand that learning takes time and each step forward is significant. I focus on building upon their existing knowledge, ensuring a solid foundation for new information. Additionally, I consistently use praise to acknowledge their efforts and achievements, and really highlight their strengths and achievements to build confidence and increases their motivation to learn.