Ariana
Primary Tutor
Ealing, London
I am an empathetic, compassionate individual, building positive relationships with my pupils based on trust and understanding. My experience in teaching a variety of SEND needs has shown me that successful learning outcomes are built on positive relationships. I have been commended for my ability to establish strong relationships with my students. I believe in adopting a person-centred approach to my teaching, where the pupil has an active part in the learning journey and are therefore empowered and motivated to learn, which in turn increases self-esteem and independence.
"Being in a school with many children not speaking English she was able to adapt her lessons and ensure her teaching was inclusive to all."
Claudia
Availability
Online & Face-to-face Sessions
Weekday after school hours
Saturday mornings
£110 per hour
How I teach children and young people with Autism Spectrum Disorder (ASD)
As an Assistant Psychologist in a care home for individuals with Autism and Learning Disabilities, I learned about the challenges faced by Autistic individuals in society, including difficulties in social communication, change, and inconsistent routines. I used communication aids such as PECs, Makaton, and social stories, and was mindful of the environment and language used to prevent overwhelming individuals. I also used their interests as motivators to complete activities. I applied this knowledge as a SEND teacher, being consistent and clear using PECS, communication boards, colourful semantics, and timers to aid in communication and the completion of tasks.
How I teach children and young people with learning disabilities (LD), Global Developmental Delay (GDD) and Memory Impairments
I have learned to tailor my approach to each individual's level of understanding and needs, with the goal of increasing independence. I have learnt that creativity is essential in delivering lessons and the ability to ‘think outside the box’ to learning new skills. For severe learning disabilities, I use active supports with backward chaining methods and a variety of support tools, such as PECS, visuals, and online education programs. I am mindful of language, using key words and being concise, breaking down skills into smaller steps, recapping content, and introducing new information in manageable chunks to aid memory retention.
How I teach children and young people with Attention Deficit-Hyperactivity Disorder (ADHD)
Working with ADHD individuals has highlighted difficulties in attention and concentration in a traditional classroom environment. To address this, I break down lessons into tasks and provide frequent movement breaks, while also recapping learning and incorporating rewards. In terms of the environment, minimal distractions and open spaces work well. Supports like wobble cushions or chair bands are helpful for those with sensory needs.
How I teach children and young people English as an additional language (EAL)
As a primary school teacher, my current class is mostly comprised of EAL students, with some being Afghan and Ukrainian refugees who are new to the English language. Despite being challenging, it has been incredibly rewarding to observe these children grow their written and verbal communication skills. I have found that using points of reference, such as contextualising and explaining concepts, alongside visuals and colourful semantics have been the most effective strategies. Additionally, my training in phonics has been particularly helpful in improving spelling, decoding unfamiliar words, and understanding the sounds of letters.
How I teach children and young people who have had adverse childhood experiences (ACE) and social emotional needs
In my role as an educator, I have gained extensive experience working with children who have experienced trauma, anxiety, depression, attachment disorders and difficulties in emotional regulation. Through this experience, I have come to appreciate the importance of building positive relationships based on trust and understanding. I have found that a person-centred approach is crucial for these needs, as each child's needs are unique. Moreover, involving the child in their learning journey is essential to help them feel empowered and increase their self-esteem.
After a relationship of trust is established, my focus shifts to teaching strategies for self-regulation to help the child develop self-awareness, independence and to access learning. Techniques such as deep breathing, mindfulness activities (colouring, music, yoga), deep pressure, aromatherapy and sensory toys can be helpful in this regard. Through these strategies, I aim to support the child in developing emotional resilience and the ability to manage their own behaviour, while building a positive sense of self.