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Primary, Secondary, Further education

Cradley Heath, West Midlands

My teaching profession spans over a decade, across an array of subjects and levels taught - predominantly within the Arts sector. Within my teaching profession, I possessed various roles, such as lecturer, course leader, personal coach and tutor. The role of a personal coach required pastoral care to SEND students, on a 1-1 basis, as well as within a group. This role enabled me to integrate the importance of mental health and SEND awareness and understanding within my taught sessions, and motivated me to pursue further work within pastoral care, such as supporting on a 1-1 basis within a primary setting. also taught on the following courses within FE: Functional Skills Literacy, and Theatrical Make-up. As a result of my art, teaching and SEND experience, I began an MA in Art education practices, to explore and refine my teaching practice, through creative and explorative innovation, that I feel is particularly essential to SEND.


Online & Face-to-face Sessions

Monday, Tuesday, Wednesday and Friday: 10-2pm

£110 per hour

How I teach students with autism

I have knowledge and experience across the autistic spectrum, and therefore understand how such can impact varying degrees across many aspects of development. Experience within roles such as personal coach, and course leader required curriculum management, and differentiation of course expectations in line with EHCP, to generate individual targets of each learner, to ascertain the most suitable learning environment to meet their individual needs. Considerations such as suitably-mixed groups, clear time-management, sensory and engaging resources, a comfortable and safe environment, and most importantly - a strong rapport, to enable learners to communicate and express themselves. Above all, observation of learners with autism is key, to ensure they are working towards achieving their unique true potential.

How I teach Maths

Within my experience teaching in FE, Maths was most effectively embedded within a variety of life-skills methods, which kept the learners engaged and absent of any pre-existing barriers that had prevented achievement within secondary school. Tools and activities such as cash-handling, time-management, business set-up, financial planning and research questionnaires gathering data, etc, granted purpose and relatability, and therefore created a fresh relationship with the subject.

Regarding early years, Maths resources and activities using arts, craft and even nature's resources prove a successful result. Colour mixing, to provide a creative demonstration of percentage and ratio, and basic addition and subtraction using modelling clay to actively demonstrate the physical process of Maths, are a few examples of how physical creativity can prove innovative ways to bring Maths into the learning environment.

How I teach English

Having taught English across a variety of courses, ages and levels, I have experienced how diverse English as a subject may be taught. Getting to know the learner will most importantly ascertain the most suitable methods and approaches to meet individual needs, and even integrate via personal interests. Once an understanding of the learner is established, reading, writing and speaking can be expressed innovatively via the integration of technology such as blogging, vlogging, filming, audio-books and presentations. Books and poetry can be taught effectively using a combination of illustration to demonstrate understanding, and video to compare and contrast adaptations. An abundance of word games and tests featuring incentives, to challenge sentence structure, spelling, grammar and vocabulary building, are embedded throughout, to continually challenge and strengthen the skill-set of learners.

How I teach children with focus and concentration difficulties

Focus and concentration difficulties can be prevented by structure and pace; therefore the implementation of visual timelines and a break-down of learning-outcomes are paramount. Adapting my teaching practice to facilitate engaging strategies to overcome cognitive barriers enables learners to feel not only valued and confident, but understood and therefore safe to be and express themselves, without masking. I believe my creative array of rejuvenative brain-break go-to activities and resources is always key, to avoid burn-out and mental fatigue. Utilising my creative experience enables me to construct innovative ways to incorporate an individual's general interests, to engage and motivate. A combination of artistic, mindful and sensory resolutions are always key to reintroducing focus and concentration.

How I support children and young people’s confidence and self-esteem

The nurture and pastoral care of learners is deeply ingrained within my teaching practice. In order to be ready to learn, participants must feel comfortable within themselves to embrace the pitfalls and successes of learning. It is therefore within my practice that I strongly believe in building a trusting rapport, with clear communication, to understanding personal learning barriers. Being patient and compassionate to problematic areas can invite a welcoming and safe environment to deconstruct and thus overcome any aspects that may prove a hindrance to learning. Approaches such as mindfulness and CBT techniques to establish and overcome barriers prove powerful resources at navigating focus to a healthy mind-set and self-belief, which in turn build confidence and a willingness to embrace learning.

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