Secondary Tutor (Psychology)
I am an experienced and highly qualified educator. I have been teaching for over 20 years in both mainstream and a special needs school. I teach English Literature and English Language across KS3, KS4 and KS5. And have taught Psychology at KS5.
I love working with the array of additional needs students that I teach and encouraging them in a way that breaks down their personal barriers to learning.
"Ensuring the needs of children with SEN were met."
Online & Face-to-face Sessions
Mon - Thurs: 10 - 5pm
Flexible for 'Out of Hours'
£105 per hour
How I work as a special educational needs coordinator (SENCO)
I am passionate about my work with SEND students and their parents/carers. I work closely with several local authorities and am well versed in completing documents for EHCP applications, appeals and tribunals; completing annual review documents and participating in multidisciplinary meetings around a child.
I believe that knowledge is power and this is especially true in the complex arena of SEND. Having the SENCo qualification and experience has been of great benefit to me as a teacher. My lessons are paced accordingly and scaffolded as needed for students. I believe that having a positive relationship with students is key, and that a mutually respectful relationship will ensure a student will give of their best.
How I provide for children and young people who have ASD
I have worked with students on the Autistic spectrum for many years – and one of the key things is to recognise that each child with an ASD diagnosis will be different. It is important to be aware of the boundaries around an ASD child and when teaching, use an array of appropriate strategies, including: not overloading them, giving the student options, using visuals, avoiding verbal overload, plenty of reassurance etc.
How I provide for children and young people who have ADHD
Semantics to help write simple sentences using picture cues which also support basic punctuation.
How I provide for children and young people who have anxiety and/or SEMH issues
Building a trusting relationship with this student is essential. Students who feel respected and understood by their teacher are more likely to try again, even if they have failed to start with. Building a student’s self-esteem will help equip them to cope with mistakes and acknowledge their wins.
Often students who struggle with anxiety fall behind in their school work as they struggle to ask for help in lessons. It is important to try to build up a student’s confidence in such instances, giving them choices about how to manage this barrier to their learning in a positive way. I have worked with SEMH students for over ten years and like to feel that I encourage a sense of trust and security in my lessons. Being a qualified counsellor has also helped in managing the array of SEMH needs that affect young people today.
How I provide for children and young people who have speech, language and communication needs (SLCN)
I have line managed a specialist resourced provision for students with SLCN. SLCN is an umbrella term and includes children with difficulties in:
• Saying what they want to
• Understanding what is being said to them
• Understanding and using social rules of communication
These students can become isolated from peers and lack the ability to demonstrate knowledge, skills or learning effectively to the teacher or in formal tests/exams. Strategies I use would include: giving instructions slowly and repeating these, if it is a series of tasks, give a checklist, define key vocabulary, role model, simplifying language etc.