Primary and Secondary
Thanet District, Kent
I joined the teaching profession following a career in the fashion industry. I spent a brief time volunteering at my local Primary school working with students identified as having SEN. I was then offered a support role at my local secondary school setting, supporting students with a wide range of needs and this is where I discovered I had the ability to make a difference. Whilst there I began to study for my degree, as part of my studies I chose to focus on SEN. I was then fortunate to be offered an unqualified position at the primary school where I had volunteered, this was as a year 3/4 class teacher. I went on to qualify and secured a Year 3 class and taught this year group for 10+ years, I then moved into year 5 as a Maths & English specialist for those students with SEN.
"She is an excellent teacher."
Online & Face-to-face Sessions
Mon - Fri: 10am - 4 pm
(although this could be flexible)
£105 per hour
How I teach children and young people who have autism
During my time in primary education, I was often allocated those with SEN to be part of my class, this I understand was down to my experience and methods which tend to work well with those on the spectrum. I enjoy allowing students to be part of the planning process, and by giving them some input and ownership of their learning, I have found that students are more likely to engage and enjoy their leaning. Joining a SEMH school meant I could further my understanding of autism and I taught a range of students on the spectrum plus those identified as having PDA, ODD, ADHD, ADD, Dyslexia and dyscalculia to name a few. In this setting I taught a range of subjects following the primary school model for 7 years. I introduced Mindfulness and wellbeing to the curriculum along with DT to years 6, 7 8 9 and 10. All of this was approached with a creative hat on so to speak!
How I teach children and young people Maths
Having a creative approach to teaching has huge benefits, especially for those for whom maths is a challenge. I always try to create an environment where mistakes are part of the learning process and in my experience, this is a good way to encourage reluctant students to flourish. I have worked with young people from primary to entry level, from years 3 – 10, I have prepared many classes for the KS2 SATS enabling them to feel confident and secure when sitting the yearly test. I believe that once you have the basic number systems in place all other learning will become less of a struggle, I have worked with students who have specific gaps that need filling and enjoy helping students to apply their newly found skills to real like problem solving where they have the opportunity to show off their knowledge and understanding.
How I teach children and young people English
Encouraging students to have a love of reading is at the heart of how I address any English lessons that I plan for and deliver. I have worked with young people from primary to entry level, from years 3 – 10, I have prepared many classes for the KS2 SATS enabling them to feel confident and secure when sitting the yearly test. I have worked with many reluctant readers and writers and pride myself in supporting their needs in a creative manner, I believe that all young people have creative bones, all they need is the correct person to spark their imagination! I have trained staff and lead phonics workshops and learning intervention programmes for those who require an extra boost or be reintroduced to the relationship between sounds and the spoken word. I believe that English is best taught when linked to other areas of the curriculum, it adds interest and a better understanding which in turn hooks the learner, these skills being vital to developing a passion for reading and writing.
How I teach children and young people who have concentration difficulties
I take pride in my classroom management, I believe that to ensure all students can access learning, in manner that suits their needs, a flexible approach is vital. To support any students with focus or concentration issues, I like to teach in small chunks, offering time-out breaks, brain gym breaks or simply a short distraction/diversion before returning to task. At the root of this teaching style must be knowing students well, what their EHCP includes, and any suggested interventions/strategies that this, or their IEP may include.
I set clear boundaries and expectations upon meet any students, this allows a firm but fair environment, which also allows becoming familiar with student’s interests likes/dislikes etc.
Ensuring practical experiences and sensory opportunities are included within lessons is key to enabling all students the ability to achieve.
How I teach children and young people who suffer from low confidence and self-esteem
I was approached to introduce a wellbeing and mindfulness curriculum whilst at my previous school. This included working with several students with very low self esteem and confidence difficulties. I have a knowledgeable and experienced approach to setting students’ personal goals with achievable, small step targets. I have had training and have delivered the Zones of Regulation programme to many classes, using the ‘how are you feeling’ prompt at the start of most of the lessons I deliver, enabling students to be given the opportunity to let me know if they are struggling with anything before we start the learning task. Showing a compassionate approach to all students is vital to forging bonds with students, therefore enabling a positive learning environment where they can feel a sense of value and belonging.