Alice C

Why I teach:  About me, my expertise, qualifications and inspiration to teach

Being a person who has always found it exhilarating to solve logical puzzles and problems, I have become somewhat of a specialist in developing confidence and enjoyment in broad range of subjects.  Whilst I have formal training in teaching Maths (Berkshire College of Dyslexia)  and Science (York University PGCE Science), my experience includes: Functional Skills, English, Humanities, Horticulture, Home Economics & Life Skills.

My reward and genuine passion for teaching is the ‘light bulb’ moment, when you know your student has got it.  The mood lifts and ‘brightens’ and laughter cements the long-lasting connections as the love for life-long learning begins.

My experience and approach  to teaching students with SEND

Principally, I have taught students who are verbal across a broad spectrum of the curriculum.  With extensive knowledge of the progression in Maths & Science curricula KS1 – KS4, my particular expertise lies in identifying gaps that hinder progression and dampen enthusiasm for learning.  I thoroughly enjoy developing age-appropriate activities and assessments, that engage through  multi-sensory approaches that  are designed to appeal to a student’s individuality and areas of need.

For students with ASD/Autism, establishing a predictable order in lessons that is  reinforced by visuals such as a lesson plan can be helpful. So activities and opportunities are chunked into manageable sections and provide natural opportunities for time out, where needed.  Through checking feelings with  Zones of Regulation helps to  determine what the priority is at any given moment.

For students with Attention Deficit Disorders, who often struggle to complete tasks in a single sitting; benefit from chunking tasks with visual reminders too.  Short, stepped instructions, positive re-focusing, physical learning and opportunities to lead are  also helpful to maintain enthusiasm and engagement. Acknowledging any source of distraction is also key before being able to progress with the learning.

For students with Oppositional Behaviours, where students have built up negative associations, being adaptable is key.  Basing  the learning on interests and what they are confident working  in, helps to  build a respectful atmosphere and a positive  start to learning.  Avoiding instructions and direct questions reduces triggers, whereas ‘I wonder if’ statements give students a greater degree of ownership over their learning.  By following the student’s own focus, it is more likely  to engage rather than pressurise and build the trust that is crucial to success.

For students with dyslexia, dyscalculia and dyspraxia, employing multi-sensory approaches and celebrating successes is so important to re-connect them with the joy of learning.  Technology and use of computers offer innovative ways to remove the barriers to successful learning.  And low tech: grippy pens, reading rulers, textured approaches to letters and word formation in sand, can make all the difference and help a student re-engage.

Maintaining positive links with students, their  families, and other professionals is crucial to understanding and being effective to help the student achieve their personal goals.