Ani S

About me, my expertise, qualifications and SEND experience

I am a qualified primary school teacher and an English as a foreign language ( EFL) teacher with QTS and I bring my twenty years of experience working in various fields of education.
I worked with SEN students both as a teaching assistant in KS1 and later as a qualified teacher in Year 1 in a small private primary school. Here I worked with a non-verbal child with severe ASD and another child with a PDA profile.

Most recently I home-educated a  minimally-speaking primary aged child with ASD, possible ADHD, dyspraxia and complex needs. I tutored him for a year and four months, co-working with an autism consultant and other therapists.I gained valuable experience in creating individual learning plans tailored to students’ specific needs.

I completed a Level 1 BSL ( British Sign Language) qualification and I am  planning to complete Level 2 and 3.

As an EFL teacher I am also skilled to teach language and communication skills to students who have speech difficulties.

How I teach students with ASD/ADHD/PDA/speech difficulties

I focus on students’ strengths and interests to engage them and I always make sure I tune in with how they feel that day. I provide sensory breaks and use mindfulness/calming strategies when needed. Then I break down concepts/topics I would like to teach into small chunks using a timer/visual timetable or ‘now/next’ board to maintain focus and make learning accessible without putting pressure on the learner.Offering choices or asking ‘ can you help me choose…’ are some of the strategies students with PDA feel more in control with and less anxious. For non-verbal/minimally speaking students I offer various strategies to express themselves without talking, e.g. choosing from options by tapping or pointing, using letter boards for spelling, keyboard typing, jumping on the answer, etc. I am able to use basic sign language for communication as well.

How I teach Maths

I always make learning practical and fun, using objects, music and real life examples.
How I teach Maths also depends on the student, their interest and learning style. For example, for my very musical student I introduced each maths concept with a song, then moved onto practical demonstrations that I can also link to students’ interests ( e.g. making number bonds to ten using sea creature figures). Once the interest and engagement is in place, I then challenge the student to have a go at completing small tasks on their own.Repetition and revision is key in each lesson while teaching new bits of information in small chunks. I enjoy making cross-curricular links in each subject, e.g. a shopping role play in Maths to practise using coins, adding skills, communication and functional speech.

How I teach English

As a primary and language teacher I have a thorough knowledge and experience in teaching Phonics. I make sure my student is engaged through various Phonics games, songs and kinaesthetic activities in the lessons.Using visuals and sensory elements are paramount in teaching SEN children, and I incorporate these in teaching English as well (.e.g. tracing letters, numbers or shapes in sand or flour). I teach blending sounds into meaningful words, then read sentences, breaking it down into steps. When reading a story, I help children develop comprehension, enhance memory or sequencing skills by giving choices, acting out the story with props, or retelling the story among many other strategies.

How I help students communicate

I model clear speech and I aim to give short and clear instructions. I use visuals and gestures to help their understanding and I help students use short sentences/phrases by repeating them in context (e.g. ‘I want a pencil’ ) and praise them for their efforts. I play various games that promote communication or sing songs together, as I firmly believe that music improves speaking abilities and focus. I try to incorporate communication practise into each lesson, no matter the subject and model language at the student’s communication level. During my teaching practise I  witnessed some fascinating success among my students with speech difficulties, which I find extremely rewarding.

How I help students engage with learning/How I make lessons fun

I always try to connect with the student first and create a rapport. Depending on the subject and the student’s interest, I introduce new topics/concepts through games/music/physical activities that capture their attention. I also enjoy using sensory trays related to our topic, e.g. a tray with ice cubes and water with blue food dye, as well as laminated arctic animals stuck around it with cotton ‘snow’ balls that the learner can manipulate as an introduction to the Arctic topic. Fun is an important element in each lesson and I always include some fun activities, even just for a break. For example, bouncing on a therapy ball while clapping/counting, patting balloons to one another or playing fishing for magnetic fish with Phonics sounds stuck on them to make up words.The endless variety of fun activities are one of the great advantages of a creative, individualised learning plan in 1:1 teaching.

How I help students with focus, attention and emotional regulation

I am always clear about what is happening in the classroom and explain what students should expect. I use a visual timetable, timer and a ‘now/next’ board as needed, so students understand what they are doing and for how long ( e.g. two more pages, then we have a break). I provide several short breaks if needed for emotional regulation and use various calming strategies ( breathing, mindfulness, blowing bubbles, calm music), or letting students use a quiet corner, depending on their needs. Once students are ready and regulated, I re-engage them in their learning, praising them for their effort.