Bella B

About me, my expertise, qualifications and SEND experience

My experience is primarily with students who are verbal and working at E1- L2. My knowledge and expertise is in SEND, teaching English, Functional Skills, Communication and more recently Horticulture. I particularly enjoy getting to know students and building resources, activities and assessment based on a good understanding of their enthusiasms and areas of need. I enjoy working with students at a variety of stages in life including whose main focus is preparation for independent living. 

How I Teach Students with SEND 

For students with ASD/Autism, a predictable order reinforced by visuals such as a lesson plan can be helpful. Checking into feelings with Zones of Regulations can be very helpful for both student and tutor. Chunked activities and opportunities for time out may also be needed. 

For students with Attention Deficit Disorders who often struggle to complete tasks in a single sitting; chunking or breaking tasks down with visual reminders can be very useful.  Short, stepped instructions, a positive approach to re-focussing, physical learning and opportunities to lead can also be very helpful. It is helpful to acknowledge the source of distraction before moving on (back) to the lesson.

For students with Oppositional Behaviours. Some students have built up negative associations to formal education. Finding subjects ways of working that they are confident working in, is  and building a respectful atmosphere are great starts to learning. It can be useful to offer statements and “I wonder if..” suppositions rather than instructions and questions which engage rather than pressurise. Allowing students a sense of ownership over their learning: following their lead in focus of learning as much as possible is also important. This may be a slow process as building trust is crucial to success.

For students with Dyslexia, celebrating successes and enthusiasms to keep learning a positive experience is so important. There are many useful resources available.  These can be low tech: Grippy pens, reading rulers, sand and textured approaches to letter and word formation can be fun and helpful too. Changes of font size, shape and page colour, use of Accelerated Reader, text to speech and speech to text and other Read/Write software can also be useful as can verbal memos. RNIB bookshare offer support to students with Dyslexia friendly and audio books. Use of a laptop and grippy pens, and ‘dual coding’ approaches can also be very useful for students with Dyspraxia.  

I have taught many students experiencing poor mental health.  Recognising triggers, accepting good and bad days, and having a bank of resources which they have identified as helpful for self-regulation is important.  

Working positively with students, families, and other stakeholders is crucial to delivering effectively personalised, highly differentiated lessons. One area of difficulty (with sleep for example) can play havoc with a students ability and willingness to learn. I am happy to embed other study areas of discussion and learning: to work holistically in educational terms with the student. 

How I teach English

Finding resources on subjects of interest  to the student can provide a powerful motivator when teaching English. Word maps, vocabulary development (with books to revise and develop) and games can be very useful and fun. Students such as those with MLD and ASD can benefit from colourful semantics for word identification and sentence structure. Exploration of inference and imaginative devices using visuals are also helpful. 

How I teach Maths

I use concrete (physical) examples, games, and the students’ special interests to teach Maths. Often students have been confused by unfamiliar vocabulary  or by instructions without sufficient chunking. Often too, students have learned a rule but have found applying it difficult.  Making links explicit, making games out of activities and celebrating success all have positive impacts.

How I help students communicate

Communication lessons can be enormously helpful for students who struggle with vocabulary, memory, self-esteem, and friendship for example. Age appropriate lessons can be taught in one to one lessons at home and out in the community. I use strategies such as video clips, games, visual card sorts and sheets, role play and discussion dependent  on the student. 

How I help students engage with learning

If lessons relate to the interests and experiences of the student and are set at a level at which the student can succeed, they are more likely to be engaging. If they are structured sensitively (allowing for the specific needs of the student), with visual reinforcements, formatting and stepped activities for example) then students are set up for success and are more likely to engage and enjoy the session.

How I make lessons fun

• A variety of activities including enthusiasms of the student.
• Games  including audio visual and kinaesthetic games.
• Taking the lesson into the kitchen, outdoors, or the local cafe where possible. Maths with potatoes, English with food packaging make these lessons more meaningful for many students.
• Ending classes with students feeling proud of their work. Finishing while we are ahead.

How I help students with focus, attention and emotional regulation

Activities that I’ve generally found beneficial have included: 5 minute mindful meditations, Zones of Regulation, pictures of the week (a visual warm-up with photos for analysis and discussion), Comic strip cartoons, mindful coloring, short walks, physical warm ups, weeding and plant identification. Many of these activities are dependent on the interests and needs of the student. Some activities are niche and all need to be age appropriate: 5 minutes of a favoured computer game will soothe some, while others find the idea of dancing or karaoke with their middle aged tutor delightful!