Emily T

About me, my expertise, qualifications and SEND experience

I have been teaching for over 16 years and I hold a PGCE QTS. I have a keen interest in Science; I love delivering rich and engaging lessons in the varying aspects of science from Biology to Physics.  I love capturing students’ imaginations and curiosity through practical and engaging learning that stimulates discussion, questioning and creativity. I love teaching dance, gymnastics, art and maths too! Every area of the curriculum can be fascinating with the right approach!  I have supported children with SEND in the classroom for many years adapting to suit their needs at any given time. The classroom environment can provide significant challenge for some children and I’ve been inspired by tutoring to support children with specific needs from PDA and SEMH to help build their resilience, connection and emotional stability when faced with adversity.

How I teach students with SEMH needs

I have a patient and nurturing approach with all my students. Wellbeing and emotional barriers play a huge part in whether a person is receptive to learning. I know how big an impact the right teacher can have on a student’s ability to learn. Gaining trust, having respect and play are fundamental building blocks before any learning can happen, particularly with children who have SEMH needs. I use a Thrive approach in my sessions – showing curiosity and empathy to support each child’s process to learning. I encourage autonomy while not overwhelming children with too much choice that carries too much responsibility.

How I teach Maths

I like children to take the lead in their learning; learning through play in the earliest stage of development through to breaking a challenge down into manageable steps. I encourage children to use manipulatives where possible in Maths, especially when introducing a new concept or skill.

Online games can really support and motivate some children. I’ve used Times Table Rockstars, Mathletics and other online games to support. These work particularly well with children interested in computing.

How I teach English

Reading is an important skill and one that a lot of children can struggle with. I like to use games to support reading – treasure hunts, matching, spot the words that begin with a particular sound. A practical and hands-on approach can help children make associations with physical movements. For some children the use of online games is helpful, too.

The blank page can be very daunting for children when it comes to writing. Providing a scaffolding is essential to enable children to not be fearful of the blank page. I love using drama to support all ages in the early stages of story writing. Identifying interests, using imaginative story-telling, free drawing, noticing pictures in the clouds, interviewing, consequences, hot-seating to get into the nitty gritty of a character.  In addition, providing safe, real-world scenarios help a child connect to the activity.

How I help students communicate

Effective communication can be difficult, particularly if additional aspects are at play. Using the Thrive approach helps create an environment and safe space for communication – the window of tolerance. Supporting children in identifying how they are feeling while validating and empathising is essential for their social engagement. Some strategies to support communication and connection that I have used are validating feelings by saying, ‘I notice…’ statements, giving space and time to reconnect, using slime or putty can help calm the nervous system and may allow for conversation. With younger students connecting on a play level can be a really good way to support communication – Lego or building blocks for example.

How I help students engage with learning

Identifying a child’s interests is a brilliant way to support participation. For the last year I have used cooking as a way to support so many aspects of learning with a student who had completely shut down, lacking trust in any adult. This approach enabled us to connect in a way that was passive and was his interest. It allowed him to develop resilience and skill in cooking while developing the academic underpinning of maths and English, without really noticing.  This method of providing continuous provision is perfect for many children and can be adjusted to suit so many different interests.

How I make lessons fun

Learning through play is such a lovely way of making activities fun and engaging while also making connections. Leading into an activity with exciting ‘hooks’ that develop a sense of awe and wonder often initiate a real love of learning. I love giving children an opportunity for real-world experiences in a practical way – practical science experiments that provide a wow factor! Cooking, sporting activities as well as simply using money or cuddly toys for role-play are always good fun!

How I help students with focus, attention and emotional regulation

Many children find it difficult to understand their physiological needs and often feel too overwhelmed to be able to understand let alone regulate their feelings.  When a child isn’t secure in their development of emotional regulation, reparation is vital. Creativity, for example, clay modelling, painting, story writing, are fantastic ways to help restore neural pathways to repair the connections needed to support their emotional development.

To support focus and attention I have also used putty, wobble cushions and movement breaks.  As a trained children’s Yoga teacher I can support a child’s sensory needs with different movements that may support a vestibular, interoceptive or proprioceptive requirement.  This has proven incredibly useful when a child is feeling overwhelmed or overstimulated.