Kelly R

About me, my expertise, qualifications and SEND experience

I have been teaching mathematics in mainstream secondary schools for over 20 years working with students from year 7 up to year 13 including teaching GCSE, A level and IB level maths. During this time I have worked with a large number of SEND students and completed many in-house training sessions on meeting the needs of different types of learners. I also have 2 children with SEND; one with combined ADHD and one who is on the autistic spectrum.

I have experience of tutoring and working with students on a 1 to 1 basis including students with Autism and selective mutism.

How I teach students with SEND

I have found it very important to develop a good relationship with students that I work with so that they feel relaxed and ready to learn. I like to use the interest of the students and the strengths that they currently have in maths to make them both interested in the topic but also to allow them to experience success. I am keen for students to understand that making mistakes is part of our learning and that we can use our mistakes to help us move forward and improve- developig a growth mindset.

How I teach Maths

As a Secondary Maths Mastery specialist I try to ensure that mathematics is represented in a variety of ways that allow the students to access the material; this could be visual representations or physical manipulative equipment. Being able to move between different representations helps students to make sense of mathematics and begins to develop their fluency. I also feel it is very important to make connections between different topics in maths so that students can see the ‘interconnectedness’ of maths and so they can see how their learning is useful across different topics and to the world around them. I am also keen to encourage students to be flexibile in the ways they work, finding and adapting methods that suit their learning style.

How I help students communicate

Boosting confidence and self-esteem is crucial for encouraging students to communicate so I like to acknowledge and celebrate students’ achievements, whether big or small. I often use mini-whitebords to allow students to communicate or practise their working as this can quickly be erased or changed as neccesary, reducing any anxiety they may be feeling. The use of mini-whiteboards creates a safe space for mistakes whilst enabling me to encourage a growth mindset.

How I help students engage with learning and make lessons fun

I find that students are more likely to engage if they feel safe and have the opportunity to feel successful so I use the current strengths the child has as a starting point to develop their confidence. Use of whiteboards, visual representations and physical manipulatives allows students to access the work more easily reducing barriers to participation. Additionally, if I can make the learning relevant to the student’s interests or give them a choice in the activities they complete then this also helps them to engage and empowers them in their own learning.

How I help students with focus, attention and emotional regulation

To help with focus and maintaining attention I find it helps to use

• goals which are achievable for the student
• short learning activities
• short ‘brain breaks’ or use of fidget toys where necessary
• a variety of activities which can change the focus or demands on the student