Laura C

How I teach students with autism

I have taught children with ASD throughout my time as a teacher with 2 years spent in a specialist ASD class. I would focus on achieving a holistic environment that is child centered and individualized. Using the National Curriculum as a base, I would adapt lessons to teach the children in my care. Each child would be set achievable but ambitious individualized targets, and they would be worked on daily. When tutoring, I would follow the same routine each week building on what they learnt the previous lesson but using lots of repetition. I would use a visual timetable (to establish routine and predictability), a variety of sensory friendly materials and activities and incorporate the child’s unique interests into the lesson. If the child was non-verbal I would also use a lot of visual aids such as: PECS (if appropriate), symbols and Sign Supported English.

How I teach Maths

I have experience in teaching Maths at all levels within primary and I am passionate about making it as enjoyable as possible while plugging gaps in understanding and building on what they have been learning at school. In my maths teaching approach, I strive to make the learning process engaging and meaningful for students by incorporating a variety of strategies. Games and practical activities play a pivotal role, transforming abstract concepts into interactive challenges that promote a playful attitude towards learning. I integrate concrete materials like Dienes blocks, Numicon, and Cuisenaire rods to provide tangible representations of mathematical concepts, making abstract ideas more accessible. This not only aids understanding but also caters to diverse learning styles. Problem-solving is at the heart of my instruction, creating opportunities for students to apply their mathematical knowledge in real-life scenarios. Through this approach I have been successful in helping pupils pass their year 2 and 6 SATs.

How I teach English

I have experience teaching in KS1 and EYFS which included the teaching of early reading and writing. To instil a love of reading and writing I try and make the learning experience as enjoyable as possible. I employ interactive and creative methods by using a variety of practical activities such as: treasure hunt of sounds, songs and role play. To enhance understanding and retention, I integrate tacticle materials such as: sand, chalk and shaving foam, allowing students to physically write and feel the formation of sounds. The use of magnetic letters adds an interactive dimension, enabling students to manipulate and arrange letters for a hands-on approach to spelling. By incorporating these varied and multi-sensory techniques to learning to read, I strive to create a dynamic and inclusive learning environment that caters to diverse learning styles. Once students have this foundation knowledge, I support children to gain more complex reading skills such as inference, deduction, ability to question, think critically and gain more of a deeper understanding of the text. I also support children to gain writing skills by teaching them to plan, draft and edit their work by using more complex sentences and language.

How I teach children with focus and concentration difficulties

To support children with concentration difficulties, I aim to create a structured and predictable environment with clear routines and visual timetables. I incorporate short, focused activities interspersed with brief breaks to maintain engagement. I love to incorporate pupil’s own interests into my lessons ensuring a more personalised learning experience.

How I support children and young people’s confidence and self-esteem

I have had the privilege of supporting a range of pupils with Social, Emotional and Mental Health (SEMH) needs who all initially faced significant challenges in accessing learning. Building a strong rapport with these students was the foundation of our progress. I would recognise students interests and passions and incorporate elements of their preferred subjects and activities into our lessons, making learning more engaging and relevant. With pupils suffering from anxiety, I would introduce a worry box to help manage this which would provide a tangible way for them to express their concerns and fears. Through these one-to-one tutoring sessions, I would work closely with these pupils to establish trust, understanding and a safe space to express their emotions and concerns as well as set small, manageable targets that were attainable.