Martin L

• About me, my expertise, qualifications, and SEND experience

I am a Primary Teacher working within mainstream education in England, with a wealth of experience spanning twenty-eight years in Primary Education. Holding a B.Ed.(Hons) QTS qualification, I have honed my skills in teaching a diverse range of special educational needs throughout my career. From supporting profoundly deaf students to those with specific needs on the Autistic spectrum, I have developed a deep understanding of catering to individual needs. This varied expertise has equipped me with a versatile skill set, enabling me to effectively engage and support children with various Special Educational Needs and Disabilities (SEND). My commitment to inclusive education and passion for fostering student development drives me to create a nurturing and stimulating learning environment for all students under my care.

• How I teach Students with specific needs such as PDA

In my teaching practice my approach revolves around focusing on each child’s abilities rather than dwelling on their limitations. Particularly with children exhibiting Pathological Demand Avoidance (PDA), communication of anxiety may be challenging, leading to disruptive behaviour or defiance. To address this, I employ techniques outlined by Dan Hughes such as PACE (Playfulness, Acceptance, Curiosity and Empathy) to help children articulate their emotions and maintain a variety of resources to support them effectively. Central to my interactions with PDA children is the belief in empowering them to feel a sense of control and encouraging negotiation to achieve mutual understanding and cooperation. This methodology is fundamental in creating a supportive and inclusive learning environment for all students.

• How I teach Maths

When teaching mathematics, my approach centres around utilising tried-and-tested examples to actively engage students in the learning process. I encourage children to manipulate objects, make observations, and establish connections independently. By introducing concrete resources and visual aids, such as pictures, students can better organise their thoughts before tackling more abstract mathematical techniques, thus enhancing understanding. A balance of brief theoretical explanations with practical tasks proves most effective in mathematical education. Working one-to-one enables real-time assessment, addressing misconceptions promptly and advancing challenges as students are ready.

Integrating various disciplines, such as incorporating creative elements like music when teaching multiplication, enriches the learning experience. Emphasising practical, real-world activities further demonstrates the relevance of mathematics to everyday life, through exercises like meal planning. This approach seamlessly integrates concepts like estimation, percentages, fractions, and decimals within a single context.

• How I teach English

Reading is deemed as a fundamental discipline that underpins all aspects of learning. It is imperative for children to acquire the ability to decode and read fluently, therefore advancing to comprehend and grasp the essence of the text. Through my leadership role in promoting reading within the school environment, I have found that a synthetic phonics approach, in conjunction with book discussions and modelling, plays a vital role in instilling a passion for reading. It is this passion that nurtures children into avid readers.

The foundation of reading seamlessly paves the way for writing – echoing Kenneth Grahame’s sentiment: “Writers are thieves and liars, they take what they know from their reading and lives and invent more.” Tailoring writing activities to the child’s interests is crucial for fostering literacy skills. Furthermore, incorporating speaking activities into the writing process is instrumental in nurturing creativity and fluency in writing.

Reading enhances vocabulary acquisition which, in turn, encourages a love for writing. For learners who may face challenges, such as Dyslexia or Dyspraxia, providing tools like sentence starters and early introduction to typing can alleviate the struggle of transferring thoughts onto paper. By creating a supportive environment that prioritises both reading and writing, we empower children to embark on a journey of literary exploration and self-expression.

• How I help students communicate

When working with students who require a confidence boost, I implement various strategies to facilitate their learning journey. These include adapting the pace to suit the child’s needs, maintaining a positive and respectful approach, and allowing the child autonomy in selecting activities. I find that using tactile cues such as gentle physical prompts, offering comforting materials like blankets, and utilising sensory tools like fidgit toys can effectively aid in transitions and capturing a child’s focus. In the realm of special educational needs, I firmly believe in always having contingency plans in place, ready to adapt and support each individual student effectively.

• How I help students engage with learning

In my practice as an educator, I embrace a play-based approach to cultivate a lasting passion for learning among my students. By infusing lessons with enjoyment and interactivity, I foster continuous motivation and strengthen students’ perseverance. Rooted in my genuine enthusiasm for the subjects I teach, I possess the expertise to animate the curriculum and illuminate the minds of my pupils, making learning an enriching experience such as using AI to change a child’s writing into song.

• How I make lessons fun

For effective learning to take place, children must genuinely enjoy what they are learning. Hence, incorporating fun and enjoyment into their learning experiences is paramount. I advocate for a play-based approach to education, aiming to cultivate a lifelong passion for learning in my students. By crafting lessons that are both enjoyable and engaging, I strive to foster sustained motivation and resilience in the classroom. My enthusiasm for the subjects I teach allows me to bring them alive for my pupils, creating an inspiring learning environment.

• How I help students with focus, attention, and emotional regulation

With over twenty-eight years of experience working with children, including those with special educational needs and disabilities (SEND), I understand the importance of building meaningful relationships with students, families, and fellow professionals. One effective strategy I employ to assist children with focus and concentration challenges is the repetition of instructions and directions to enhance their learning experience, or short, clear task such as “now and next”.

• About me, my expertise, qualifications, and SEND experience

I am a Primary Teacher working within mainstream education in England, with a wealth of experience spanning twenty-eight years in Primary Education. Holding a B.Ed.(Hons) QTS qualification, I have honed my skills in teaching a diverse range of special educational needs throughout my career. From supporting profoundly deaf students to those with specific needs on the Autistic spectrum, I have developed a deep understanding of catering to individual needs. This varied expertise has equipped me with a versatile skill set, enabling me to effectively engage and support children with various Special Educational Needs and Disabilities (SEND). My commitment to inclusive education and passion for fostering student development drives me to create a nurturing and stimulating learning environment for all students under my care.

• How I teach Students with specific needs such as PDA

In my teaching practice my approach revolves around focusing on each child’s abilities rather than dwelling on their limitations. Particularly with children exhibiting Pathological Demand Avoidance (PDA), communication of anxiety may be challenging, leading to disruptive behaviour or defiance. To address this, I employ techniques outlined by Dan Hughes such as PACE (Playfulness, Acceptance, Curiosity and Empathy) to help children articulate their emotions and maintain a variety of resources to support them effectively. Central to my interactions with PDA children is the belief in empowering them to feel a sense of control and encouraging negotiation to achieve mutual understanding and cooperation. This methodology is fundamental in creating a supportive and inclusive learning environment for all students.

• How I teach Maths

When teaching mathematics, my approach centres around utilising tried-and-tested examples to actively engage students in the learning process. I encourage children to manipulate objects, make observations, and establish connections independently. By introducing concrete resources and visual aids, such as pictures, students can better organise their thoughts before tackling more abstract mathematical techniques, thus enhancing understanding. A balance of brief theoretical explanations with practical tasks proves most effective in mathematical education. Working one-to-one enables real-time assessment, addressing misconceptions promptly and advancing challenges as students are ready.

Integrating various disciplines, such as incorporating creative elements like music when teaching multiplication, enriches the learning experience. Emphasising practical, real-world activities further demonstrates the relevance of mathematics to everyday life, through exercises like meal planning. This approach seamlessly integrates concepts like estimation, percentages, fractions, and decimals within a single context.

• How I teach English

Reading is deemed as a fundamental discipline that underpins all aspects of learning. It is imperative for children to acquire the ability to decode and read fluently, therefore advancing to comprehend and grasp the essence of the text. Through my leadership role in promoting reading within the school environment, I have found that a synthetic phonics approach, in conjunction with book discussions and modelling, plays a vital role in instilling a passion for reading. It is this passion that nurtures children into avid readers.

The foundation of reading seamlessly paves the way for writing – echoing Kenneth Grahame’s sentiment: “Writers are thieves and liars, they take what they know from their reading and lives and invent more.” Tailoring writing activities to the child’s interests is crucial for fostering literacy skills. Furthermore, incorporating speaking activities into the writing process is instrumental in nurturing creativity and fluency in writing.

Reading enhances vocabulary acquisition which, in turn, encourages a love for writing. For learners who may face challenges, such as Dyslexia or Dyspraxia, providing tools like sentence starters and early introduction to typing can alleviate the struggle of transferring thoughts onto paper. By creating a supportive environment that prioritises both reading and writing, we empower children to embark on a journey of literary exploration and self-expression.

• How I help students communicate

When working with students who require a confidence boost, I implement various strategies to facilitate their learning journey. These include adapting the pace to suit the child’s needs, maintaining a positive and respectful approach, and allowing the child autonomy in selecting activities. I find that using tactile cues such as gentle physical prompts, offering comforting materials like blankets, and utilising sensory tools like fidgit toys can effectively aid in transitions and capturing a child’s focus. In the realm of special educational needs, I firmly believe in always having contingency plans in place, ready to adapt and support each individual student effectively.

• How I help students engage with learning

In my practice as an educator, I embrace a play-based approach to cultivate a lasting passion for learning among my students. By infusing lessons with enjoyment and interactivity, I foster continuous motivation and strengthen students’ perseverance. Rooted in my genuine enthusiasm for the subjects I teach, I possess the expertise to animate the curriculum and illuminate the minds of my pupils, making learning an enriching experience such as using AI to change a child’s writing into song.

• How I make lessons fun

For effective learning to take place, children must genuinely enjoy what they are learning. Hence, incorporating fun and enjoyment into their learning experiences is paramount. I advocate for a play-based approach to education, aiming to cultivate a lifelong passion for learning in my students. By crafting lessons that are both enjoyable and engaging, I strive to foster sustained motivation and resilience in the classroom. My enthusiasm for the subjects I teach allows me to bring them alive for my pupils, creating an inspiring learning environment.

• How I help students with focus, attention, and emotional regulation

With over twenty-eight years of experience working with children, including those with special educational needs and disabilities (SEND), I understand the importance of building meaningful relationships with students, families, and fellow professionals. One effective strategy I employ to assist children with focus and concentration challenges is the repetition of instructions and directions to enhance their learning experience, or short, clear task such as “now and next”.