Rachel L

About me, my expertise, qualifications and SEND experience

I have always loved teaching and have always been drawn to the SEND side. In class teaching both at Primary and Secondary, I came across children with additional needs and although one strove to fill those individual needs, one realised more was needed. This prompted me to take further qualifications and indeed to teach at the foremost London school for dyslexic pupils and those with allied needs. Really it was like coming home! I was a specialist teacher in Literacy and Maths, and in the last five or six years there, I was Head of Reading. In addition, I have tutored many children and youngsters in my own home and theirs and this gives wonderful rewards, as one can truly make a relationship and be really flexible in responding to the needs one sees, as well as seeing great progress in literacy, maths, engagement, confidence and communication skills. I always look forward to meeting new students and their families!

How I teach students with specific learning differences, those with ADHD, dyscalculia and some global differences.

I always start with where the pupil is at. I always ask a pupil about their perspective and what they would like to see coming from sessions. I like to be flexible, positive and show the child that they can succeed. I break things down into small steps, try different activities and have learning breaks as necessary. I like to include any particular interests the pupil may have. I generally teach children and youngsters who have specific learning differences, those with ADHD and dyscalculia. It’s important to listen and to compromise.

How I teach Maths

I use a rational approach to Maths, finding out where the difficulties, fear or confusions lie, using practical objects as necessary. I like to find out what is known so that we can then fill the gaps and build on solid foundations. At the primary level, I always do practical weighing and measuring and so on. Many children find learning times tables difficult, so I teach step counting. At a later stage I like to link fractions, percentages and decimals as I find this very much develops understanding.

How I teach English

I feel how one teaches this very much depends on the needs of the pupil. Does a proficient reader need to find interesting books, does another need graphic novels? Sometimes co-reading or reading to the child is the way. At the same time, one builds skills in phonics and fluency. I use a range of books which I have to develop reading. I generally find that the sole use of phonics is not the optimum method for many pupils; I therefore include the use of context and recognition as valid routes. As regards spelling, the basics need to be taught, using a variety of methods and then put into practice in written work. Comprehension is an area where thinking skills, general knowledge and understanding finer details come into play. With writing, I like to start with a series of short written tasks and later I find discussion writing a useful way in. Using a laptop and sometimes scribing are also essential.

How I help students communicate

Listening, discussion, modelling communication, using pupils’ ideas, talking from personal experience, role play. I am ready to bring in objects from home and use pupils’ own things.

Interest, variety and an individual approach; patience, a little humour and kindness.

How I help students engage with learning

Interest, variety and an individual approach; patience, a little humour and kindness.

How I make lessons fun

We may start with a game or look at something of interest online. Some star jumps, a healthy snack, some colouring or drawing, a spot the difference puzzle may all make the difference to a learning session.

How I help students with focus, attention and emotional regulation

I go in with the aim of keeping the pupil engaged and interested. Praise and encouragement, the use of smiley faces, stickers and charts all help. Use positive phrases such as we are going to.