Steve T

How I teach Students with SEMH, ADHD and ASD

Each student is an individual and although an SEN diagnosis can begin to identify some of the specific barriers to learning it does not, and should not ever, define the individual.

It is for this very reason why I work initially to build a positive relationship with my new students. Only with “trust” will a student be comfortable in taking those first steps into the unknown, without fear of failing.

Each tutor session is therefore planned specific to each individual student. Baseline assessments determine what to focus upon initially and the first few sessions allow for multiple opportunities to experience success. Although each session is planned in advance, the pace of each session is always determined by the mindset of the student – and this can differ from session to session. Continued positive feedback also contributes to developing further their self-esteem and self-confidence.

Over time, any downward spiral that students may have felt toward learning is gradually slowed, stopped and eventually turned to become a developing upward spiral as they experience success.

Upon experiencing this success students begin to realise that this positive feeling makes them feel good – and so they become more open to further opportunities to experience the same. At this point they begin to be more receptive to each tutor session.

And so, those initial barriers to learning, that each individual student may have had, begin to fade away.

Working upon a student’s wellbeing, for me, is far more important, at first, than educational progress because once my students start to feel more positive about learning, their self-esteem and self-confidence begin to grow and education becomes the vehicle to allow for this growth.

This is why I am so proud to have been part of this growth for so many of the young people with whom I have had the pleasure to walk beside on their journey to reach the potential that they so deserve.

How I teach Maths

Many students have told me that they do not understand the concept of maths because they do not understand what is being represented by the use of numbers. It can be very much like learning a foreign language for some.

My approach is simple. I show how maths can tell stories of real life situations. Just like learning to read, students read short stories with pictures. Using pictorial representation of basic number operations helps students understand the concept of number as they begin to use different strategies to support this. As there are often  more than one strategy available, students are given opportunities to chose a strategy that works best for them. Application of understanding is offered in real life contexts, often with a focus on an area of interest for each individual student. A variety of resources are used, including online interactive activities and supportive maths games as rewards.

How I teach English

My experience of teaching English ranges from non-readers to preparation for Year 6 SATs.

At the very early stages of Phase 2 phonics, I found that I wanted to use a specific approach to introducing this to non-readers. Introduction to letter sounds, introduction to, and application of, CVC words with picture prompts, opportunities for basics of spelling, simple supportive word games, pairs matching games, application of focused sounds to basic sentence structures and finally, assessment opportunities.

Unable to find suitable resources to deliver these requirements, I therefore spent over 300 hours designing and creating my own resource bank to support all phonics from Phase 2 through to Phase 6.

The resource pack provides a similar methodology and layout throughout each Phase, to provide familiarity for students,  but with gradually more challenging activities to cater for progression and extension.

I have used my specialist resource pack with a number of non-readers and very low level readers over the past few years, with great success, not only in the levels of engagement and enthusiasm displayed, but also with the progress achieved.

I also use a particularly successful interactive resource to support reading, which all students have reported having thoroughly enjoyed using and which has further supported development and progression.

Development of writing is catered for by focusing on the 7 Grammar Sections that are used for Year 6 SATs. Helping to promote a better understanding of grammar provides students with more choices to apply to their own writing.

I have also spent over 120 hours writing specific revision packs for each of the 7 Grammar Sections to help Year 6 students with SATs preparation. This was trialled for the first time this year and each of my three Year 6 SEN students past their English SATs exam with impressive results.

How I help students engage with learning

Many students may very well have a negative association to learning, possibly as a result of past experiences. Tutor session initially are delivered to focus on building a positive relationship with myself through games and fun activities, which may have some element of hidden assessment to assist me in beginning to form a bespoke educational support plan. With a gradual transition to introducing more educational focus within each short activity, students start to experience success, coupled with continued positive feedback and recognition of this progress, students begin to become more receptive to each session. Having experienced the positive feelings that success brings them, barriers to learning again begin to fade.

How I make lessons fun

Over the past 26 years of teaching and tutoring, my aim has always been to create relationships with pupils and students that are positive and honest within a relaxed environment.

I am a strong believer that young people pick up on emotions of others and when a lesson provides an environment that is non-stressful, open, friendly and where natural laughter occurs, then a young person will feel that the lesson was a fun experience.

When a young person experiences this level of wellbeing then they are far more open to making educational progress within each tutor session. This approach has been, and continues to be, at the core of all my teaching / tutoring and has proved successful for every SEN student I have worked with.

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

Flexibility and understanding is key to supporting and managing a young person’s engagement. Having spent time initially to build a positive relationship with a student helps to identify any low level triggers that may indicate a need for a change of activity, distraction strategy, or possibly a natural break, thus preventing unnecessary escalation.