My 15 years of teaching has furnished me with the experience and skills that I now use in my one-to-one tutoring of students of all ages and abilities, across multiple subjects.
My specialist experience working with young people with SEN to develop trusting and meaningful Relationships.
I belief that every young person can become a joyful and independent learner and reach their full potential when a trusting and meaningful relationship has been developed, and the appropriate skilled support is given.
I prioritise the building of trust and meaningful relationship with my students by giving them time and space to show me their abilities, interests and learning styles. I then plan lessons and activities which are tailored to each student. I feel confident in my ability to teach students with SEN and SEND because of my extensive specialist training and experience teaching students with many different abilities and challenges.
My experience teaching young people with ASC (autism).
I have worked with young people with autism (verbal/non-verbal) for many years and have numerous training in the strategies that can be used to support these unique individuals. I appreciate that there are many common characteristics of autism but know from my training and experience that every young person is unique and have their own specific interests, abilities and learning styles. I have the expertise and knowledge to adapt my lessons to support every student that I am asked to teach.
My experience teaching young people with anxiety.
I appreciate the impact that anxiety has on a young person and how this can affect every aspect of their lives – particularly their ability to learn. I have a family member who lived with anxiety for many years through school and is now thriving at university with the support of strategies they learnt in previous years.
Due to my relation's challenges with anxiety and my desire to support them as much as possible, through school and beyond, I gained training in supporting and teaching young people with anxiety and consequently have taught many students of all ages and abilities who experience this debilitating issue.
In addition to supporting my family member through their anxiety, training and teaching experiences, I have a naturally calm, patient and structured teaching style, which lends itself to the education of young people living with anxiety.
My experience working with young people with Pathological Demand Avoidance (PDA).
In my role as a teacher for students who are unable to attend school e.g. permanent exclusion, school refusal, waiting for alternative provision, I have taught many students with Pathological Demand Avoidance (PDA). When teaching students with PDA, I adapt my teaching pace, delivery e.g. more visual prompts, adapt the content to the student's interests and age and above all I am patient and understanding of the support that the student requires.
My experience supporting young people with executive function skills and study skills.
I believe teaching young people effective executive function skills and study skills is imperative for success in life. I have taught many young people who have found retaining information, remembering instructions and following steps to be difficult in daily life and school activities. The ability to be flexible when moving from one task to another can be challenging for young people whether in their everyday life or academically. For example, applying different concepts in maths to answer a multi-step question.
I am passionate about teaching study skills. Whether this be effective note taking, interrupting new information, revising or taking an exam. I know the importance of each step and have many strategies which I include in my lessons to support young people to reach their academic potential.
My experience teaching young people with SEMH/mental health needs.
During the last four years I have been a teacher for students who have been unable to attend school due to mental health issues and/or SEMH. I teach students who have suffered trauma and/or abuse, who have anxiety, SEMH, PDA/ODD, working memory and processing needs and complex disabilities and/or communication needs.
Although, I have extensive training in teaching young people with SEMH/mental health needs, it is my experience working with young people over the last four years that has taught me the most important strategies to use: patience, structure, consistency and flexibility.
My experience teaching maths
I am passionate about teaching maths! I have extensive experience teaching all levels (KS1-GCSE/Functional Skill) of this fascinating subject and understand the importance of making sure the foundations are in place before moving onto more complex and exciting concepts.
Maths is like a wall: the strength is in the foundations, with each brick being connected and dependent upon each other. I love teaching maths: working with students who find it tricky, finding the knowledge a student is missing, coming up with ways to teach the concepts age appropriately and then …. witnessing the light bulb moments when they suddenly feel that everything is starting to fall into place and then they start enjoying this great subject!
My experience teaching English
I have training and experience teaching English at different stages: KS2-GCSE and Functional Skill in mainstream schools and special educational settings. I have noticed that many students are able to verbally express their opinions of different topics, tell stories whether creative or real and ‘punctuate' their speech using a variety of expressions. However, when it comes to written tasks, many students struggle and almost freeze. I pride myself in using different strategies and tasks so these students gain the skills so that they can express themselves in written language and find a love for reading which they may have had when very young but has been lost in recent years.
My experience working with young people to boost their confidence and self-esteem.
My experience teaching students of all ages and abilities, has shown me that a healthy level of confidence and self-esteem is key to a young person learning with positivity and joy. I understand and have the knowledge and experience to teach to each student's individual strengths and interests, thereby building on their innate confidence and self-esteem.
I take the time to get to know each young person, their abilities and interests and plan and implement lessons that are at an appropriate level and relevance – each young person is therefore motivated and sees their achievement during each lesson. This carefully planned individualised strategy provides opportunity for each student to build their confidence and self-esteem at every step. Gradually and patiently until they become independent joyful learners with the confidence to lead their own curiosity and exploration.
My specialist experience providing engaging sessions to inspire a love of learning.
My responsibility is to inspire a life-long love of learning. This is fundamental to my teaching philosophy and drives me each day to provide engaging lessons which are tailored to each student's interests and abilities.
My experience of teaching young people who have turned their backs on school and belief they cannot learn, has shown me that every individual can develop a joy for learning if they are providing with engaging, individualised and varied lessons.
My skills and experience supporting students to develop their independence.
I have training and experience in teaching young people to be as independent as possible. I have taught students of all ages and abilities, and my fundamental goal has always been to work with the young person and in many cases their families to develop their independence with learning, day-to-day activities and communication
My experience teaching young people with speech and language difficulties.
I believe that communication is fundamental to learning and living a fulfilling and independent life.
I am passionate about this issue and consequently have specialist, comprehensive training and experience teaching students with complex communication needs. I have taught individuals who are non-verbal due to cognitive and/or physical impairment or who have had challenges with communication due to emotional trauma and/or anxiety.
I am confident and experienced supporting students who use augmentative and alternative communication (AAC) such as eye gaze devices, Pragmatic Organisation Dynamic Display (PODD), Picture Exchange Communication System (PECS) assisted technology, visual display boards and single and multiple switch technology.
My experience teaching young people with ADHD and ADD.
I have taught many students who live with ADHD and ADD and have completed numerous training courses in the strategies that can be used to support these students. I appreciate that although, there may be characteristics that each student share, my priority is to adapt my teaching to the individual and work with them to find ways in which they can learn in a positive way.
My experience teaching young people with working memory, sensory and/or auditory processing difficulties.
Working in a special school for students with profound and multiple disabilities equipped me with the experience and knowledge to support young people who may be expiring working memory, sensory and/or auditory processing difficulties. I use strategies that are structured, flexibility and tailored to each student which are adapted to their individual interests and abilities.
My experience working collaboratively.
I understand the importance of working with the team that supports every child with disabilities and/or complex needs. I have worked collaboratively with speech therapists, physiotherapists, occupational therapists and psychologists. The most important team members are the family of the students I teach. I have worked alongside many parents, carers and extended family members to support their children to reach their full potential and to become as independent as possible.
My experience teaching in-person and remote lessons
I have training and extensive experience delivering one-to-one tuition, both in-person and remotely, and I have found both to be successful, when delivered in a structured, yet flexible, and creative manner.
