Jessica

I am a caring, enthusiastic and reflective teacher with considerable experience of delivering successful specialist tutoring interventions. I am always keen to keep learning and to find the very best ways to support any student I’m teaching whatever their age, learning and subject needs. 

My specialist experience working with young people with SEN to develop trusting and meaningful relationships: It is crucial that my students feel happy and secure in our working relationship. I spend time getting to know each learner to understand the best ways to make our sessions enjoyable, aiming for some fun and laughter while we work together. I have worked with learners with a wide variety of SEN, in both mainstream and special schools, and as a Specialist Outreach teacher. Many of my Outreach students were at a point where combinations of SEN, SEMH and health challenges had led to them becoming partially or fully disengaged from education.  Through patience, praise and humour I’ve built trust and helped many students believe in their abilities again, aim high and achieve their goals.

My experience teaching young people with ASC (autism): I have considerable experience of working with students with ASC in classroom, group and 1 to 1 settings. I am able to draw on my learning and research from my MSc and other courses, together with my hands on experience and that of other expert professionals I have worked with, to plan highly personalised sessions to meet each learner’s needs.  Students’ strengths, difficulties and passions are so varied and unique. I take time to really get to know the child and find out exactly what approach will work for them and how their interests can be incorporated to promote engagement, enjoyment and maximum progress and achievement.

My experience teaching young people with anxiety: Anxiety disorders are increasingly common and I have successfully helped a number of students suffering with anxiety.  The thought of starting with a new tutor, and maybe returning to studying after a break from learning, can cause some young people great anxiety.  I can provide colourful and friendly “get to know me” information before I start, take time to get to build a trusting relationship with the student, and can begin very gently, gradually stretching the student in manageable small steps from their previous comfort zone. I have a toolkit of ideas for reducing anxiety and coping with panic attacks. I promote students noticing and celebrating their own progress and successes in all areas of life to boost their self-esteem and help them on the road to becoming confident resilient learners.  

My experience working with young people with sensory and/or auditory processing difficulties: When teaching young people with sensory/auditory processing difficulties I collaborate very closely with other professionals involved with the student eg. occupational therapists and parents, as well as the student themselves, to devise an individualised approach to best suit their sensory needs. This can include creating a sensory-friendly environment; minimising sensory disturbances (including using noise cancelling headphones where appropriate), using fidget toys and other helpful tools best suited to the child and incorporating breaks when needed. Chunking tasks and information and the use of visual aids can be very helpful for some students, as can games involving listening and memory. I adapt my teaching style to the student’s needs and preferences so that they enjoy their learning time and can take an active role in shaping it.

My experience teaching Executive Functioning and Study Skills: I have worked with many young people who find executive functioning and study skills a challenge and I know how frustrating it can be for them. I work collaboratively with the student to first understand their specific difficulties and then help them decide their goals for improvement. When students are supported to set their own goals they are more likely to reach them. Goals can then be broken down into smaller manageable steps. I have lots of tools to help with this process eg questionnaires to pinpoint greatest areas of difficulty, characters with these difficulties for children to relate to, special timers, priority notes, mind maps, ideas for colour coordinating and organising study materials etc. Together we reflect on the student’s progress, try different approaches if needed and celebrate each improvement. I share tasks that I find difficult to get done and model how I make them easier eg by breaking them into smaller chunks to tick off. I promote lifestyle factors which are supportive of good brain function eg exercise, reducing screen time.

My experience of teaching GCSE Maths and English; Through my Outreach Teaching for Medway Council, I have had considerable experience of tutoring GCSE students with health and learning challenges and gaps in their education. I liaise closely with the student’s home school to target missed learning for the student’s particular syllabus using the best resources.  I find teaching both Maths and English at this level very rewarding and am passionate about helping students tackle longer Maths problems and develop their skills in analysing and comparing poems alike! GSCEs can be a very stressful time and one-to-one tuition can greatly boost learning and motivation and help reduce anxiety and promote positivity. My GCSE students have been thrilled to exceed their expectations and I have been delighted for them!

My experience of teaching English and Maths Functional Skills courses: As an Outreach Teacher I’ve also had experience of teaching functional skills courses to secondary students, something I have found very rewarding and students have enjoyed. Learning can be well tailored to the level the students are at and they can make links to their own interests and apply the skills to real life situations.

My experience working with young people to boost their confidence and self-esteem: This is a passion and an area in which I have considerable experience.  Especially in my Outreach Teaching and School Led Tutoring work, I found that students with a history of education disruption and disengagement tended to have low confidence and self-esteem. Breaking down these barriers to learning and promoting a more positive self image and approach is an integral part of my teaching. I have built up a wealth of wellbeing related resources. I have also created many of my own bespoke activities which students have really enjoyed and have been keen to come back to again and again when they reflect on a new achievement, whether big or small, that they are proud of and we can record, share with parents and celebrate together.  I encourage a Growth Mindset approach – we all make mistakes and the greatest learning can come from them and from persevering in small steps with challenges that initially might seem daunting.

My specialist experience providing engaging sessions to inspire a love of learning and to support students to develop independence with their learning: With over 20 years experience of teaching a wide variety of subjects to learners aged 3-18, whatever the age or subject I strive to create fun, engaging lessons, tailored to students’ interests to ignite a love of learning. I encourage active participation, curiosity and questioning and self-directed extra learning to go beyond the basics and gradually develop independent study skills. Over the years my students have amazed me with what they have taught me as they have grown in their confidence as independent learners!

My experience of working with young people with speech and language difficulties: I have studied linguistics as part of my degree and have worked with young people with a range of speech and language difficulties from age 3 to 18. I have collaborated closely with other expert professionals such as speech therapists to help devise and implement 1 to 1 support programmes for students with speech and language needs. My approach is tailored to each unique student and can include a range of tools eg picture aids. Sessions need to be regular and progress tracked and monitored and goals updated and shared with parents so they can be as involved as possible. Creating a patient and supportive atmosphere where all communication is valued and small steps in progress praised is crucial, fostering a trusting relationship in which the young person can thrive.

My experience teaching young people with ADHD and ADD: I have had extensive experience of teaching young people with ADHD and ADD, and I understand the challenges they can face in their learning. As the theme of my MSc dissertation, I am especially interested in extra study in this area and following new ideas for helping young people I work with. I create a structured predictable and fun learning environment that helps them to stay engaged and I incorporate hands on activities, movement breaks and lots of positive reinforcement to help build their confidence and self-esteem. Exercise can be particularly beneficial for young people with ADHD/ADD to naturally boost dopamine levels and increase focus and motivation; I am always keen to share my love of exercise and celebrate any sporting activities that students take part in (where able). I believe that students with ADHD/ADD can have strengths in areas such as creative “out of the box” thinking and this needs to be noticed and celebrated!

My experience teaching young people with SEMH/mental health needs: I have developed a passion for mental health related learning during my degree and MSc, through my Mental Health First Aider training, and through my work with Outreach students as well as School Led Tutoring students whose mental health suffered during the pandemic.  I have used my training to support students (and also friends and their children) with a huge variety of SEMH needs including anxiety, panic attacks, depression, bereavement, self-harm, eating disorders, alcohol and other substance misuse, gender dysphoria, family relationship issues, trauma and abuse, social isolation, friendship issues and bullying. Forming a trusting supportive relationship with the student and their family is central to being able to support and advise.  I have an extensive toolkit of resources to draw on, a wealth of knowledge to signpost when other specialist professional help is needed, and many positive mental health journeys to share to help young people and parents in the midst of tricky times know that things can get better! I believe in promoting and celebrating students’ hobbies and interests as well as encouraging them to notice and share the little moments of joy and laughter.  It’s valuable to help students reflect on the relationships in their life that are supportive and the caring people they can turn to, and to develop skills for building and strengthening positive relationships. I am always keen to learn more to find the very best ways to support my students with SEMH needs. I ensure that their learning is bespoke and fun; learning new skills and seeing academic progress can be so beneficial to mental health.

My experience of teaching GCSE Science; As an Outreach Teacher I also taught GCSE Science to my students (covering some Biology, Chemistry, Physics and Psychology).  I have a strong Science background with all As at GCSE, Biology A at A level, A First Class Human Sciences degree and Distinction in my Psychology Masters, as well as a teaching Science qualification. My students have enjoyed their Science GCSE learning and some have gone on to study Sciences at A Level and degree level.

My experience teaching Primary and Secondary Maths, including learners with Dyscalculia: Maths is an area of the curriculum that I am particularly passionate about teaching! I have enjoyed my Maths teaching from nursery to GCSE level. I have a wealth of activities, teaching techniques, colourful hands-on equipment, songs and games to draw on.  My 1 to 1 Primary and Secondary students and School Led Tutoring group students have made great strides in their confidence, enjoyment and achievements in Maths. Assessment data showed that my recent Year 7, 8 and 9 Maths groups consistently made excellent progress in previous areas of weakness. Student voice feedback showed students enjoyment and pride in their progress:

“I would do it again, the sessions really helped.” “Fun and powerful (for your brain).” “They helped me to understand previous topics that I found quite difficult.” “Helpful and a new way of learning.” “I would describe the intervention sessions as fun and amazing!”.

My Year 3,4,5 and 6 School Led Tutoring Maths group learners looked forward to our fun, interactive and game-based sessions, were delighted when they achieved in areas they had struggled with and enjoyed celebrating their achievements.

I tailor Maths sessions very carefully to whatever the young person’s starting point may be, strive to spot and fill any gaps and create excitement as students see and can celebrate their progress. I have worked successfully with children diagnosed with dyscalculia and those who have low confidence and/or a dislike for Maths, helping break down the barriers to becoming confident Maths learners. I find Maths is a curriculum area where a “Growth Mindset” approach is particularly helpful – we learn from our mistakes, we keep asking questions, and we know that tricky tasks that take a few attempts make our brains “stronger”!

My experience of teaching Primary English: As a Primary teacher for over 20 years I have extensive experience of teaching phonics, spelling, reading, writing, punctuation and grammar and all aspects of English across the Primary age range.  I have delivered recent successful one to one and small group interventions to children with extra needs in relation to their English leaning, including dyslexia, across two schools.

Specialist support for challenging behaviour and PDA: Across my teaching roles in and out of school I have had considerable experience of working with students diagnosed with challenging behaviour and PDA. The route causes of such behaviour are varied and personal, so I gain a thorough understanding of the individual young person and customise my strategies and regularly review and update where needed. My approach includes Growth Mindset activities, making learning as fun and playful as possible, optimising environments including meeting sensory needs, minimising perceived demands, using humour, praise and reward schemes, supporting emotional well-being and celebrating successes and progress in learning.

My experience teaching young people with Dyslexia: I have taught students across the dyslexic continuum with varied profiles of difficulties and abilities.  I have a range of ideas to tailor for different learners, making use of multisensory approaches, oral games, assistive technologies etc. I have completed recent Dyslexia Pedagogy training and am keen to further my qualifications in this area. I understand how frustrating some aspects of education can for students with dyslexia (along with dysgraphia, dyspraxia and dyscalculia) and am committed to supporting them achieve and celebrating their strengths.

My experience teaching young people with working memory difficulties: I have worked with students struggling with working memory difficulties, including due to brain injury, and I know how frustrating and challenging this can be for them. I have found that a patient positive approach and techniques such as breaking material into smaller chunks, using visual aids and repeating key concepts can be helpful. Each student is different so I try to empower them to help decide the approach that will best work for them to boost their memory a step at a time and maximise their learning.

My experience of working with young people who are affected by trauma/abuse: I have had training in Trauma Informed Practice and taught a number of young people who have experienced trauma and abuse of various types, as well as supporting friends and their families who are affected by a history of trauma. I understand the range of difficulties trauma/abuse can cause and the ways these can impact young peoples’ relationships, attachment styles and cognitive processes.  Transitions and changes in social environments, for example beginning a new school or starting working with a new tutor, can be more challenging for these students.  Creating a trusting, supportive teaching relationship is crucial, as is good communication with other professionals surrounding the young person before tuition begins. Structured routines can be helpful, as can lots of positive reinforcement, mindfulness techniques, work breaks and bespoke teaching strategies. My experienced, empathetic, clam, patient approach, and toolkit of skills to support mental health needs and help build self-esteem, are especially useful when supporting these young people.

My experience teaching students with complex and medical needs: Through my work in a Special school and as an Outreach Teacher for students who were too unwell to be in school, I have had extensive experience of teaching young people with a range of complex and medical needs. This includes young people with brain injury, cancer, a range of disabilities and injuries. I always seek to learn about the student’s individual difficulties as much as possible from other professionals, parents and the student themselves.  I tailor bespoke tutoring to their individual learning and medical needs.  I am passionate about the benefits of tutoring for these students and have seen how much they can be boosted by the social interaction of the tutoring process, and by seeing progress in their learning and reaching their goals. Some of my students have overcome considerable health challenges to achieve amazing academic results, enabling them to go on to higher education and university success!