Bhavita
Bhavita

PGCE education ,

BSC Hons in Sociology and Education ,

,

PGCE education ,

BSC Hons in Sociology and Education ,

,

About Me

Qualified primary years and secondary school teacher with 16+ years experience
Fine-motor, communication and language specialist
Autism and SEN specialism
Multi-sensory and fun approach
Art, Drama and Music therapeutic approach

Tutor Specialisms and Experience
  • Primary
  • Secondary
  • Post 16
  • Speech Therapy
  • KS1/KS2 Teacher
  • Spelling and reading
  • Educational Consultancy
  • Fine and/ or gross motor skills
  • Focus and attention
  • Confidence and self-esteem
  • Autism
  • ADD/ ADHD
  • Asperger's Syndrome
  • Global Developmental Delay
  • SEN other
Experience, training and skills

I am a qualified primary and secondary teacher, specialising in supporting children with additional needs. I have had the privilege to teach as an Advanced Skills teacher in an outstanding school for 16 years. My hard work and dedication have helped children make progress using timely interventions to help reach their maximum potential. I have also been an advisory teacher for the Borough of Harrow in which I spent time in local primary schools raising the standard of teaching and learning.

To widen my skills set and experience, I retrained to teach children with additional needs in a primary school. Having the benefits of such a broad spectrum of experience, has inspired me to become a private tutor to help students beyond their classroom environment.  The privilege of teaching children with a variety of needs has allowed me to work alongside both Occupational and Speech Therapists in order to implement various successful strategies. This would include planning, assessing as well as setting up fine motor skills sessions which offered a variety of activities such as the “Speed Up” a multi- sensory course.

In addition, Lego Therapy and Social Skills- the latter of which created opportunities for learners to work towards their communication potential, be better understood by those around them, as well as begin to discover and enjoy the benefits of communicating their wants and needs.

I have created personalised programmes (which were over seen by NHS Occupational Therapists) to help with dysgraphia.  Children whose handwriting have been illegible, slow or lacked in fluency. Using kinaesthetic strategies such as hand and arm exercises (proprioceptive) and interactive programmes like ‘Cambridge PenPal for handwriting’ scheme to help build fine and gross motor skills.

The above sessions were designed to strengthen fingers, works on hand eye coordination, concentration and precision. My mentoring and leadership skills have allowed me to model as well as train how to maximise these skills with colleagues and parents. Working alongside both groups have given them the confidence to set up their own fine/gross motor activities with their child/ren.

Further to this, I have used various pencil aids to assist writing skills as well as become familiar with various keyboard skills programme (BBC DANCE TYPE MAT). One of my success stories involved a Year 5 child who started our school displaying untidy, disjoined and illegible writing. Over a period, using the Dragon Dictation App and Speed Up programme helped him to gain confidence and consequently, more willing to write. And he passed his SATs exam!

I have also supported various students with their organisational skills. Using tick charts and visual reminders to promote independence and life skills.

Communication aids such as visual timetables and PEC boards further strengthen each session for each child to make choices and progress further both individually and in a group. Picture exchange communication has assisted my pupils to make choices and make their intentions understood.  Examples include using a choosing board during snack times for ASD children to point to what they would prefer to eat and the adult modelling language (e.g. “I would like an apple”) every step of the way. Through repetition and consolidation, in my experience children learn words and apply them in various scenarios.

Further to this, I have used various programmes recommended by NHS Speech therapists – Black Sheep publication (picture scenarios and sequencing) colourful semantics, which helps learners to construct sentences both orally and in written format using colour coding.

I can provide each pupil with tailor made lessons to suit their individual needs. Through conscientious and differentiated planning, my lessons cater for a variety of learning needs and styles (Visual, Auditory, and Kinaesthetic). I make the processes of speaking, listening, reading and writing explicit, using a range of active strategies.

These active strategies include learning through Art, Drama and Music Therapy. Students take part in fun literacy sessions using music and actions to understand various stories. Other examples include using role play to understand how a character within a story may feel.

My philosophy is that as an experienced and qualified practitioner, one of the most key areas that are paramount for learning include joint attention and listening activities. Encouraging children to participate with building, painting and creating projects together.

My sessions typically involve:

– Following the Speed up programme

– Practicing various gross and fine motor skills

– Typing skills

– Stage 1-3 Attention Skills

–  Learning through singing

– A picture exchange programme using the TEACCH approach. This entails children working independently with achievable activities such as numicon, sensory stories and educational puzzles.

Further recent training completed:

-ELKLAN Level 3 in Communication and Support for ASD Children

– Autistic Education Trust Level 2 in Developing Good Autism Practice

-Autistic Education Trust Level 3 in Building on existing knowledge

-An introduction to coaching

-Active Listening Training

– Child Protection and Safeguarding

My Teaching Philosophy

“You can never stop learning as education is for life”

Through my fun but fair nature my role as a tutor would be to provide your child with the best resources to build their confidence in any areas of which may need developing. My creative ,fun and motivational approach can help your child to learn and absorb new information as well as further their knowledge to help them prepare for the life.

Choose me if…

– I have taught subjects across all key stages;

– I will  use a multi-sensory approach to tutoring as, in my experience, this supported learning ensures that children achieve their best and are kept engaged and on-task for as long as possible. I believe it is important to link learning to real life experiences wherever possible so that pupils can understand why it is important to learn these life skills;

– I  plan and deliver lessons  through areas of interest of your child. For example, one ASD pupil displayed his frustrations through inappropriate behaviour. As a result, in order to focus and motivate him, I organised English lessons around his favourite topic which was food. He enjoyed these lessons using adjectives to describe fruit; including writing sentences using accurate basic punctuation and grammar;

– I have a proven record of using  a Growth Mindset approach to raise my tutees self esteem, by building their self confidence and abilities;

– You will be able to tap into an array of ideas and resources that I can model, teach. share and demonstrate to your child.

 

Something sensational about me

I am a bubbly ball of enthusiasm who truly believes that every child has the potential to do well.

My resilient and hardworking nature has allowed to retrain from teaching mainstream secondary students to primary ASD/SEN children.

Sheer commitment and determination are the core skills I value and possess.

 

Gallery
Bhavita
Education
  • 1998
    ROEHAMPTON UNIVERSITY
    PGCE education
  • 1997
    ROEHAMPTON UNIVERSITY
    BSC Hons in Sociology and Education


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