My specialist experience working with students with SEN to develop trusting and meaningful relationships;
In my specialist role, I have developed meaningful relationships with students who have Special Educational Needs (SEN). I achieve this through individualized support plans, effective communication, patience, and empathy. I also emphasize students’ strengths, maintain consistency, adapt to their needs, use positive reinforcement, collaborate with other professionals, and stay updated with professional development.
My experience teaching young people with Anxiety;
In teaching primary pupils with SEN in Key Stage 2, specifically addressing anxiety, I’ve focused on empathy and tailored support. Creating a nurturing environment, I’ve developed personalised strategies, including sensory accommodations and visual aids, to help students manage anxiety. By fostering a sense of safety and acceptance, I’ve seen them build confidence and coping skills, enabling greater participation and progress.
My experience teaching young people with ADHD;
My experience working with young people with ADHD has been both impactful and enlightening. Over the years, I’ve developed effective strategies to support their learning and growth. These strategies include crafting individualised learning plans tailored to each student’s needs and interests, employing clear and concise communication techniques, and creating structured environments to help manage impulsivity.
My experience teaching young people with sensory and memory processing difficulties;
I’ve tailored my approach to create sensory-friendly learning environments that accommodate students needs, including sensory breaks and tools. Structured routines have been crucial in providing a sense of stability, and I’ve prioritised patience and understanding to support their emotional and academic growth. Collaboration with occupational therapists and parents has been essential to ensure a holistic approach.
My experience teaching English and Maths;
Throughout my years in teaching upper key stage 2, I have delivered English and Maths lessons following the national curriculum and then adapting to the individual needs of the pupils. During and after my time as a teacher I have taken tutoring roles providing 1 to 1 sessions aimed at English and Maths lessons on a daily basis. I have experience developing targets to both short and long term to aid the young person’s progress.
My experience teaching young people with executive functioning needs;
I have found it helpful to establish structured routines, every session I start of with a visual timetable. This helps to break down tasks as well as allowing transition onto the next activity. I have made many social stories to allow for more flexible thinking.
My experience working with young people to boost their confidence and self-esteem;
I’ve used various strategies, including personalised encouragement and positive reinforcement, to help them recognise and appreciate their unique abilities and strengths. Building trusting and supportive relationships has been at the core of this work, creating a safe space for them to express themselves and take on challenges.
My specialist experience providing engaging sessions to inspire a love of learning;
I’ve created educational experiences that are both informative and captivating. These sessions often incorporate interactive elements, hands-on kinaesthetic activities, and real-world applications to make learning not only enjoyable but also meaningful. By fostering a dynamic and stimulating learning environment, I’ve witnessed students become enthusiastic about acquiring knowledge and skills.
My skills and experience supporting students to develop their independence;
My skills and experience in supporting students to develop their independence have been honed over years of dedicated work. I have provided students with opportunities to make decisions, solve problems, and take ownership of their learning. I’ve also implemented strategies for setting achievable goals, fostering self-discipline, and nurturing resilience in the face of challenges. By emphasizing these skills and creating a supportive yet empowering environment, I’ve witnessed students develop the confidence and competence to navigate the path toward independence, both academically and in life.
