Iain

I have been teaching maths since 2008, starting after completing my BSc in Mathematics and Education Studies, followed by a PGCE in Secondary Mathematics. Over the years, I have had the privilege of teaching students of different ages, abilities and requirements. This has been in a variety of settings including: one to one, mainstream secondary schools, alternative provisions, sixth form colleges and further education colleges.

During my teaching career, I’ve gained substantial experience in supporting individuals with specific learning disabilities, most prominently students with Autism, ADHD, and Dyslexia; helping them to achieve qualifications in Functional Skills, GCSE and A-Level Maths. Additionally I have completed extensive work with older learners on apprenticeships who are revisiting maths after many years. I understand that maths can be challenging due to a multitude of factors and I adapt my approach to meet the unique needs of each learner, prioritising building self-esteem to ensure learners feel supported, confident and empowered to improve independently without evoking unnecessary stress.

My teaching skills have been enhanced by specifically focussing on maths intervention, working with students who have found maths difficult to access, including students with a variety of special educational needs (SEN). This has taught me how to tailor my teaching to address misconceptions and help students stretch and challenge themselves. I have developed a conversational approach to tutoring, enabling students to accurately describe their understanding of mathematical concepts. This was particularly helpful for students with SEN, as it empowered them to communicate their abilities effectively.

In addition to my teaching roles, I pursued a Masters in Social Research at UCL’s Institute of Education. During this time, I worked extensively with adults with learning disabilities to understand successful learning environments and identify potential barriers. I found that creating a shame-free environment, where students view the work as age-appropriate and can demonstrate their success, is crucial. Building a strong student-teacher relationship and adapting the level of challenge in real-time has proven successful in boosting students’ confidence and overcoming maths-based anxieties.

I also served as the head of maths at an Alternative Provision for students with Autism or SEMH (social, emotional, and mental health) needs. This allowed me to further develop my skills in gaining students’ trust and building their confidence, even if they had negative experiences in the education system. I found success in using algebra to reteach number topics, as students identified algebra as more advanced, which helped build their trust and opened doors to other areas of maths.

Beyond teaching in schools, I have also provided one-to-one tuition to students of various ages, ranging from 10 to 34. These sessions have helped students with a range of additional needs unlock their potential, improve their confidence, and achieve exam success. I have used engaging games and activities to develop skills in non-verbal reasoning and logic, helping students discover these skills themselves. I believe in challenging students to struggle with questions that require them to make cognitive leaps, while ensuring the overall experience of the lesson remains positive.

In my teaching, I not only cover the curriculum but also incorporate a variety of different games and activities to enhance skills in non-verbal reasoning, logic, and spatial awareness. These skills are often developed through self-discovery, allowing students to actively engage with the learning process.

Overall, my teaching approach is centred around understanding the unique needs of each student. I strive to create a supportive and empowering environment with a goal to help students build confidence in their abilities, overcome challenges, and achieve success in maths.