Jane

Ability to work with students with anxiety and mental health challenges:

Having experienced many SEN settings I have a great empathy with pupils who are experiencing any level of mental health issue. I have a great understanding of students from differing backgrounds with a range of emotional SEN. Through private tutoring together with my experience in educational settings I have spent the past 3 decades on a continual learning curve understanding the challenges a child with mental health issues faces, and have as such found excellent strategies to help them progress. My empathy skills as a teacher put me in an excellent position to pass on this depth of awareness to the pupils with whom I work.

Learning with Anxiety

In today’s culture especially, learning with anxiety is increasing. I have the most experience in this field of SEMH. To give a case study of one student with whom I work, initially they were so anxious I could not go in the same room as them. Sessions began as a 10 minute interactive period with me sitting in the hallway adjacent to the room where X was, with the door closed. A month later X was able to come downstairs where I was in the lounge and X stood my the doorway to talk to me. After another 2 weeks, the student was able to sit on one sofa with me on another, and we began the learning process. I still teach this student and have done for 2 years. X is progressing exceptionally well. Anxiety remains a part of their life but it is reduced and manageable.

Working with a diagnosis of ADD

I am acutely aware that learners with such a diagnosis have a shorter concentration span. As such I would create a plan with short achievable targets at each stage, allowing for any longer-term projects to be split into manageable segments. I would take care not to overload a student with information and build a timetable with regular changes to ensure variation and the opportunity for relaxation and/or “down” time as and when needed.   I would seek to discover a student’s strengths, and the way in which they can best access information and build a curriculum from that point. I would always continually liaise with the parent/carer to ascertain their view of how things are progressing with the plans I have created and tune into their advice re where to go next.

Supporting Working Memory Challenges

I always aim to deliver information in a simple and clear format. Lessons would have a clear structure to them and objectives would be clearly stated at the start. I encourage students to highlight more relevant details in their work when answering questions, and use colours to present information on flow charts or mind maps, to help with their recall. A helpful technique is to encourage pupils to inform me about a topic, so they get the opportunity to revisit information verbally. Repetition is key, so any opportunity to repeat or recap on work is important. I would gauge each situation.

Teaching Study Skills & Executive Function Skills

Planning and organisation can be extremely difficult for some SEN students. In addition to this their ability to process and memorise information can be challenging. Emotions can become fraught with some young people as their executive function skills seem, at times, chaotic. My approach would be to take everything at a slower pace, using scaffolding skills to break tasks into smaller sections and stop regularly to ensure information has been understood. I would additionally ensure a student kept their notes concise and uncomplicated, to make sure that when they revisit the work it would make sense. The way a pupil would approach their study skills in all areas (classwork, homework, exams) needs to be structured and managed at all times. The use of different timetabled templates can be very helpful to these students as they can visualise what needs to be done and what has been completed. In addition, topic timetables are a great tool to help students see a list of skills required within a subject area. When they can see the skills they can identify which ones are difficult and focus on them one by one.

Social and Friendship Skills

My first approach would be to discover my student’s interests in life and their strengths. I would encourage them to think in terms of small steps forward towards engaging with people socially and building friendships. Initially I would want to gently find out what they may be fearful of, or alternatively what they would most like to do socially if there were no barriers, hoping that this would lead to the identification of, and then the challenging of some of their core beliefs. I would encourage my student to write a positive affirmation daily, for example “I am resilient”, and then have goals that link to the affirmation such as  “This week I will …” or “Next week I will go to the….”, which could be goals that they may be avoiding yet wanting to experience.

Talking during sessions would be very important, including the debate of various topics that they were interested in. My intentio would be to support my student to project their voice and talk with more confidence. A diary of goals and achievements is a good strategy to help people with social/friendship challenges focus on their aims and steps forward. In addition, colourful posters that they have themselves created are excellent ways to continually reinforce positivity throughout the week.

Confidence/self-esteem building techniques

I would always remind a student what they have achieved during each lesson and praise them for what they have done at various stages as the lesson progresses. I also believe that difficulties with self-esteem can overlap with independence challenges, and as a someone starts to build their self-esteem through reassurance, their independence skills start to improve as they gradually learn to  “help themselves” on many different levels without assistance as they learn. Building confidence takes time, but any step forward, no matter how small is significant and should be acknowledged so that a learner realises they are developing and building their self-esteem.

My experience teaching engaging/bespoke sessions to inspire a love of learning

I find out the specifics about the pupils that I work with, in order to tailor lessons to suit them.  I like to keep my lessons interactive and use brainstorming and additionally storyboard techniques for primary pupils. I also use a lot of visual resources within lessons, to help keep a student engaged, whilst bearing in mind their sensory needs. Time is given to each lesson plan before it takes place to factor in a pupil’s specific requirements to ensure that the session that is given is accessible, engaging and interactive, both in terms of resources, educational content and delivery. I find that working consistently in this way leads to enjoyment for the student and teacher, and helps a student flourish and enjoy their learning environment.

Working towards independence

I would consider it a priority to understand the background and SEN of a pupil, and use extreme empathy at all times, keeping a full awareness that someone’s SEN can be due to many factors which could be related to physical or mental health, illness, genetics, background, cultural or political factors. Bearing all this in mind I would strive within each lesson to give a student as many independent learning opportunities as possible, whilst always factoring in the student’s specific SEN. Most importantly, I would take each lesson as it evolves, and not have pre planned expectations of what levels of independence may be achieved. I am aware that SEN has differing factors that can impact on someone’s ability to learn. On different days they may feel more confident and able to be independent than others. As such I feel it is important to be open to the possibility of variation each day, and hence would not enter a lesson with any preconceived thoughts or anticipation about how the lesson will evolve, but at the same time seize on any real potential to help a child be independent and think for themselves.

Specialist experience of developing trusting and meaningful relationships with SEN learners

I have taught many children who have experienced problems with concentration whilst working, portray resistant techniques and have used many effective strategies that would lift, encourage and motivate them and whilst keep them on task. I currently work with children with these challenges. I am aware that such difficulties are ongoing and need to be targeted continually, but with empathy and understanding, using variable approaches, that are appropriate for the particular child. Through working in this style I find I have the opportunity to learn about the child I am with and what works and does not work for them. This in turn allows a solid, trusting relationship to grow as they can grasp I am on their page and am working specifically with their individual needs and challenges.

Working with dyslexic students

I believe that a specific learning programme along with emotional support is the best way forward. Different strategies can have a huge effect, including: reading aloud to improve accuracy, explaining a topic to someone else to “teach” them, so reinforcing the topic, create and consistently extend a vocabulary of regular words (for different subjects), using scaffolding techniques to break tasks down and make them more accessible, following a specific learning agenda/plan.

Techniques for pupils with speech difficulties, communication, language and behavioural challenges

For children with communication problems, I would keep my language more “stripped back”, repetitive, and slow paced. I would pause regularly to ensure everything is understood. I have developed many social stories and time out strategies for children who may suffer with emotional, language, communication and behavioural difficulties, and can help them to adapt to different situations. I have worked with many speech therapists throughout my career which has given me a lot of invaluable skills regarding how to assist students with speech difficulties. Learning through play is a great help for children with speech and language challenges, as while playing, children learn without having to focus so much; they can find out and experience their world in a more relaxing situation and at the same time allow their language to grow.

My experience teaching English Language and Literature up  to KS4 and English Functional Skills

Teaching English is my passion. I have worked as an SEN English Lang/Lit teacher both in and out of school for 30 years. I know every key stage of the curriculum and complete awareness of all skills that should be acquired.  I have vast English Lang and Lit teaching experience to both mainstream and SEN children. I am confident to adapt all work schemes and teach English  to those with ADHD, Autism, PDA, working memory challenges, organisational difficulties,  anxiety, self esteem issues, and sensory processing difficulties. My approach is to adapt to the pupil’s needs, modify lesson plans as I gather an understanding of the young person and structure the curriculum according to what I see from our interaction and produce a bespoke plan for that particular student.

Autism expertise

I understand that an autistic child’s view of the world can be very different to other people; their world can be seen very literally by comparison, and that a learning activity needs to be delivered in smaller sections as it is not always easy to recall a given sequence of tasks. Such children frequently socially interact in a specific way, and require a lot of empathy regarding their emotional needs.  I have gathered a lot of experience in teaching autistic children, particularly in English, focusing on their functional, communication and social skills.  Lessons have been geared towards helping pupils easily access tasks, whilst gathering confidence and independence, alongside learning all areas of the language as set out by the national curriculum. Lessons can be a mix of fun, interactive, hands-on, indoor/outdoor or academic, depending on the specific bespoke timetable designed for the child.

My experience working with students with sensory processing difficulties

I have a lot of work experience with pupils that find sensory processing challenging. This can be extremely hard for a child with ASD. Due to under or over sensitivity at various times of the day, sensory experiences can impact very much on their behaviour, communication and feelings.  It is important not to underestimate this. I have spent a lot of time working with children who may have suffered anxiety due to their sensory experiences.  I have the patience, understanding and skills to deal with such difficulties, and I understand that SEN children will need a more “bespoke” approach. I would be keep a watchful eye on a child to ensure they do not experience “overload” and feel any sense of stress or panic. I would always find out a history of the child before planning any lessons for them, so that I am aware of any potential triggers, and can create an environment that is as conducive to their needs as possible.

Developing Trusting and Meaningful Relationships with an SEN Pupil

I appreciate the time it can take for a young person to have confidence in a tutor. I am very gradual in my approach towards children with any specific challenges and would not come to a lesson with pre conceived ideas. Before a first lesson I will have gathered information about all of the person’s specific requirements, as well as  information about their preferred learning style and interests. This would enable me to create an initial picture of a child’s needs.

I have taught many children who have concentration issues whilst working,  and have used many effective strategies that would lift, encourage and motivate them whilst keep them on task. I currently work with children with these challenges. Such difficulties need to be targeted continually, but with empathy and understanding, using variable approaches, that are appropriate for the particular child. Through working in this style I find I have the opportunity to learn about the child I am with and what works for them. This in allows a solid, trusting relationship to grow as they grasp I am on their page and am working specifically with their individual needs.

Supporting Processing Difficulties

Organisation is important. If someone feels organised they will be more in control of their work and more able to process information. Repetition, planning and preparation are vital, so these would be an area of focus consistently. Use of work techniques such a brainstorming and breaking tasks down into smaller sections greatly helps a child’s ability to process, learn and retain.

Supporting Sensory Issues

I have a lot of work experience with pupils that find sensory processing challenging. Due to under or over sensitivity at various times of the day, sensory experiences can impact very much on their behaviour, communication and feelings. I have spent a lot of time working with children who may have suffered anxiety due to their sensory experiences.  I have the patience, understanding and skills to deal with such difficulties, and I understand that SEN children will need a more “bespoke” approach. I would be keep a watchful eye on a child to ensure they do not experience “overload” and feel any sense of stress or panic. I would always find out a history of the child before planning any lessons for them, so that I am aware of any potential triggers, and can create an environment that is as conducive to their needs as possible. Lesson environments would be kept calm and steady. I would look out for any signs of anxiety or potential sensory overload; if anything were spotted I would encourage a brief period of time out to re-group.

Ability to work with children with anxiety and mental health challenges:

Having experienced many SEN settings I have a great empathy with children who are experiencing any level of mental health issue. I have a great understanding of students from differing backgrounds with a range of emotional SEN. Through private tutoring together with my experience in educational settings I have spent the past 3 decades on a continual learning curve understanding the challenges a child with mental health issues faces, and have as such found excellent strategies to help them progress. My empathy skills as a teacher put me in an excellent position to pass on this depth of awareness to the pupils with whom I work.

Learning with Anxiety

In today’s culture especially, learning with anxiety is increasing. I have the most experience in this field of SEMH. To give a case study of one child with whom I work, initially they were so anxious I could not go in the same room as them. Sessions began as a 10 minute interactive period with me sitting in the hallway adjacent to the room where the child was, with the door closed. A month later the young person was able to come downstairs where I was in the lounge and the child stood my the doorway to talk to me. After another 2 weeks, the student was able to sit on one sofa with me on another and we began the learning process. I still teach this student and have done for 2 years. They are progressing exceptionally well. Anxiety remains a part of their life but it is reduced and manageable.

Techniques for pupils post TBI including speech, communication and language difficulties

For post TBI children who are experiencing communication problems, I would keep my language more “stripped back”, repetitive, and slow paced. I would pause regularly to ensure everything is understood. I have developed many social stories and time out strategies for children who may suffer with emotional, language, communication and behavioural difficulties, and can help them to adapt to different situations. I have worked with many speech therapists throughout my career which has given me a lot of invaluable skills regarding how to assist students post TBI with speech difficulties and bespoke learning patterns. Learning through play is a great help for children with such challenges, as while playing, children learn without having to focus so much; they can find out and experience their world in a more relaxing situation and at the same time allow their language to grow.

Assisting with homework, study skills and exam techniques (particularly those facing challenges with executive functioning skills)

Having worked with many pupils who are approaching SATS, 11+ exams, GCSE’s and post 16 exams, I have had a lot of experience in helping students organise their homework and prepare for their exams.  This has been in the following areas: time management, organisation, prioritising, planning ahead, planning long or short-term projects or assignments, modifying notes in preparation for revision, creating study visuals for revisional purposes, setting goals, checking work and establishing good

routines and habits.

Teaching children with EAL

Children with EAL benefit from visual techniques such as flashcards, images and translation. Factoring in a student’s culture and experience is very useful as well as not rushing the communication process, allowing it to develop naturally. It is important to get as much knowledge of the child before an initial lesson, and not have a fixed idea of how lessons will progress.

My experience of PDA

I would recommend that a tutor should slowly build a rapport with a child and be prepared to be adaptable without any sort of fixed mindset. All PDA children are different in their needs, so patience and understanding are key, as well as a willingness to adapt phraseology particularly in relation to demands placed on a child, so that their anxiety is kept to a minimum.

Spelling Strategies

I use specific spelling strategies which are very effective, as the technique allows a spelling to be broken down and then be learnt in stages, before being put together as whole word. Words are separated into groups of letters, grouped by both myself and the child, and then learnt in sections, phonetically. I have found this approach to be very useful, and helps students with spelling challenges not only to learn, but remember spellings.

How I work

When first meeting a new pupil I would always assess exactly what their needs are and evaluate the difficulties being encountered. This would be a 3 way process involving myself, the child and parent/guardian (plus the school if appropriate.) I would decide the best learning approach, factoring in resources, ideas, techniques to help the child move forward. I frequently use mind maps as a tangible way to breakdown a concept. I would aim to give the child as much learning independence as possible to assist their confidence.  I have great interaction skills with young people, as well as an appropriate level of humour when required.  I know that many children do not always respond well to mainstream education and need something different; I have the skills to adapt to different children’s needs, an abundance of patience, understanding and effective communication.  I believe  these factors have been highly instrumental in the success I have had with many SEN pupils. My testimonials from past and present convey my ability to inspire children. I would bring a great energy to any learning situation I was placed into, and am adaptable and versatile to differing situations.

I keep continual assessments to monitor progress and contribute to EHCP reviews. I will write and review  reports and IEPs as and when necessary. I have spent a lot of time working with external agencies that support SEN and have taken a lot of their expertise which has contributed towards a much more sophisticated and skilled approach to my technique.