Andrew

I have tutored and supported children and young adults with ADHD and autism for several years, and I take great pride in assisting their progress. Developing a meaningful rapport and relationship is at the core of my teaching style. I am currently a 1:1 mentor for a child with autistic traits and low self-esteem and I have developed techniques with my use of language to enable him to understand concepts that he may find challenging. I adapt my teaching to the preferred learning style of the pupil, whether that be through use of visual aids or physical objects. I like to integrate interactive ways for pupils to learn. The rapport that I am able to develop with pupils allows me to choose their preferred method of learning. I believe that imparting skill is just as important as the knowledge acquired. I believe that this is the route towards helping them become independent learners.

I have further experience in mentoring and teaching pupils with ADHD and those who are challenged by executive functions (organisation skills, structure, impulse control, memory, planning and prioritising). I have created innovative kinaesthetic activities that develop cognitive flexibility, as well as trackers for pupils to be able to monitor and reflect on their own progress. I have assisted pupils with the creation of timetables and priority lists that help develop their organisational skills and manage their time more effectively. I have developed their working memory through image analysis and sequencing activities. I enjoy coming up with different ways to enable children to improve themselves. I have taught pupils inhibitory control and given them different methods that they can use so that they can discipline themselves. I enjoy the challenge of differentiating work so that pupils can gain the most from their learning. For instance, I have developed a range of ways to engage pupils via starters in maths and word games. My lessons are always packed with a variety of activities so pupils are stimulated throughout.

Working with SEN pupils allows me to express my personality a lot more, which I find pupils to be very responsive. I also have a strong passion for teaching comprehension and inference skills, and I enjoy the challenge of developing pupils' understanding not only the world around them, but themselves. Additionally, I find working with children with SEN (ADHD, autism, dyslexia, SPD, speech and memory difficulties) to be fascinating, as they have such a unique and wonderful way of seeing the world. I really like to tap into their strengths and explore innovative ways to enhance their social and emotional intelligence. Teaching pupils communication skills is always fun, as a teacher, as it allows me to express myself and push the boundaries of the teaching/learning process in a positive way.

In terms of classroom positions, I have worked as an Inclusion teacher, in which I supplemented a class SEN pupils with English, Maths and Humanities. I taught a range of learning difficulties, from Global delay to Dyslexia, I learnt how to differentiate my practice such as my body language, tone of voice and the vocabulary I would use when talking. At another school, I had a similar role, but the pupils in my class all had Social Emotional and Mental Health. This role instilled in me a great desire to work with pupils with SEMH, I enjoy being a role model to pupils. Furthermore, I like finding ways to develop their self-esteem.

Further skills below:
- Versatility - The ability to adapt my teaching style to the needs of the pupil.
- Motivational - Different techniques to encourage pupils to learn.
- Behaviour Management - I have years of working in mainstream schools and I have proven myself to be an effective practitioner of positive behaviour strategies.
- Differentiated lessons - Lessons designed specifically for the needs.
- Track record - I have years of experience in teaching in different schools around the South-East. As well as SEMH centres and Alternative Provisions. I have taught children that have gone on to get top GCSE grades in English, Humanities and French.

2007 - BA History and Cultural Studies - University of Roehampton;
2009 - PGCE with QTS (Qualified Teacher Status) - Religious Education - University of Roehampton;
2012 - Diploma Personal Development - University of Metaphysics;
Autism - How to improve teaching style for pupils;
Team Teach - Team building, non-vernal communication, verbal de-escalation, Report and reviewing, Communication strategies, Listening and Learning;
Child Protection - Strategies to ensure the safety of children;
Thrive Training - Therapeutic approach to social and emotional development of pupils.