Andrew

My specialist SEN; autism, dyslexia, SPD, speech and memory difficulties experience: 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.

My experience boosting students' confidence and self-esteem: I help pupils become better communicators by boosting confidence and my tactical complimenting of their work. I also like to show progress over time. I boost confidence through both formal and verbal feedback as pupils respond to having specific targets to meet. I have also found that lesson starters provide a great opportunity to do a short, quick activity that can boost confidence. I also believe that for low confidence pupils, the tone and choice of words used by educators is important. Though my use of language, rather than highlighting failure, I prefer to place emphasis on getting it correct the next time. I encourage pupils to be more open communicative by using key questioning. As as creating a comfortable non-judgemental atmosphere that gives pupils the freedom to express themselves.

My specialist experience working with students with ADHD: 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.



I have been mentoring a teenagers with autism for over six years. This involves me taking them to places and participating in enriching activities. I have experience in improving literacy and numeracy skills. I teach pupils to learn independently by collaborative work and boosting confidence as well as through modelling. I believe that confidence has a great impact on pupils learning.

I have also taught ASDAN in mainstream secondary schools. I enjoy the challenge of allowing pupils to learn life skills.

My experience working with students with processing disorders: For pupils with processing disorders, I am able to adjust my pace, tone of voice. I know how to place emphasis on key words within a question and explain them in simpler terms. I like to break questions into parts. In the past I have also used my body language to communicate instructions. I'm accustomed to rephrasing questions to make them more digestable. I like to break down concepts by using real life examples, are find these most effective with Maths and English. Furthermore, I create scenarios for pupils can understand. I enjoy bringing to life key words for pupils. Key questioning is a central part of my practice. I find learning to be increased when pupils are able to relate to the theme of what is being taught. As this allows them to draw from their own personal knowledge and experiences.

My study-skills, revision techniques and homework support experience: I have experience in teaching study skills such as: question interpretation, task analysis, and revision techniques. I also currently provide homework support for pupils. This involves helping them to create a study routine, and discussing the work. Hearing pupils discuss their with is essential for me as it enables me to gauge what they need help with. Additionally, i believe the relationships that I establish with photos enables me to cater my teaching style to their learning as well as bring the curriculum to life. Furthermore, my years of experience in the classroom have made me very confident in being able to explain abstract concepts and assist pupils with their writing. Moreover, I emphasise the importance of knowing the success criteria for whatever is being learnt.

I like to motivate pupils through positive reinforcement and differentiating starter activities that engage them also. Particularly, I find pupils responsive to open questions and images linked to the topic that they are about to learn. I teach organisational skills and time management by teaching pupils to organise their work and enabling them to develop an overview of what needs to be completed. I also believe that pupils benefit from setting themselves targets, as these give them something tangible by which to measure their progress.

My experience preparing students for the 11+: I have two years of experience in preparing pupils for the 11+. I am familiar with all aspects of the exam including the non-verbal reasoning. I enjoy teaching comprehension skills any showing pupils how to extract information. I also enjoy teaching creative writing and displaying techniques for them to learn.

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.