Specialist Experience and Skills
I am a fully qualified, experienced and highly-skilled teacher. I have a specialism and substantial experience supporting children aged 11 to 16 with SEN, including dyslexia, ASD, communication/ memory/ reading/spelling and numeracy difficulties. English and Maths tutoring. I am very passionate about making the learning experience unique and fun for each of my learners and unlocking their potential in a multi-sensory, structured way. I have experienced and observed teaching in both primary and secondary sector, and taught SEN students in a mainstream and independent setting, based on specialist S... Read More
I am a fully qualified, experienced and highly-skilled teacher. I have a specialism and substantial experience supporting children aged 11 to 16 with SEN, including dyslexia, ASD, communication/ memory/ reading/spelling and numeracy difficulties. English and Maths tutoring. I am very passionate about making the learning experience unique and fun for each of my learners and unlocking their potential in a multi-sensory, structured way. I have experienced and observed teaching in both primary and secondary sector, and taught SEN students in a mainstream and independent setting, based on specialist SEN training in Specific learning Difficulties-Dyslexia, Dyspraxia, Dyscalculia and Speech and Language Training as well as in extensive cooperation with Educational Psychologists, Occupational Therapists, Speech and Language Therapists, other school professionals and the parents.
• Common Entrance: 11+ (English, Maths), 13+ (English, Maths)
• English and Maths
FUNCTIONAL SKILLS & AQA qualifications
• English, Maths, Science
• KS1-KS4 support
• Experience teaching primarily SEND students: SpLD- dyslexia, dyscalculia, processing difficulties, dyspraxia, ADD, ADHD; Autism, Speech and Language Difficulties, Profound Learning Difficulties (Global Developmental Delay, Cerebral Palsy), Emotional challenges
• Revision planning, study skills
• Skills for learning
My skills and experience teaching students with dyslexia: Dyslexia is my main specialism and I have worked in schools specialising in supporting students with dyslexia in both state and independent sector. To best support any child with dyslexia, a robust assessment is the foundation. Then, each child's personal needs need to be addressed in a multisensory, structured and accumulative way. To say it simply- I always plan a well thought out programme with specific targets, depending on the priorities of the child. This way, the skills will stay in the long term memory. Another aspect is the technical knowledge and effective use of assistive technology. And lastly- the lessons need to be meaningful for the student- I strive to get to know the child and their interests to make the lessons most productive.
My skills and experience teaching students with processing difficulties: Most of the students I teach show processing difficulties. To build their confidence, it is important to make teaching relevant to their interests and learning styles, following their natural way of learning and strengthening the areas for improvement. I devised carefully paced, scaffolded tasks, supported by embedded visuals, 3D props, mindful breaks and self-reflection summaries. This way, the students consciously participate in their learning, reflect on it, and can see immediate progress, thus boosting their confidence. It is vital that the teaching is also structured and cumulative to support long-term memory of the students.
My skills and experience helping students engaging in their learning: To engage students in their learning, I follow natural students’ passions and learning style. Making learning personalised, multisensory, fun and metacognitive allows the pupils to take ownership of their learning. Working towards a specific goal and- possibly- a personalised, meaningful reward, also brings positive outcomes.
My skills and experience developing focus and concentration skills: Personalised and relevant teaching increases students' focus on learning from the start. To additionally improve students’ concentration, a range of sensory and mindfulness tools can be used: short, carefully structured tasks, active or mindful rest breaks and various props. Creating a sensory profile of each pupil helps to discover the most helpful tools.
My skills and experience teaching study skills: The students I have been supporting in their study- skills have all developed their own formulas: starting with a skilful goal-setting, through the effective planning of their learning, creating stable and well- organised learning environment, revision tools, and developing effective reading, planning and writing techniques.
Revision planning: On many occasions, I have helped several students to develop a revision schedule. Dependent on how close students are to their exams, the revision plan will either involve covering content and creating notes to attempting exam questions and developing understanding.
Inclusion based schemes of work and programmes to SEN and underachieving students - English nurture groups (Y7-9), maths nurture groups (Y8-9), Zones of Regulation (Y9-11), the Incredible 5/point scale (Y7-8); Expressive Language (Y7-9), Vocabulary Enrichment (Y7-9), Lego (Y7-8), Reading (Y7-8), writing and comprehension (Y7-9), literacy and numeracy (Y7-9), Functional Skills English and Maths (Y10-11); Toe by Toe, SRA (Y1-6), assisting in delivery of ‘Read Write Inc’ (Y1); Expressive Language programme, Vocabulary Enrichment programme (Y7-8), ASDAN (Y10-11), Prince's Trust (Y10-11), PAT (Y7-8), Dockside (Y7-8), Word Family (Y1-6) ,
11+ Maths, English (SEN): I have previously worked with two students towards the 11+ assessments. Jasmine sat entry examinations for three schools, with all students going on to one of their preferred secondary/boarding school. Jasmine, 11+ maths: Jasmine is severely dyscalculic, she struggled with her general maths skills (including time tables) and applying theory into practice. We steadily worked on building up her confidence, understanding, and exam technique. She was offered a place at Kew House.
Conrad, 11+ English: Conrad has dyslexia and found it difficult to extract and then implement information from the text in his writing. His focus, processing, and writing speed were low. We suggested typing sessions which-at completion- sharply improved his writing speed — we steadily built-in techniques for time-efficient reading and planning a correctly structured written response. As a result, he moved up a set within a term in Year 5.
GCSE English/Mathematics (SEN): I have worked with several exam boards (Edexcel, AQA, WJEC) for GCSE/ Functional Skills/ AQA. I have helped many students move from 2/3/4 to 3/4/5/6. For students at the lower end of the grade, spectrum focus is on learning content and attaining a firm understanding as well as application.
Jawad, GCSE maths: Jawad found several areas of maths challenging. He was autistic, lacking full understanding, and doubted his ability. We worked through his knowledge gaps and tricky aspects of the topics to give him an excellent base to work. Then we moved on to more advanced work, which I made multi-sensory, fun and interactive, in line with his ASD profile. He moved from borderline 5/6 to a 7.
Saptieu GCSE English Language: Sap, in line with her ASC spectrum, struggled with expressing herself in writing. She wasn’t able to structure her text or make up a storyline that would reflect her ideas accurately. We worked on her planning skills as well as vocabulary and sentence structure to write coherent paragraphs. She also struggled with bringing adequate evidence to her analysis, so she learned the techniques to work with the text efficiently and embedding it into PEE paragraphs.
Archie, GCSE Revision and Study Skills: Archie was struggling to organise his time effectively when he started revising for his exams. I helped him prioritise his revision subject by subject and built a realistic revision timetable with him that he used throughout his study leave and exam period. We also worked on revision techniques and timed practice papers. This way, we helped him develop his organisational skills and ensured he felt confident going into his exams. Archie was offered a place at Harrodian.
Zak: Zak struggled with ADHD, lack of concentration, and found it very difficult to focus in class. I helped him with the organisation of his work, homework, and any bits of classwork he had not been able to finish. I made lessons as interactive as possible but stuck to a clear routine, including breaks, so he felt confident each time we had a session.