My approach to teaching and learning:
My number one belief is: if the child isn’t enjoying lessons and feels comfortable with me, then limited learning will occur. I will ensure that every lesson is fun, supportive and memorable. I will take the time to bond with your child and create a safe and relaxing environment, where learning is done through child-centred activities and repetition. I will link learning to your child’s interests and will take multiple routes to ensure your child understands the topics we are doing.
I will build trust with your child through understanding and patience. I never raise my voice and I will monitor your child’s behaviour to determine our next steps. If I see that your child is becoming restless, I will do an activity that involves a lot of movements to get their brain back in gear. If the child is becoming upset or angry with the learning, I will take a step back and alter the lesson to ensure they are comfortable and within their zone of learning. If your child becomes disengaged, I will set goal points and targets for them to achieve and issue rewards once they have met.
My teaching approach is to use multi-sensory learning:
this engages a student with the subject area and to connect more with the topic at hand. I use a lot of visuals with my teaching and have adopted the catchphrase, 'If in doubt, draw it out'. I will make sure everything is relatable and has a visual element to it. I will also associate terminology with an action, making learning both interactive and memorable. The more active a lesson can be, the more focused a child is. Lessons should be fun and engaging and through repetition, hands-on learning and visual scaffolds a child can gain a deeper understanding.
My experience working with children with ADHD, ASD (autism) and selective mutism:
I have years of experience working with children with a range of levels of autism (especially high-functioning), ADHD and selective mutism on an individual and group basis. I will build a solid relationship with them, to target their needs and find out their interests and what makes them unique. I will design ‘challenges’ that spark interest and trigger learning, sometimes without them realising. Learning should be exciting and rewarding; I will specialise tasks to suit their needs and rewards will be given once they have achieved each activity. No activity will last too long. I will monitor the child closely and will take cues from them to understand what can be achieved before rewards are issued. I will never pressure a child to speak or do something they do not want to do: I will always find ways to get a child to meet their goals.
My experience supporting children with dyslexia:
I have first-hand experience with dyslexia and understand the challenges that children with dyslexia have. I recognise that learning may take a little more time and will need to be repeated frequently. I have had multiple students with dyslexia flourish: boosting their understanding and confidence. I believe in making learning bite-sized and accessible through rhymes, breaking down questions, songs, visual tools, interactive activities and a whole lot of fun. I have worked with several dyslexic students and my number one goal for them is to boost their confidence. Dyslexia doesn’t stop you from learning, it doesn’t mean that you are not smart, it just means learning will have to take a different route and that you will get there eventually.
My experience working with global developmental and speech and language delay:
In my time being a teacher in a classroom, I have taught several students with developmental and speech delays, including those diagnosed with Down Syndrome. I understand the significance of short tasks, which build independence and understanding. I would always start an activity with an easier task, one I know they can achieve and then build upon it. This gives them the focus and confidence to build an understanding of a topic. Further to this, I understand that language and auditory cues could become an issue for these students. Therefore, every task or activity will have a visual or kinetic aspect.
My experience working with children with anxiety disorders:
I have worked with several children with severe anxiety, sometimes even unable to leave a room. I will issue the utmost understanding and patience and will do things on their terms. I will be positive and praise them endlessly. I will create a safe and trusting space for them to come out of their shell and feel relaxed. Learning will come once a nurturing and supportive environment has been created and I will ensure to monitor your child closely to see what can be achieved before challenging them any further. My number one goal is to get them feeling relaxed and confident within themselves and their abilities.
My experience supporting children with demand avoidance behaviour and other behavioural needs:
I have lots of experience teaching students with demand avoidance and other behavioural needs. I have taught many students who display physical reactions, inappropriate verbal responses and a refusal to respond. With these students, I always have strategies in place through activities which calm, reduce anger and promote a safe place to express themselves. Further, I make sure to express a heightened understanding and give children tools that can be used outside of lesson times and into adulthood. Lessons are child-centred and are relationship-based, which enables a child to flourish and grow.
How I will build your child’s independence:
I support students to understand their needs and how they can overcome them. I will use questioning as an alternative to giving them the answers and I will gradually reduce the amount of help I give a child while they are answering a question. I teach the students how to see what a question is asking from them and where to find it in the text. Above all, I make the child want to be in control of their learning and give them the tools to support their needs.
I have taught mathematics to children aged 4- 12 (early years- KS2/3), both in classroom settings and through private tutoring. I have 6 years of experience in a classroom and over 7 years of 1:1 maths tutoring. I use interactive games and a lot of repetition to target the gaps in their knowledge. I enjoy making maths fun and hands-on. I use songs, rhymes and a lot of visuals to make learning accessible to all.
I have a passion for teaching English. Growing up, English was a weaker subject of mine and I had to develop strategies to achieve high marks in school. As a result, I am competent in teaching strategies, like the ones I had to use, to children who equally struggle with their English. This has enabled me to boost students’ confidence and understanding of how to tackle comprehension questions, how to remember to use the correct punctuation and tricks to remember how to spell certain words. Overall, I have been supporting children (Early years- KS4) with their English for over 7 years.
I have a very scientific background. Being from a science-based family, I have grown up with science. I have A-levels in all three sciences and have been tutoring science GCSE for 4 years. I have also been teaching science KS1-GSCE online for a year and have been running science classes for 4 years.
What to expect from me as your child’s tutor
- A trusting and supportive relationship
- A lot of enthusiasm
- Confidence building environment
- Tailored and engaging lessons
- A lot of praise and understanding
- Child-centred learning
- Reward-based learning
- Experienced SEND facilitator- ASD, dyslexia, anxiety and behaviour disorders, selective mutism and ADHD
- Clear, short burst learning
- Fun and engaging lessons
- Extensive subject knowledge
- Lessons that build independence
- A lot of fun rhymes and games
- Goal/ target based learning
- Folders, pens and papers provided