I am a fully qualified and dedicated teacher with teaching experience in early- years, primary education, and special educational needs. I have worked extensively with dyslexia and dyscalculia. I taught in the UK and Poland.
Specialist SEN (Special Educational Needs) teaching experience: In Poland, I worked at a residential special needs school, whereas in England I have worked primarily in primary schools. I have extensive experience in working with children aged 4 to 11, who have mild to moderate needs, as well as children with a processing disorder, autism, dyslexia, dyscalculia, and dys... Read More
I am a fully qualified and dedicated teacher with teaching experience in early- years, primary education, and special educational needs. I have worked extensively with dyslexia and dyscalculia. I taught in the UK and Poland. Specialist SEN (Special Educational Needs) teaching experience:
In Poland, I worked at a residential special needs school, whereas in England I have worked primarily in primary schools. I have extensive experience in working with children aged 4 to 11, who have mild to moderate needs, as well as children with a processing disorder, autism, dyslexia, dyscalculia, and dysgraphia. I have also worked with children aged 11 to 19 and have worked at a Montessori school. I can identify the specific needs of individual children and consequently, I plan and teach children according to their needs. I have worked closely with schools, families, and other professionals to design a program that will build the child’s confidence, enthusiasm for learning, and at the same time reduce anxiety. I have strong experience in teaching children who need extra support in learning. By using a variety of strategies and resources, I can cover the syllabus in as many ways as are needed until the child understands. Children struggle when they try to learn in ways that aren’t natural for them, but in my way of teaching, I will look for an approach that suits your child's needs. I always remember there is never one right way to teach or help your child.
How I work: Children must believe that their knowledge can and will grow. This belief is the key to success. I will do everything I can to be sure the child has the ability to listen, be persistent, and to achieve. Learning needs to be a very positive experience. When I first start working with a child, I like to identify their exact level. Then, I can create a personalised lesson plan that fills the knowledge gaps, so your child can grow from their current level and learn at their own pace and with no peer pressure. One-to-one teaching can be key to move your child forward.
My method of one-to-one tuition gives children the chance to develop confidence. Your child can ask questions that they wouldn’t feel comfortable asking in the classroom setting. I have experience working with children to help them close the “word gap”. A “word gap” is a key component of speech and expressive and receptive language development. Helping a child close their “word gap” can help a child overcome processing and comprehension difficulties.
In order to help your child close their “word gap”, I will encourage your child to read widely and play with language without fear and without the concern that sometimes they can make a mistake. This way of learning can only help your child develop control over language. I can plan with parents to find a variety of audiobooks or short storytelling videos and together we can think about how to engage your child by asking questions and through retelling stories. Experience in teaching children with dyslexia:
We need to remember that each child with dyslexia is different and that dyslexia often occurs with other SpLDs. The challenges that dyslexic individuals experience is not due to the lack of ability, poor parenting, or poor education. Generally, for learners with dyslexia, it is expected that their needs will be met in the classroom through high-quality teaching and differentiated learning materials. Unfortunately, it is unusual for such a provision to be accessible within a mainstream setting and the likelihood is that it is not run or overseen by a teacher who specialises in dyslexia. It is vital that the needs of dyslexic learners are identified early on, and appropriate support is implemented. Children can learn quicker when appropriate resources are used, such as programs for reading, writing, or even systematic phonics books. Training your child’s ability to remember will be one of the first steps to take before we can find the best way to teach your child. Experience in teaching children with dyscalculia:
Children can learn quicker when playing games based on using concrete materials and hands-on multisensory methods, such as using counters, sweets, or building blocks. It is important to explain mistakes clearly and to check if your child understands the mathematical process, rather than by instructing your child by saying: “Do it like this”. Many children with dyscalculia struggle to memorise information, for example, patterns in multiplication. Therefore, the use of colour, shapes, and different resources is necessary. Experience in teaching children with Autism/ ADHD/Dyspraxia:
Children often become easily frustrated, so we should always monitor their mood. They need plenty of opportunities to use up excess energy. Structure and routine are very important for reassuring your child that everything is planned and safe and this will also help manage anxiety and stress. We need to remember to introduce any changes to the routine and structure with a warning to help your child prepare for what will happen next. It is good to give your child time to prepare for change and to tell your child what they could be doing instead of what they should be doing. Experience in teaching non-verbal children:
Remember, you are working with your child, not against them. Over a period of time and after collecting all possible information, I will be able to understand the child's temperament and body language. This information will help me build a relationship with your child and make them comfortable with the learning ahead. Teaching a non-verbal special needs child requires patience, good observation skills, and a willingness to work with everyone involved in the child's life. Experience working with anxiety and depression in children:
Anxiety may present itself as fear or worry but can also make children irritable and angry. Anxiety symptoms can also include trouble sleeping, as well as physical symptoms like fatigue, headaches, or stomach aches. Some anxious children keep their worries to themselves and the symptoms can be missed. Every day, children ask themselves: “does the teacher see me and how do they see me?”. As a teacher, you are a significant person in children’s lives. What you say and what you do impacts them greatly. I strongly believe the quality of the relationship that I, as a teacher, have with the children I teach is vital to their motivation to learn and to do well.