About Me

30+ years’ experience. Qualified Primary Teacher with QTS, Masters' Degree in Education/ Pedagogy, Postgraduate Diploma in Specific Language Difficulties, Montessori Teaching experience.
2 Reviews

£100.00 Per Hour

minimum 1.5 hour sessions READ THIS TUTOR'S REVIEWS HERE

Specialist Experience and Skills

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.

My Teaching Philosophy

"Children are not the people of tomorrow but are people of today. They have a right to be taken seriously, and to be treated with tenderness and respect. They should be allowed to grow into whoever they were meant to be. The unknown person inside of them is our hope for the future". *Janusz Korczak.

I believe that children learn in different ways and all have the potential to succeed. To gain a better understanding of how your child learns I will consider the broad areas of preferred learning styles.
• Visual learners best remember what is seen. These children tend to remember faces instead of names, are good readers, and have good imaginations.
• Auditory learners best remember what is heard. These youngsters remember names well, respond easily to phonics instruction, and may like to talk when writing.
• Kinesthetic learners learn best by doing, experimenting, and involvement. These learners remember what was done, not necessarily what was seen or heard, and might have difficulty paying attention and staying focused on their schoolwork or homework.

As a teacher, I believe
- Teach - don't test. If the child is stuck I will help immediately. I don't want to change learning into a struggle.
- Practice until the child is able to understand and go back to it the next day.
- Keep child interest, and do not allow the child's attention to wander.
- I would like to get the maximum correct responses with the minimum mistakes.

Something Sensational About Me

There are many important things in my life but the most important thing for me is my family. We love books, music theatre, traveling, rugby and many more.

Contact us to book this tutor

    Your contact details will be sent to SENsational Tutors Ltd and will NOT be used for any marketing purposes.

    Availability

    • Monday 09:00 - 14:30
    • Tuesday 09:00 - 14:30
    • Wednesday 09:00 - 14:30
    • Thursday 09:00 - 14:30
    • Friday 09:00 - 18:00

    Qualifications and Training

    • Master of Education/ Pedagogy;
    • Postgraduate Studies in Special Education;
    • Qualified Teacher Status;
    • Diploma of Social Work;
    I have recently completed the following training courses: Helping with Dyslexia, British Dyslexia 15/10/2020
    • Phonological Awareness
    • Dyslexia and Symbol-Sound ( Grapheme-Phoneme)Linkage
    • Blending Sounds into Words
    A basic overview of features that Microsoft has created for those with additional needs with Arran Smith. October 2020
    • Microsoft
    ... Read More
    • Master of Education/ Pedagogy;
    • Postgraduate Studies in Special Education;
    • Qualified Teacher Status;
    • Diploma of Social Work;
    I have recently completed the following training courses: Helping with Dyslexia, British Dyslexia 15/10/2020
    • Phonological Awareness
    • Dyslexia and Symbol-Sound ( Grapheme-Phoneme)Linkage
    • Blending Sounds into Words
    A basic overview of features that Microsoft has created for those with additional needs with Arran Smith. October 2020
    • Microsoft Accessibility and Dyslexia  Monday 5th October 2020
    • Looking at reading  Tuesday 6th October 2020
    • Writing and Transcribing  Thursday 8th, 2020
    • More Accessibility Tools Friday 9th October 2020
    • Dyslexia and Other Literacy Difficulties ( November 2019)
    •  Supporting Children with Autism Spectrum Disorder (December 2018
    •  Literacy in the Primary Classroom (November 2018) • New to Early Years Foundation Stage EYFS (October 2018) • Behaviour Basics – Getting off to a sure start in managing behavior (September 2018) • Safeguarding; Keeping Children Safe in Education (September 2018) • Maths Learning Difficulties and Dyscalculia in Schools and Colleges with Steve Chin – September 2017 • Mind Reading for Teachers; How to tell and what to do When Working memory isn’t Working with Jennie Guise (September 2017) • Study skill

    Choose me if…

    • - you are looking for a qualified SEN teacher
    • – someone to put in boundaries
    • – a passionate and committed specialist teacher
    • – someone who is able to work flexibly
    • - someone who can make learning active and engaging

    SPECIFIC AREAS COVERED

    Watford, Ealing, Bushey, Northwood, Ruislip, Pinner, Elstree, Radlett, Stanmore, Harrow, Maida Vale, Chiswick, Fullam

    Location

    Enhanced DBS Checked

    References Checked

    ID Checked

    Contact us to book this tutor

      Your contact details will be sent to SENsational Tutors Ltd and will NOT be used for any marketing purposes.




      J A

      Longina came into my son's life when we lost all hope - he was demotivated and below average within his year group with some signs of learning difficulty that school teachers couldn’t properly address. She managed to turn things around within weeks! Most importantly she found a unique approach to him and taught him ways in which he was able to learn things in more efficient way and therefore make progress in class. I believe she was able to reignite that passion within and bring progress in his attitude to school work and to learning in general. She genuinely cares for him and ensures that she helps enough but also encourages independent work. In summary she is a great professional, my son adores her and we are incredibly lucky to have her in our lives as my son prepares for his 11+.

      J FM

      Every child should have a Longina in their lives; where many others had failed and given up, Longina was able to fully engage with our child and allow him to bloom beyond expectations. Our son had complex needs including a severe speech delay. Her innate passion for teaching coupled with her vast knowledge and experience helped him overcome many hurdles and shine again. She has had such a positive effect on him, including in his personal confidence, beyond academe - a real life changer. Longina's 'can do' attitude seems to be spurred by her wanting each child to achieve their maximum potential. Her patient, yet professional nurture, enabled our child to want to learn, something that no-one else had been able to do. We are beyond grateful to have had Longina in our lives and hope to be able to continue to have her for many more years to come! Longina has a unique gift and is, simply marvellous.

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