I practice critical pedagogy. My teaching moment are a learning process for me too. I am patient, helpful and more importantly I believe that the student should be in control of their learning. I aim to bring out the best.
I have a BA (Hons) English and an MA Women's Studies and an MA Education. I worked as a Learning Support in a secondary school for 6 years. I speak French and Hindi fluently and planning to do a PHD.
QUALIFICATIONS AND TRAININGS
January 1996 to November 1996 GCSEs: Hindu Girls College Mauritius
January 1997 to November 1998 5 A-Levels in English, French, Hindi, Hinduism and General Studies: Hindu Girls College Mauritius
August 1999 to March 2003 BA (Hons) English: University of Mauritius
Teaching Certificate from PSSA (Private Secondary Schools Authority) Mauritius.
September 2004 to July 2006 MA Women’s Studies with Merit: University Northampton
September 2006 to July 2008 MA Education with Merit: University Northampton,
NVQ Level 2 in Health and Social Care,
Medication training, manual handling, First Aid course, health and hygiene course.
January 2001 to April 2001: I underwent 3 months teacher training in a secondary school in Mauritius as part of my degree.
June 2003 to July 2003: I was an English teacher in a secondary school in Mauritius. I taught literature, language and linguistics to School Certificate and Higher School Certificate students. I also helped stage plays for inter-college competitions and organised numerous contests, including debates and sports.
July 2005 to August 2008: I worked for the Northampton County Council,
UK, in a residential home for elderly people as both a care assistant and a Grade 6 medical supervisor. I was caring for people with various health concerns including dementia, Parkinson’s disease and Alzheimer disease.
January 2007 to April 2007: As part of my MA Education course, I undertook 3 months placement in a primary school in Northampton, UK. During my placement I had the opportunity to work alongside teachers with children of different age groups and abilities.
September 2008 to March 2009: I worked as a Learning Support Assistant (LSA) in St. Martin In-The-Fields High school for girls in London, UK.
My first teaching experience was a 3 month placement in an all girls secondary school as part of my Bachelors degree. I assisted teachers of English and French at School Certificate and Higher School Certificate level, which, is the equivalent of the British GCSEs and A-Levels respectively. I met with a lot of resistance from the students, mainly because I was not much older than them and they did not view me as a legitimate teacher. To resolve this I approached them in a friendly and informal manner. For example, during recess instead of being in the staff room, I chose to mingle with the students and talk to them about my own school days and about university, and in return the girls were equally friendly. However, they also maintained a degree of respectful formality both in their speech and demeanours. Many felt free to come to me for advice about how to apply to universities or about career choices.
On the completion of my degree, I worked in an urban secondary school for boys in an underprivileged area in Mauritius. It was very challenging both personally and professionally as the majority of my students came from poor, dysfunction or broken
A Masters degree in Education from Northampton University, UK, enabled me to learn extensively about the British educational system, which is reasonably similar to the Mauritian educational system.
I also had the opportunity to work in a primary school in Northampton as a teaching assistant in Key Stage 1, 2 and 3. I thoroughly enjoyed the experience. It was especially fulfilling as I worked alongside other teachers and Special Educational Needs (SEN) staff helping an autistic 6 year old boy to successfully adjust to a mainstream setting.
Through my Masters degree I have had the opportunity to study a wide range of subjects related to teaching, such as, International Perspectives on Education, Leadership and Management in Children's Services, Politics of Educational Change, Promoting Inclusive Practice, Reflections on Educational Enquiry, SENCO Standards, Understanding Autistic Spectrum Disorders, Pupils with Severe and Profound and Multiple Learning Difficulties. (Contexts and Understanding).
I am enthusiastic and believe that every student is different and every situation is different, and therefore, teaching approaches have to be flexible in order to try to accommodate each student’s needs. My goal is to combine my range of experience with my ability to be a compassionate, enthusiastic, intelligent teacher who will make a positive contribution to teaching. I would eventually like to do a Doctorate degree in Education in the field of ‘Revolutionary Critical Pedagogy’, but, am also thinking about enhancing my teaching skills with a National Vocational Qualification (NVQ) in a relevant field.
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