My teaching method involves laying a solid foundation then establish the concept to the highest possible level.
I have been teaching maths and Accounts for over 2 decades, including one-to-one private tuition. It has always been my desire to bring life to the subject and to allow student to enjoy the subject as much as I do.
I came to the job with several years of experience outside of the UK, but was soon to find out that there were many things yet to be learnt. Thanks to the various consultants - the head of the Math Department, the assistant head who line manages the department and one of he Borrow consultants - who supported me on all levels, and still continue to do so. My knowledge has advanced tremendously and I am much more prepared to meet the challenges in the classroom here in London.
In no time I was able to deliver the appropriate lesson to the various year groups from KS3 to KS4 as I ascertain the information form the level descriptors and set lessons discriminatingly to meet the need of my every pupil from the different socio-economic background. The CATS result proves also invaluable as it relates to the classroom teacher what to expect from each pupil as he/she moves from one stage to the other. In addition, I have adopted the three-part lesson plan format which the school instituted the starter, the main activities and the plenary and it has proven to be quite beneficial as far as classroom management is concerned. It not only assists the teacher in gaining control throughout the entire period of intensive mathematics but also makes the subject more interesting to the pupils as they relate to that which they already know (even through math games), settle down to learn something new, and then assess (along with the teacher) their own learning in the
plenary stage of the lesson.
I have seen the joy that pupils express when their favourite pieces of work is place on the display board in the classroom, when they are able to move up by at least one sub-level, when their classroom comes alive with mathematics and when they are rewarded with merits, certificates and/or just a note from the teacher for a work well done. I have come to know that even the most indiscipline of pupils wishes to advance, and desires to be stopped in his/her off-task experience by a well structured lesson that involves him/her; which is but the end product of excellent planning and preparation on the part of the classroom teacher.
I have prepared pupils both for GCSE examinations in Maths and A level in accounting, and have watched pupils, whose interests were weaned, developed an unquenchable thirst for mathematics. It has been quite an experience, in particular, working with pupils at the KS4 level, from foundation to intermediate, and even at the Higher Tier as I involve myself in the teaching of after school and holiday extra classes. It will be my pleasure to take on any task in transferring my knowledge to those who need it most.
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