My lessons are always both informative and fun with a creative atmosphere. I believe as well as knowing how something works, we should understand why it works too. I would consider myself a lifelong learner as well as teacher. I am able to differentiate my lessons to cater to individual needs.
I have a creative background in art and music. For nearly 20 years I have taught students of all ages. For the last 8 years, I have taught primary age children as a classroom teacher. I also have 3 years experience as a music teacher.
April 2019 to date Supply Teacher
Hays Recruitment, Leeds
Just Teachers, Skipton
March 2017 to March 2019 Classroom Teacher
Makuhari International School
As a Grade 3 (8-9 years old) classroom teacher, my responsibilities included planning and delivering lessons adapted from the Japanese National Curriculum and combined with elements of other curriculums such as the National Curriculum of England, assessing children’s progress through a combination of formative and summative assessment, completing child reports at the end of each term and providing positive feedback and next steps in both the children class-based work and their homework. Twice a year, as classroom teacher, it was necessary to plan, rehearse and help the children perform a class assembly for the rest of the school. As I have a passion for technology I would always try to include some kind of combination of live performance and animation or green screen for these occasions.
As part of my duties, I also ran after school clubs in graphic design and animation for various age groups.
I used ICT to bridge the gap between home and school by using E-safe internet sites like Edmodo. Through this, in school, I encouraged the children to publish their work on-line rather than print it as this is more environmentally friendly and they are able to feedback to each other about their work.
Throughout my career as an educator I have planned and delivered exciting and differentiated lessons across the curriculum taking into consideration pupil’s individual needs, abilities and learning styles. This has meant the children in my care have met set targets and often exceeded them. Yearly at MIS, the majority of my students made at least two sub-levels progress in reading, writing and numeracy which has meant their targets the following year have been achievable. Both in England and Japan I have taught children to whom English is a second language. I have encouraged cooperative learning between the children where they can celebrate each other’s achievements which has led to an overall rise in the level of pride they take in their work and, as a result, higher levels achieved.
I have contributed towards, and understood the role, of active assessment and feedback and its benefits towards pupil progress. I constructively feedback to children each lesson both verbally and through written marking, and welcome the opportunity during parents’ evenings to discuss pupil’s progress. I have excellent relations with parents and communicate effectively either in writing or face to face at parent-teacher meetings and can confidently answer any queries from them relating to my year group and the children within it. By regularly attending staff training I have up-to-date knowledge of current practice, legislation and educational psychology. A part of my ongoing professional development, I completed 10 week course called ‘ESL In The Mainstream’ and regularly attended events in Tokyo covering topics related to learning and the use of technology in the classroom. I used web based applications track pupil progress and my shared methods at staff training as good practice. In addition to this, I shared how I use iPads in the classroom as part of other staff training sessions.
In addition to my academic achievements, I have successfully completed two full marathons which I believe reflects a level of commitment that I also apply to my professional life. Since joining MIS I regularly attended both football and badminton clubs with my fellow teachers. At home I enjoy creating guitars from reclaimed wood which I feel is a good way to try to be environmentally responsible, and the skills I have developed, I have been able to pass on to children during craft lessons. I can speak conversational level Japanese and can read and write two of the languages alphabets. Learning a foreign language has not only given me skills for teaching modern foreign languages but also raised awareness of the difficulties facing EAL students.
Through travel have learnt a lot about culture, history and geography from each of the places I have visited. I feel having a wealth of life experience is important as a teacher as it encourages children to widen their horizons and strive to discover the world for themselves.
I am thoroughly enjoying teaching and as my teaching career continues I hope to continue receiving added responsibilities in the areas of ICT, music or art as these subjects are of particular interest to me.
April 2014 - March 2017 Music Teacher
Makuhari International School
Over the three years I spent as a music teacher I dedicated myself to modernizing the music program at MIS and creating a more inclusive atmosphere so that all children would have access to music. This meant adding a small recording studio in which children could use technology to compose and record, running ‘Rock Club’ during my lunch hour in which children from across the grades could perform contemporary music and running an after school music club. Upon arrival at MIS, the music curriculum was incomplete, so one of my initial duties was to complete the medium and long-term plans for each year group. Three times a week I delivered Singing Assemblies for one third of the school. As I was the only adult in the room these assemblies taught me much about behavior management on a large scale. Also, I oversaw the Arts Committee during the Council of International Schools accreditation process. This required me to lead a group of staff members in analyzing and assessing the school’s existing Art’s Curriculum.
In addition these duties planned and delivered differentiated music lessons to each year group from children aged 3 to 12. When needed, I would cover classes for absent teachers and in this capacity taught most subjects from Grades 1 to 6. Also I was in charge of the school’s annual yearbook. This required me to delegate tasks for all the school’s staff and set deadlines for those tasks to be completed. I also designed and organized yearbook for publication. In relation to this I also was given the responsibility of designing the school’s House T-shirts, the banners, flags and programs for special events using Adobe Photoshop. Finally, over the course of a year it would be necessary for me to organize events such as music recitals, oversee the music and sound at the school’s bazaar, sports day, winter performance and graduation and opening ceremonies.
September 2010 – March 2014 Classroom Teacher
Westbourne Primary School
As year group leader in Year 5, I had the following responsibilities: attending and contributing to Lead Teacher meetings then feeding back to the rest of my year groups staff, arranging and leading school trips, conducting risk assessments and arranging the financial aspects of the trips including spreadsheet accounts and fund raising and developing and action plan for Year 5 that reflects the priorities identified in the school action plan. In addition to this I was responsible for creating long term and medium term plans, producing curriculum maps for parents and creating timetables for support staff.
As Music Coordinator I oversaw changes to the way music was taught in the school which I feel has benefited the children. As a result we saw a greater interest in music in school and in after school clubs. In 2012 I became shadow ICT coordinator and as such delivered ICT training to staff, introduced animation techniques, use of green screen and html encoding. From 2012 to 2013 I successfully mentored a GTP teacher by carrying out lesson observations with written and verbal feedback, tutorial sessions on teaching practice and displaying my own good practice. At the end of the year my mentee finished as an outstanding trainee teacher and was employed by the school for which I take great pride.
In association with the National Literacy Trust I introduced and led the Premiere League Reading Stars program at Westbourne to aid reluctant readers to take an interest in books. This meant training and organising teaching staff to deliver the sessions, arranging visits by football players and trips to football stadiums. This program’s success was evident from our pupil assessment data and questionnaires assessing changes in attitude toward reading.
June 2010 - July 2010 Supply Teacher
Teaching Personnel Leeds
June 2008 – July 2009 Teaching Assistant
Westbourne Primary School
As a Level 2 Teaching Assistant in Key Stage 2 I planned for and led Intervention groups for Numeracy and Literacy, taught SEN groups, and assisted class teachers. I ran the after-school science club which I enjoyed as they give me a chance to really connect with and hopefully inspire the pupils who took part. I was promoted to the role of Level 3 TA which provided me with invaluable experience of teaching whole classes in a variety of subjects and year groups. Through working at Westbourne I learnt many skills such as; behavioral strategies, interactive approaches, and EAL techniques.
April 2006 – March 2008 Assistant English Teacher
Cosmo Industries are hired by the board of education to provide native English-speaking teaching assistants to schools. In this capacity I spent one year teaching at Moriyama Jr High School and the following year at Kita Jr High School. The classes would be about forty students in size and consist of a Japanese English teacher and myself team teaching. My duties included preparing activities for classes, interacting with students at every opportunity and assisting in the creation of listening and written tests.
February 2005 – April 2006 English Instructor
I worked for Creative English for almost one year and thoroughly enjoyed teaching english as a foreign language to the wonderful students of this school. However I left this company in order to find more challenging and personally rewarding work in education.
June 2003 – June 2004 Head Teacher and Trainer
At English Master I worked with a varied age range. The youngest classes I taught were students as young as 6 months. The oldest classes were with pupils around 16 – 17 years old.
I became head teacher, which meant I had added responsibilities such as training new teachers and orientation. I was also a member of the interview panel when recruiting new Japanese staff in order to test their English level, in particular I found this most challenging.
A large part of my duties at this school was creating new curriculum materials. I completed a 10-week infant course, a 20-week art course and 10 week science course plus improvements in many other of the schools different classes. Working in this school has given many insights and techniques in teaching children, but also in teaching English as a foreign language.
June 2002 – June 2003 English Instructor
ECC English School
I worked for various branches during my time with ECC and also received comprehensive training with them. I taught a variety of different class styles and age groups. This gave me a real understanding and joy of teaching.
June 2001 - October 2001 English Instructor
Nova English School
Through this period I worked part time for the Nova Corporation teaching English. I was fully trained during this period.
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