I am a Philosophy major at University College London. I give lessons to children aged 7-11.
I practice positive discipline, a technique created by Dr Jane Nelsen. Positive Discipline is an effective discipline in the long-term: it considers what the child is thinking, feeling, learning, and deciding about himself and his world — and what to do in the future to survive or to thrive. I want to help children feel a sense of belonging and significance in society by means of mutual respect and encouragement. I aim to teach important social and life skills: e.g. respect, concern for others, critical thinking, problem-solving and cooperation. I invite children to discover their inner capabilities to encourage the constructive use of personal power and autonomy.
Young learners tend to have short attention spans and a lot of physical energy. This is why I do not spend more than 10 or 15 minutes on any one activity because children tend to become bored easily. I keep them engaged by supplementing the activities with lots of brightly coloured visuals, toys, puppets, or objects to match the ones used in the stories that I tell or songs that we sing. I try to make learning more fun by involving the students in the creation of the visuals or realia. Having children involved in creating the visuals that are related to the lesson helps engage students in the learning process by introducing them to the context as well as to relevant vocabulary items. When choosing materials or themes to use, I find ones that are appropriate for my students based on their language proficiency and what is of interest to them.
I do a five-minute meditation before each class. A number of studies in school settings have shown that when children meditate, this improves their attention and behaviour. Children’s brains get tired easily so meditating is the opportunity for them to take a time out, relax and focus. Meditation offers this break and helps kids function more effectively and clearly. This is why I incorporate mindfulness training into my lesson plans. I invite the child to sit quietly, resting with eyes closed, and bringing attention to his/her breath. When their attention drifts away, which happens very often, I simply remind them to usher their attention back to their breath without judgment. The benefits of this type of meditation are countless; they rest the mind, body and spirit. This, in turn, has many mental, physical, and spiritual benefits.
There's no doubt, however, that sitting still for any length of time can be difficult for some kids. For this reason, I often change the mindfulness meditation to a movement-based meditation — yoga. I teach yoga poses and exercises that children of all ages can enjoy to help cultivate self-health, relaxation, and inner fulfilment and body awareness. I never do any pose that can harm the child in any way.
I approach children’s yoga with an educational philosophy. I am a huge fan of Treehouse Yoga for Children’s philosophy. I aim to teach children life long strategies to deal with everyday life. With continued practice and time, I believe I can foster them with self and spatial awareness, kindness, community, and focus.
Yoga blends physical activity with breathwork and guided mindful activities to help children separate themselves from feeling stressed or anxious. Deep breathing exercises send signals to the brain telling it to relax. Yoga focuses on the present moment and encourages children to leave their thoughts and worries behind. With a relaxed body and mind children are better able to cope with their emotions, i.e. frustration, patience, sad, angry, excited.
While practising yoga, I ask the child to clear his/her mind and focus on moving his/her bodies through a sequence of poses. A regular yoga practice will help translate focus from the movements in yoga practice to schoolwork and other activities the child is involved in. Sessions scaffold from the first to the last class, building repetition, patterns, and memory. I encourage the child to tune in to his/her body and notice how they really feel in each present moment.
Through yoga, children are taught to focus on themselves personally as well as how they contribute to the success of a group or community through partner poses and group poses. Through these activities, they build confidence with their practice and who they are as a person. Each child is taught to have an “I can” attitude with poses, and are taught to not give up even if a pose does not come to them easily.
My lessons are dynamic and fun, and I challenge my students in many ways so that they can learn and study more confidently. Lessons are important, but so is homework in order for the child to continue studying between classes. Homework plays an important role in children’s education.
There is a huge homework debate in primary schools. A lot of teachers believe that homework only brings stress and anxiety to children once they are home. I disagree partly with this claim. I agree that homework can be stressful if it is not purposeful and misunderstood. But I believe that homework is essential for a child’s education because it helps him/her memorise and digest the information learnt during the day/week. In order to experience the benefits of homework, the work being set should have a clear goal, as well as being worthwhile and purposeful to encourage student completion. Thus, I give purposeful and short homework to my students. Purposeful homework is intrinsically linked to quality homework, as opposed to quantity homework. I do not overload my students with huge amount of homework. When I was teaching in Thailand, all my students were very excited to hand back their homework. I provided clear and detailed instructions and set engaging tasks that provided the students with a real reason to complete them.
I want to offer my children the ability for their curiosity to flourish through play and exploration.
I want to:
-enable children to find their own voice and style, not simply imitate others;
-provide experiences that emphasise exploration and active participation;
-set provocations to feed exploratory learning
-value children’s self-initiated activity by being available and interested;
-help children acquire new skills and identify possibilities;
-recognise that the process may sometimes be more important than the end result;
-resist intervention as a reflex and watch more; know when to be silent, when to encourage, when to inspire and when to help;
-work alongside children as a more experienced learner modelling learning together;
-establish with the children as a more experienced learner modelling learning together;
-establish with the children clear guiding principles, such as rules for the use of materials and behaviour;
-extend learning by encouraging critical reflection;
-pause before speaking, giving children the opportunity to communicate their views first;
-offer constructive feedback and encouragement during an activity;
-craft appropriate questions to encourage the child to work to communicate their ideas for themselves and thus deepen their own commitment to learning;
-give children time to respond to my questions and comments.
Good teachers communicate concern and caring by their tone of voice and use of body language. They transmit genuine commitment and affection for their students. I care about my students' progress and let them know it at all times. I learn my students' names early and use their names when addressing them. I get to know their hopes, fears and preferences and communicate this knowledge to them. I communicate my appreciation for what they do by celebrating their successes and constantly encouraging them. This helps students feel recognised and validated.
I report student progress to parents. I explain the strengths and weaknesses of my students so that parents will understand the message and be receptive rather than defensive. This is especially important when I convey a difficult message about the student's misbehaviour or learning problems. The message must be delivered clearly and with tact. I feel comfortable communicating with parents regularly, with phone calls and informal notes in addition to formal report cards.
As a teacher, I am concerned with children’s welfare – physical, mental, emotional, and social. Primary schools are the most accessible “outposts” of the welfare state as far as most parents and children are concerned. They are crucially essential points of contact. I want to promote my children’s well-being and relationships with others.
In addition to the welfare of children, I think teachers themselves should be fit and well. This is why I look after my own well-being through yoga, training, mindfulness and daily meditation.
My philosophy seeks to highlight an education that emphasises the importance, relevance and need for equity and empathy, challenge and relevancy, as well as exploration and freedom.
I adopt and pursue the aims of the Cambridge Primary Review Trust. The Cambridge Primary Review was published in 2010, as a result of 6 years of work, including more than 1,000 submissions, 28 specially commissioned reviews, more than 3,000 published sources of evidence reviews and 237 meetings at a regional and national level. The CPR was a comprehensive and independent enquiry into the condition and future of primary education in England.
The twelve aims set by the Cambridge Primary Review (CPR) unashamedly reflect values and moral purposes (for that is what education is about). They are designed to empower children to manage life and find meaning in the 21st century. They reflect a coherent view of what it takes to become an educated person.
The twelve aims for primary education are organised into three groups:
-Engagement in learning;
-Empowerment of pupils;
-Autonomy and sense of self.
SELF, OTHERS AND THE WIDER WORLD
-Encouraging respect and reciprocity;
-Promoting interdependence and sustainability;
-Empowering local, national, and global citizenship;
-Celebrating culture and community.
LEARNING, KNOWING AND DOING
-Exploring, knowing, understanding and making sense;
-Exciting the imagination;
I believe that to be a successful teacher, you need to understand why you teach what you teach, how children learn from what you teach them, and from what and where your own values are derived. My BA in Philosophy has been extremely relevant in this regard. It has helped me figure out what my values were, where they were derived from and why I wanted to do what I am doing now. The modules I have taken in Educational Psychology and have taught me how children learn from what teachers teach them.
When you teach English to children aged 7-11, you teach them terms and their definitions. As in any tightly structured area of knowledge, grammar, vocabulary and spelling involve a network of technical concepts that help to define each other. Consequently, the definition of one concept builds on other concepts that are equally technical. Concepts that are defined elsewhere in the glossary are hyperlinked. For some concepts, the technical definition may be slightly different from the meaning that some teachers may have learnt at school or may have been using with their own pupils; in these cases, the more familiar meaning is also discussed. Philosophy deals with concepts and seeks to define concepts and their different meanings.
Philosophy differs from most disciplines because, in philosophy courses, you are not taught what to think but rather how to think. Knowing that some problems have multiple solutions—or no solution—is an important skill. In primary schools, children start learning how to ask the right questions, analyse issues from many points of view, and assess the pros and cons of competing proposals. When you study philosophy, you develop skills in verbal and written communication, problem-solving, clear and disciplined thinking and analysis, along with persuasive argumentation. These are skills that are directly applicable to education.
I prioritise the values of the CPR in order to provide a rich, broad, balanced, and imaginative curriculum for my children.
I believe that primary education should have intrinsic value in itself rather than being seeing seen solely as a preparation for secondary school and above. I want to provide a balance between making sure that the children’s future will be fulfilled, and that the children’s well-being and needs are met here and now. A successful primary education should foster children’s development as self-motivated, resilient learners, instil a lifelong love of learning and empower them with a sense of agency, autonomy and optimism for the future.
As a teacher, I seek to prioritise my values and view of the aims of primary education. As a primary school teacher, I have a unique opportunity to influence children’s learning dispositions and identities. Nurturing children’s intrinsic motivation to learn and belief in themselves as learners are at the heart of my pedagogy, which is shaped by a commitment to the learning capacity of every child; all children should have a positive view of what they can achieve and feel that their voice is valued. I apply a dialogic pedagogy to listen to my children’s perspectives in order to promote children’s active engagement and foster their growth as autonomous learners. I strive to enable enjoyment, fun and laughter and, ultimately, nurture their happiness and well-being.
I work hard to create a positive, safe learning environment. I don’t want my children to feel ashamed to ask questions. Together, we rise to challenges, take risks and celebrate each other’s successes.
As a reflective teacher, I am committed to continue and principle my professional development, actively seeking out opportunities to use evidence to reflect on and improve my practice.
I am 21 years old and in my final year as a philosophy major (BA) at University College London (UCL). I took an interruption of studies in January 2019 for health reasons. This year I gained a lot of experience in teaching and realised I wanted to pursue a career as a teacher (more below). I am a member of The Chartered College of Teaching, the Cambridge Primary Review Trust, and the National Association for Primary Education.
In primary school, I studied at the Ecole Internationale Bilingue of Paris (EIB), a bilingual private preschool. From CP, English represents one-quarter of school time (that is, 1h30/day), for a total of 6 hours per week. Accredited by the University of Cambridge, Edexcel, College Board and IBO, this English-speaking curriculum prepares students to take the Cambridge International IGCSE examinations in Grade 10.
I did my secondary school and high school at the Institut de la Tour. I was part of the Anglophone Section — the section for bilingual students from 6ème through Terminale. The curriculum was a mixture of Anglophone literature and history in English taught by highly-qualified, native-speaker teachers. While the program in secondary school concentrated primarily on the United States and Great Britain, the high school literature and civilisation courses introduced me to Anglophone countries outside of Great Britain and the United States. I had the opportunity to take four electives in high-school: film-making, photography, personal essay and creative writing. The Anglophone Section provided me with an academically rigorous and supportive environment, which enabled me to achieve academic excellence in English and experience an Anglo-Saxon learning environment.
In the summer of 2013, I took a 4-week digital filmmaking program at the New York Film Academy. The Four-Week Workshop provided me with a thorough introduction to the foundations of film craft. The workshop is a full-time program. I wrote, directed, shot and edited a series of short film projects of my own using high-def digital video, film lighting packages, and digital editing software. Classes in directing, writing, editing, cinematography, and production cover the creative and technical demands of telling a story with moving images. Each week my films were screened and critiqued in class with the instructor.
In 2016, I graduated from the Institut de la Tour with the French Baccalaureate (Bac) — a demanding pre-university diploma that marks the completion of French high school. It is recognised worldwide as being a comprehensive rigorous program, which guarantees in-depth knowledge. I chose the Scientific program of study because it allowed me to study every subject (Science, History, Mathematics, Philosophy etc.) — whereas a Literary Bac is not as complete. The diversity of the Scientific program led me to wide-ranging knowledge and general culture. I graduated with high honours (mention Très Bien).
My passion for teaching sparked when I took an internship as an EFL Teacher in Kanchanaburi, Thailand, in the summer of 2019. This internship turned out to be the most eye-opening and gratifying experience I ever had. I learned to inspire students and found myself inspired by the amazing abilities and personal qualities children can reveal. The process of learning turned out to be as exciting as the process of teaching. I grasped a full knowledge of key theoretical perspectives and how these underpin a pedagogy of excellence for young children. I was teaching around 10 hours a week all grades (grades 1 to 6) and lesson planning 10-15 hours a week.
I then went on to teach English in a textile company in Karachi, Pakistan. I was teaching five adults every day of the week. I did enjoy teaching adults; however, I prefer teaching children. They have more energy, tend to be more dynamic and interested than adults. During primary classes, I can be more creative, imaginative, fun, funky and artistic. But moreover, I can be a maverick: ready to stand out by doing something unusual. I believe that teachers are very significant and influential agents in children’s socialization. Contemporary children need to find a place – a comfortable, affirming, respected place – in our society. Primary teachers need to help them find it and make it their own.
My rate is quite high compared to the average hourly price of school support in London. This is because I offer exceptional after-school support. My aims are to:
-Promote a love of learning and children’s intellectual curiosity;
-Ensure that there are plenty of opportunities to actively explore in contexts that are meaningful to the children and stimulate intrinsic motivation;
-Set provocations: for playful exploration and resist intervention; to absorb a child’s fascination, to witness and watch their focus and challenge so that exploration is genuine;
-Enable children to find their own voice and style, not simply imitate others;
-Set provocations to feed exploratory learning;
-Find the child’s preferred learning style: visual, auditory or kinaesthetic:
-Value children’s self-initiated activity by being available and interested;
-Help children acquire new skills and identify possibilities;
-Work alongside children as a more experienced learner modelling learning together;
-Establish with the children clear guiding principles, such as rules for use of materials and behaviour;
-Extend learning by encouraging critical reflection;
-Offer constructive feedback and encouragement during an activity;
-Craft appropriate questions to encourage the child to work to communicate their ideas for themselves and thus deepen their own commitment to learning;
-Give children time to respond to my questions and comments.
2019: Introduction to Safeguarding Student Diploma (Level 1)
2019: Advanced Safeguarding Children Diploma (Level 2)
2019: Safeguarding Children in Education Diploma
2019: Challenging Behaviour Training Diploma
2019: First-Aid Certificate
2019: TEACHING ENGLISH AS A FOREIGN LANGUAGE (TEFL) / Qualified TEFL 120-Hour Level 3 TEFL Certificate with specialisation in Teaching Young Learners
2020: CELTA (Certificate in Teaching English to Speakers of Other Languages)
2016-PRESENT: BA Philosophy, University College London
Expected to graduate with a First in June 2020.
-Developed intellectual skills (e.g. critical, analytical, synthesising and problem-solving skills) through weekly seminars, lectures, classes, group discussions, essays and examinations
-Writing skills are practised in weekly essays, submitted essays and dissertations
-Communication skills fostered through philosophical discussion, and oral presentations
-Organisational skills (e.g. working independently, taking initiative, time-management.)
-Inter-personal skills (e.g. ability to work with or motivate others,flexibility/adaptability)
-Elected as Treasurer of Student Society (1 year), Students’ Union's Halls’ Accommodation Representative (1 year) and UCL National Union of Student (NUS) Delegate for 2018 Conference.
-Responsible for social medias and student society’s website
2016-2019: INSTITUT DE LA TOUR, PARIS, FRANCE
-Junior School Certificate, High Honours (16/20)
GCSE English (16/20), GCSE Maths (17/20), GCSE Biology (14.5/20), GCSE Physics (16.5/20), GCSE French (16/20), GCSE Spanish (16/20)
-French Scientific Baccalaureate with specialisation in Biology, High Honours (16.86/20)
French Written: 14/20
French Oral: 20/20
Team Work: 16/20
Optional art: 17/20
Summer of 2013 : NEW YORK FILM ACADEMY (NYFA), 4-week workshop in digital filmmaking
-Participated in a summer camp in digital filmmaking (4 weeks)
-Acting, Directing, Editing, Photography skills
SEPTEMBER 2019: SUNBERG PRIVATE LIMITED - English Teacher for Pakistani Staff
I was teaching each member of the company's staff based in Karachi, Pakistan. I gave lessons to five adults over 30 years old. I developed their reading, listening, speaking, and writing skills. I taught them Grammar and Vocabulary. I displayed patience when the students faced difficulties and motivated them to become confident English speakers. It was a great experience as I was selecting and planning the kinds of lessons that were most appropriate for each learner.
JUNE-JULY 2019: BANTHAMAKA SCHOOL, Kanchanaburi, Thailand - English Teacher
I had the initiative and courage to head off to another country to teach English to children from grade 1 to grade 6. I managed a class in an organised and structured way. I had to work with students and people from different cultures and backgrounds. I learned to inspire students and found myself inspired by the fantastic abilities and personal qualities children can reveal. This experience sparked my desire to become a primary school teacher.
-Responsible for teaching 10 classes of students, from grade 1 to 6
-Managed classes of over 30 primary school students with limited supervision
-Assisting with various extra-curricular activities
-Presentation skills: can lead a class in a structured way
-Planned lessons according to students’level and needs
-Engaged students through creative lesson plans and teaching games
-Cross-cultural understanding: knowledge of how to work with students and people from different cultures and background skills
-Get up and go: initiative and courage to head off to another country to teach
01/10/2018-06/06/2018 : Students' Union UCL - UCL Halls and Accommodation Representative
I was elected to represent the views of students living in UCL residences. I was in close contact with UCL Residences. I made sure every student had a good experience in their home. This job involved a lot of dealing with students' complaints and problems, as well as solving conflicts between students and Halls' managers. My general aim as Hall Representative was to fight for affordable, quality accommodation for all students in UCL halls.
30/09/2017-30/05/2019 : MITCHELL & BUTLERS - Team coach of a pub
-Responsible for coaching, managing and supervising the team of the pub.
-Assigned tasks, trained, coached and provided feedback to employees
-Mediated interpersonal conflicts, and implemented company procedures
-Motivated staff through acknowledgment of hard work, achievements and instilling accountability while leading by example
-Integrated talented individuals into a team to exceed all customer and corporate expectations with regard -to service, food safety, and restaurant cleanliness
-Excellent listening and communication skills when dealing with employees problems and customer dissatisfaction
-Awarded “Employee of the Month” twice for paying great attention to detail
-Communicated effectively with the kitchen to serve food to the table quickly
-Worked well under pressure, noise and loud music with an upbeat attitude
-Energetic, clean and organized with strong multi-tasking skills
01/10/2017-10/04/2019: National Union of Students (NUS) UK - UCL's NUS Delegate
NUS delegates represent the views of their university's union at the National Union of Student's National Conference. I expressed the voices and concerns of UCL students at the 2018 conference. I stood for a fair and democratic society run by students and staff for students and staff. I voted on measures that offered support to a general struggle against all forms of oppression on campus, austerity, and attacks on public services. Moreover, I voted for motions on free education.
09/01/2017-22/12/2017: Students-Union UCL - Treasurer of Student Society
I was responsible for maintaining and designing social media pages, creating events, and managing the financial assets and liabilities of my Society. I demonstrated leadership and teamwork by working closely with the President and our Students' Union contacts to ensure the efficient running of the Society. I gained experience in general administrative duties. I improved my IT skills using MS Excel and by creating the website of our society.
I have known Emilie for a while now and I can say that Emilie is a happy and joyful person,and loves teaching kids and always has a smile on her face.i work at reception and I see her every day,her apartment is so nice and friendly beautiful place for kids to lean with Emilie.i would recommend Emilie without hesitation.emilie is such a wonderful person and I know that any child will be happy to have Emilie teaching them,also that Emilie will go out of her way to help others
At UCL I took a formal logic class with Emilie as part of our philosophy degree. I was really struggling to understand how to complete derivation proofs in first order logic. Emilie was able to explain to me where I was going wrong very clearly and effectively. As a result of her help, I grasped the procedure; and in our exam the following week, I achieved a first class.
Since Emilie was able to so excellently help me grasp this complex process in university level logic, I have every confidence in her ability to offer effective tuition to children of all ages.
Attentive, patient and very kind, Emilie has remarkable qualities in her contact with children. It allows them to gain confidence and make rapid progress. I don't regret trusting her and my children are looking forward to seeing her again in France.
Emilie is a dedicated, passionate, and perceptive individual. She has a natural way with children and is able to adapt her teaching style accordingly. She enjoys reading and is dedicated to keeping up-to-date on relevant research about education. Emilie is passionate about teaching and recently spent time in Thailand teaching English to primary school students. She returned with a renewed fervor to be the best teacher she could be.
Emilie has lived and traveled abundantly which makes her sensitive and respectful to different cultures. Traveling has provided her with an open perspective which allows her to work with the diversity that is present in education. Furthermore, she is very punctual and good with communication.
I am an elementary school teacher and have been teaching for the past 5 years. I have know Emilie for over 2 years and I would highly recommend her as a tutor. I am positive she will be an excellent classroom teacher once she has finished her PGCE which she has been ardently preparing for.
I am a primary school teacher and have known Emilie for a year. She has a deep understanding of her students and their individual needs and capabilities. She demonstrates a vast array of knowledge and remains current and well-versed in educational methodology. She embodies the right qualities to captivate one’s attention. She builds confidence and facilitates thorough understanding of lesson content. I absolutely recommend Emilie as a teacher for the attainment of your learning goals.
As Emilie's personal trainer, I can say that she values and takes very seriously the quality of her work in her training and nutritional habits. When we are learning a new exercise, Emilie takes her time to learn and master the mechanics before slapping on the weight - a real perfectionist! She is also quite hilarious and a real joy to be around. It is very easy to work with such a professional and sociable person.
Emilie was one of my best Spanish students in high school. Emilie is a naturally curious young woman who is always trying to deepen her knowledge by all possible means: conferences, reading, trips, and museums. She is passionate about history, politics, cinema, philosophy and is a real encyclopedia in certain domains! At ease and dynamic in spoken work, she always takes part in debates organized in class and is a driving force in these discussions. Her written work is equally of high quality and pertinence. Her motivation, work and participation are all very consistent and precise and she is always very mature in her reflection and argumentation. Emilie is a very charming, funny, original young woman, a real intellectual and an artist who also has a good sense of humour.
Emilie is a former student. I helped her with her maths Baccalauréat in France, before she entered UCL. She got 17/20 at the exam, which is an excellent grade. She is hard-working, serious, kind, extremely polite, fun, with a growth mindset, and I must say I am very much impressed – however not suprised - with the wonderful work she’s done so far as a primary teacher. I would recommend her without hesitation to anyone with children in primary school.
In 2017, I met Emilie at a students' demonstration fighting for free education. It was organised by the National Union of Students (NUS). Subsequently, we were both elected as NUS delegates for the 2018 Conference. During the conference, Emilie demonstrated herself as a warm, approachable, enthusiastic individual, with wit intelligence and time for everyone. Emilie's communication skills were on fleek. She was confidently able to put her ideas across without condescension. I would highly recommend her as a primary school teacher because she can combine the above attributes with a creative and innovative approach to education.
I've known Emilie for many years. We met at UCL during a meeting about free education. I was working as a brand manager for Teach First, an educational charity based in London. I immediately befriended Emilie due to our mutual passion for education and the need for good teaching for a child's development. It's not often that you meet someone with the dedication and drive for educational excellence, which instantly drew me to Emilie. Since then, I have seen Emilie engaged in the movement for free education and push for access to education in the UK. Early years education is crucial for later development and building the basis for a child to succeed. I know that Emilie is serious and passionate about primary education for children of all backgrounds: children from low-income housing and ESL housing. These children often lack the resources and tools to succeed in our society. Emilie wants to make a change in these children's lives and give them a chance they deserve to learn and grow. Through no fault of their own, these kids are less likely to be taught by high-achieving teachers. This is because fee-paying schools offer salaries that attract the best teachers. Emilie is in this for real charity and egalitarian reasons, which is genuine and refreshing. And therefore, I know that Emilie would make a great early-years teacher.
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