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Samantha
- Rate £15
- Response 3h
-
Students1
Number of students Samantha has accompanied since arriving at Superprof
Number of students Samantha has accompanied since arriving at Superprof
£15/hr
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- English
- Spelling
- Proofreading
- Writing
- Writing inventions
- American Studies
Outstanding, highly motivated and experienced Head of Department with consistently high expectations, exemplary marking and renowned results.
- English
- Spelling
- Proofreading
- Writing
- Writing inventions
- American Studies
Lesson location
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At Samantha's house: Tamworth
- Online
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About Samantha
With over ten years’ experience as a KS3/KS4 Teacher of English and KS4 Film Studies. I have taught GCSE and IGCSE English Literature and Language across the secondary age and ability range. I consider myself to be energetic, patient and determined, and these qualities once instilled into students through normal lesson time, after school revision sessions and one to one mentoring pay rich dividends. Personally, I believe that the essence of outstanding teaching is to make learning contagious, to have one idea spark another, and to also relate the learning to real life exemplars. My teaching record is very strong. I am a classroom practitioner who leads by example, sets high standards and expects students to achieve them. This has been exemplified, repeatedly, by positive residuals and “outstanding” judgements by OFSTED, GEMS Review, KHDA Inspection, learning walks and performance management lessons. I have always strived to break down barriers to learning by extending the range of teaching strategies available to me, through the sharing of good practice and my willingness to trial new ideas to raise standards of teaching and learning. I welcome peer observations to develop my own teaching and to help support other colleagues in implementing new ideas. Thus, pupils under my guidance have achieved consistently excellent results. This goes some way to demonstrating my strong ability to adapt my teaching to personalise learning for pupils and to provide them with the skills and knowledge they need to succeed. I strive to develop pupils into becoming more independent learners; a key requirement for long term success. This boosts pupils’ confidence in their own ability and aims to develop self-worth, mutual respect and enjoyment in the process of learning.
Working as a tutor, teacher, Assistant Head of House and Head of Department has developed my philosophy of valuing each child as an individual, as well as part of the school community. The ECM agenda was a watershed for teaching in schools, however, government statistics and league tables served to alienate, as many students who did not make the benchmarks considered themselves as failures. Students from all backgrounds have the potential to be successful provided their provision is well planned and encompasses challenging but achievable learning outcomes, with a variety of activities that recognise the diversity of students’ learning styles. Furthermore, I am a strong advocate of promoting mindfulness, beginning each lesson with a positive and inspiring “Quote of the day,” and raising self-esteem.
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About the lesson
- Primary
- Secondary
- GCSE
- +9
levels :
Primary
Secondary
GCSE
AS Level
A Level
BTEC
Adult Education
Undergraduate
Masters
Diploma
Doctorate
MBA
- English
All languages in which the lesson is available :
English
Encouraging the value of sharing learning objectives and success criteria with students is a vital element to academic success. Knowing the ‘big picture’ and desired outcomes allows students to focus more clearly on tasks. This also facilitates effective self and peer assessments, as there are clear criteria and objectives to assess against, encouraging students to take more responsibility for their own learning. Promoting positive and reflective feedback, “What Went Well,’ and encouraging, constructive next steps for improvement, ‘Even Better If,’ is essential and crucial for progress. The use of WWW and EBI along with coloured pens for peer and self-assessment and opportunities for dedicated improvement and reflection time (DIRT) has enabled students to become more reflective learners. This is fully embedded within my teaching practice. In Learning Walks both in the UK and Dubai, OFSTED, KHDA inspections, GEMs Review my marking has been considered ‘exemplary,’ I have shared best practice within the school at GEMS Al Barsha National School for boys to raise standards and ensure consistency of marking. I would relish the opportunity to share this with departments and staff, ensuring success and high attainment in all departments through pupils becoming self-critical and independent learners.
Together with this, progression also needs to be carefully planned for, so that as students work and explore, there are always differentiated resources available that challenge, motivate and develop deep thinking - thereby taking them further in their learning. Within my own educational philosophy, I also advocate `making the important measurable’. The use of assessment data must be filtered and shared with all involved in the learning process. Student Progress will play a vital role, and if challenging targets are reviewed, students will inevitably become more independent and knowledgeable about what and how success can be gained. Collectively, emphasis must be on creating a learning space that allows for participation, expression and creativity driven by students’ flair and ambition. Stimulating enquiring minds is essential as it involves the learners from the outset, and questioning needs to extrapolate meaning, invention and inspire the ability to think beyond the confines of existing knowledge to become insightful critical thinkers. The American writer Alvin Toffler is quoted as saying “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn”. If we are to build resilient citizens who aspire to go onto higher education, then as great practitioners, we need to be ambitious for our students and inculcate in the young people a view that learning is life-long; it broadens opportunity and is the key to personal fulfilment. I have the drive, commitment and ability to make this happen.
Becoming a WJEC Examiner is excellent INSET and has given me a greater insight into the teaching and assessment of qualifications, a broader understanding of the mark scheme, increased awareness of the common mistakes made by students therefore enhancing my teaching of GCSE Language and consequently improving the grades of students within my class. Furthermore, it has also enabled me to share this knowledge and support with colleagues during Mock Examination standardization and moderation sessions.
I have also provided support to colleagues new to the profession, mentoring an unqualified teacher within the department and an NQT. This experience has enabled me to become more reflective upon my own practice, sharing new ideas with colleagues at faculty meetings. This has also allowed me to identify potential weaknesses and address them, as well as identifying strengths within staff so that good practice can be recognized, championed and shared to develop the skills of the wider staff.
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Rates
Rate
- £15
Pack prices
- 5h: £75
- 10h: £150
online
- £15/h
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