I have served as an NQT in the faculty of science at George Greens school. A few of my highlights and accomplishments include facilitating a consistent, predictable learning environment where students are motivated and driven by their own successes and accomplishments. I have proven experience developing curricula, preparing and executing behaviour plans, evaluating student progress and building relationships with parents to update them on student performance and development. I have served as a liaison between administration & staff and resolute that my combination of skills in administration and teaching are optimal fit for this role. My aspiration is to become an outstanding practitioner, implementing an active role in my professional development. I look forward to exploring research related to my subject area that I teach and how to develop effective practice at work. The PGCE course provided the foundations to effective teaching via means of rigorous research and evaluating academic debates associated with education, both contemporary and past. Analysing and critiquing notable learning theories have substantially helped me to develop the intellectual tools I needed to engage students in my classroom. For instance, Piaget advocated that children progress in consecutive stages as they confront cognitive conflict, thus acclimatising novice, annotative models and further complex cogitation. Thereupon this disclosure, I strive to implement cognitive dissonance in all of my starter activities. My NQT year has been a year in which I have acquired and expanded my perspectives on what constitutes excellent teaching practice. I have a perpetual and innate thirst for self-growth and expansion in my passion - to nurture and teach. George Greens School embraces a substantial intake of SEN students from a catchment area that contains challenging backgrounds and upbringings. This has provided the best platform to nurture and hone my behaviour management skills. The greatest skill I have acquired is the implementation of non-verbal stimuli that I learned from research on classical conditioning. On a day to day basis, my students are rigorously trained to perform any task, regardless of genetic background, personality traits, and internal thoughts (within the limits of their physical capabilities); all it takes is the right conditioning. For instance, a naturally occurring stimulus (vocally instructing for silence) is paired with a response. Next, a previously neutral stimulus (stand closer to the students with arms crossed bearing a poker face with a sporadic raised eyebrow) is paired with the naturally occurring stimulus. Eventually, the previously neutral stimulus comes to evoke the response without the presence of the naturally occurring stimulus. The two elements are then known as the conditioned stimulus and the conditioned response. Every day, I evoke a quicker and more effective response without having to lose my voice – actions do speak louder than words. My behaviour management and man management skills are my strongest assets because I believe it is the foundation to successful teaching. After 2 years of teaching, I desired to enhance my teaching career by embarking on a new challenge as a biology teacher at Graveney School. I have become polished in my teaching practice, pace and developed a diverse array of pedagogy. I have learned to recognise and implement pedagogy that is appropriate to class needs as opposed to teacher needs. My emotional intelligence has developed significantly and has become sharper and the need to increase or decrease the pace has become habitual. Graveney School boasts a wealth of extension band students and I had the privilege of teaching high ability separate GCSE science classes. Undoubtedly, I have enhanced my pedagogical content knowledge and enjoyed tailoring content at a fast pace.
The prospect that no two working days are the same is what I most looked forward to as an aspiring teacher. In spite of a rota and a fixed schedule of lessons, a classroom of varied and exciting personalities ensures that the people in front of me will always test me. Undoubtedly, I will be asked questions I have never considered, and continually be amazed, annoyed and entertained. I can count on the fact that working alongside these unique individuals will mean that I will constantly be re-evaluating my approach to the subject and to life.
I first probed into teaching when I undertook a work experience placement in the chemistry department at Glenthorne High school. During my shadowing, the teacher inquired about density to the class and a student answered with a definition of gravity - convinced he made a relevant contribution. Rather than bluntly pointing out his error, the teacher illustrated the connection both concepts share. I was taken aback by the tact and sensitivity of this approach because it evaded any possibility of embarrassment.
As a learning support assistant, I acknowledge that my time and attention is focused on individuals, as opposed to the whole class, and I recognise the potential for students to feel stigmatized as having 'special educational needs' simply by receiving my support, and that this could be counterproductive. I have found it challenging to treat these learning barriers with nuance, so I strive to establish a good rapport in order to clear away any tension. In my one to one sessions, I pay attention to how my students handle information, and I differentiate the amount and complexity of information in response to their needs. I found that it brings a subconscious sense of ease to them and promptly builds rapport. I have been able to pick up on cues such as "I can't see" or "it does not seem right" in order to establish whether they are visual communicators or auditory. This way, I am able to subtly sprinkle particular words and expressions into the dialogue that better suit the mode of learning. I think this kind of tailored approach is valuable in teaching.
Chemistry is an exciting and dynamic subject that enables students to learn about scientific rigour, precision and analysis. This kind of detailed and accurate study is an essential skill for school children to gain, and I feel has an important place alongside the skills gained in other aspects of the curriculum. I have loved mentoring and teaching every day and I would very much like to have the chance to impact on a full sized class. I acknowledge quality teaching is not simple, but I have had the pleasure to develop it with practice every day. A thorough and comprehensive understanding of the subject matter is vital, but I recognize that this alone does not define one's ability to teach.
As a graduate of biomedical science, I have been able to take a bulk of information and consolidate it rationally in my mind, thus being in good stead as a prospective chemistry teacher, in taking consideration into how my teaching could help lead a raw student through the same unravelling of chemical concepts that I went through. Every day I am compelled to explain key concepts in multiple different ways and this has cultured me to exhibit a great deal of patience and empathy in the process, which I felt strongly would be transferable to a whole class setting.
I embarked upon a PGCE course in secondary science with Chemistry at the London Metropolitan University. After some theoretical based learning, I was given the platform to learn the tools of the trade at two different challenging comprehensive school academies based in South London. As a trainee, I was able to graft acquired skills into practise and harness them in a way that would yield positive outcomes. I accomplished a Masters (Distinction) in my summative essay on "What do you consider to be the most effective pedagogic principles for teaching in science today?" This essay boasted personal experiences during my teaching placements along with contemporary research on science pedagogy. I graduated in the summer of 2017 with a Masters (Honours) level
I have known Heaja for over 4 years from working in the same company. He was the only one that took the time out to share knowledge with me about the company. I could always trust what he says as he was once in my position. He is extremely committed to achieving excellent results especially in the way he articulates his words and how he breaks down the way he explains things to you to make you understand and has a genuine care for anyone he comes across that requires helps.
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