My teaching method is that every student is unique! Therefore you all deserve a method that fits who you are. I deliver 1-1 interventions in my day-to-day job so I am confident I can find a fit just for you! I believe structure is important but only helpful and easy structure, not forced. So we will work together to assess when you work best, how you work best and what else we can do to maximise your learning so you are getting the most out of our sessions.
As a student I looked in depth at English Literature, including poetry and the classic which are two of my favourite areas. I also took three modules of creative writing throughout my years and I am incredibly passionate about this. As SEN teacher I deliver 1-1 and sometimes group interventions to give a higher learning experience to students who have some form of mental or physical disability. For eight weeks last summer I also used my English language skills to teach English as a Foreign Language to children who came from all over the world!
TEACHING ASSISTANT • SS MARY AND JOHN PRIMARY SCHOOL • 01/09/17 – CURRENT JOB.
• Work in year three, primarily with three SEN boys the class has. One boy who has autism, another who is EFL and a third who has MNS (Motor Neuro Syndrome).
• On a day to day basis I am inside the classroom occasionally but generally I take the boys out of the class to deliver more high impact, targeted learning interventions.
• Recently I have been working with a great piece of software called Clicker 7 to help the child with MNS be able to type freely which is much easier for him than writing, as currently I scribe the majority of the work. We also work on fine motor skills together and his speech development.
• For the EFL child previously mentioned we have targeted phonics lessons to help him develop his knowledge of the English language and we also work on his behavior. He can be highly interactive at types and his mental age is set back from the rest of his peers, so we work on his social skills to build him up for year four and get his mind away from the key stage one zone.
• With the child who has autism I also do a lot of social skills work, he finds it hard to understand emotions so we do an ‘emotion graph’ chart of his day each day, with heart bubbles for when he felt things and thought bubbles for when he thought things about these feelings. We also check his zones once or twice every day to see where his emotions lie – red, green, blue or yellow. I am a key support for him to come to when he feels any negative emotions, and have developed a strong bond and understanding of what he needs when he needs.
• As well as these intense interventions with specific children I also generally take the lower ability to give them the confidence they need to try tasks and the higher abilities to push their learning further.
ACTIVITY INSTRUCTOR • KIDACTIVE • 12/02/17 – HALF TERM JOB.
• A fun, engaging half term job I started recently in the Feb half term.
• I make the children feel safe, happy and give them the best overall experience I can.
• In charge of a group from 12-30 with a helper depending on how busy the holiday is!
• We have a lot of SEN, behavioral needs children that attend the camp as a sort of play therapy to get them to learn how to play with other children and to give them somewhere to release their energy. Over this half term I worked with a girl with intense autism and a lack of emotional understanding, we built a good bond to enable her to maximize her ‘fun levels’ while there.
TEFL TEACHER • VARSITY INTERNATIONAL • 10/07/17 – 25/08/17.
• Eight week contract, working for VI as the TEFL teacher at a summer camp. The kids would have two hour lessons with me – one group in the morning, another in the afternoon and wrap around activities to engage them with children of all different nationalities and hear the English language in practice.
• I had to prepare lessons for the whole week based on what the level of the children was. Some weeks I would have complete beginners who could speak no English at all, others I would have older and more competent children who were here with home stay families to simply expand their English.
• Each week meant making a new bond with new students – some would stay for several weeks but usually most stayed a maximum of two. I quickly gained the trust of my students and came to find they found me their safest place while at camp, even when I couldn’t completely understand them they knew I would try my best to understand through my teaching approach.
• The lessons varied from fun, attention grabbing games which were more physical to drum the notion of certain English words into their head – for example, a lesson on learning the right/left/front/back directions included moving around the room! However a lot involved learning new vocab, practicing our grammar and writing and speaking together as much as we could.
• I was given limited resources and a few lesson plan ideas but each week I would have to adapt and extend plans of my own to make sure it was fun and educational for the children. I had to mark their work books, write them certificates and reports at the end of the day and give them feedback vocally often.
• As well as this, I was there to be seen as a support for them at camp. Out of teaching hours I would shadow a activity group that had students of mine in who I was perhaps concerned would not understand the instructions or who were having a hard time adapting to the culture. These children flew from across the world and were scared, vulnerable and a little lonely – I was there to make them feel safe and happy.
ACTIVITY INSTRUCTOR • SUPER CAMPS • 29/07/16 – 12/08/17.
• I delivered a two week food tech course to various ages of children in a fun, safe environment! Very relaxed and enjoyable job.
EDUCATION STUDIES AND ENGLISH LITERATURE • 21/06/17 • OXFORD BROOKES UNIVERSITY
During my three years at OBU, I majored in Education Studies and minored in English Literature. I attended copious amounts of modules about engaging with children with behaviour difficulties and one of my main essays in second year debated about how to deal with inclusion of difficult pupils. I also attended modules on safeguarding, child protection which gave me lots of knowledge about protocol with children and opened my eyes to the harsh worlds some grow up in, hence my keenness for a job to work with them.
TEACHING ENGLISH AS A FOREIGN LANGUAGE CERTIFICATE • 01/04/14 • SCHOOL
After completing my A levels at college, I had a gap year. In this first gap year I decided to learn a new skill that would help me engage and reach out with different sorts of children. I was aware that there is a rise in children in primary schools that come from across the world as EFL learners and need more support, so I took my TEFL so I would have the skills to approach these children when I worked in schools. There were thirteen modules, three tests and I gave two different lessons (one to adults, one to children) that were video recorded and graded.
A LEVELS IN ENGLISH LITERATURE, HISTORY AND MEDIA • WREAKE VALLEY ACADEMY.
11 GCSE’S A*-C INCLUDING MATHS, ENGLISH & SCIENCE • WREAKE VALLEY ACADEMY.
VOLUNTEER EXPERIENCE OR LEADERSHIP:
• I volunteered at the Yellow Submarine charity here in Oxford – they have a café that employs young adults with learning difficulties to give them employability skills. I am passionate about the equal opportunities they provide, and therefore I volunteered at their groups after the café closed in helping entertain and chat with these young adults, sometimes children.
• During two years of my university degree I volunteered as a phonics tutor with Schools Plus! It was a fun, friendly session where I would work with a group of students that were either EFL or behind on their reading age and give them engaging tasks to help them further their learning.
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