Farah

I have had the opportunity to teach learners with a diverse range of needs, including autism, hearing impairment, visual impairment, dyslexia, ODD, ADHD, GDD and maths anxiety and it has been an enjoyable and rewarding experience. I like to create dialogue around learning and encourage a growth mindset, provide feedback for learners to self-reflect and become aware of what they need to do next to improve. It is important to be flexible and innovative in my approach and create bespoke resources in order to help learners progress in their learning. I use a variety of resources and encourage learners to embrace technology as a tool for learning. I have also helped numerous students achieve their learning goals, target grades, and help those who were given the opportunity to improve, be reintegrated back into the mainstream classroom. This was managed by working with students getting them to outline what they want to achieve, have regular discussions about their habits, effort and cultivate self-reflection encouraging small changes in behaviour to form new habits on a daily/weekly basis. Demonstrating to learners that I genuinely care and act after listening to them as well as giving regular feedback has been paramount to developing a strong rapport and helping them improve significantly.

Furthermore, I am flexible, committed to high expectations, demonstrate a strong desire for learners to succeed and am empathetic and patient in my approach. I thrive in a demanding and dynamic environment and am not afraid of challenges. Fascinated by the brain’s neuroplasticity I like to keep up-to-date with the latest research and incorporate relevant findings into my practice as an educator.

Experience working with dyslexia

Having worked with many learners with dyslexia I like to create a supportive non-judgemental environment. I ensure tasks are broken down into simpler steps and ensure instructions are clear and concise,  allow for extra time for reading and writing and use multisensory learning methods. I provide regular feedback and use lots of positive reinforcement and lastly encourage students to use alternative methods to demonstrate their understanding.

Experience supporting and developing Executive Function Skills: Helping support and improve executive function skills involves developing a combination of strategies and the willingness to keep trying. I have helped individuals work  through task initiation struggles, planning and prioritisation skills, working memory skills as well as organisation skills, goal directed persistence, time management, metacognition etc. I work with individuals to help them develop their executive function skills through reflection, connection, collaboration, and evaluation. I like to provide direction and help individuals see discrepancies between their actions/outcomes and desired outcomes and explore multiple strategies that can help bridge those gaps. When working with individuals with difficulties with working memory, I have used a number of strategies including visualisation techniques, reminders, cues, prompts and lists whilst incorporating learners’ learning style and personal interests.

Experience working with students with ADHD/ADD: Having worked with many learners with ADHD/ADD in various educational contexts over the years has enabled me to develop an approach which encourages learners to get organized, plan ahead, pay attention, improve focus, and work independently. I encourage a learning partnership that builds on collaboration and support, identify executive skill strengths, and develop a plan to manage executive skill weaknesses, I am patient in my approach, simplify steps and celebrate the little wins, build trust and self-esteem in the process.

Experience working with students with PDA: When working with individuals with PDA I ensure I am patient and flexible but firm, conscientious of my choice of vocabulary and ensure the learner feels they have autonomy. I like to use a variety of techniques which encourage task initiation and build on goal directed persistence.  Similarly, I like to use a variety of strategies to work through managing anxiety which includes a having collaborative approach, reflecting on what is making a difference and building on a range of techniques.

Experience working with young people with GDD: No two learners are the same and so it is important to tailor my approach to the individual needs of the learner, I like to provide consistent modelling and emphasis of key vocabulary, utilise visual learning techniques as well as differentiated instruction to address individual learning styles, provide a supportive environment, and clear routines.

Experience supporting visual impairment: I usually tailor my approach and adjust teaching resources accordingly and or utilise technology to assist with visual impairment.

Experience working with students with SEMH: When working with individuals with SEMH needs, being calm, curious and compassionate in my approach is essential. I like to focus on building connections, identify triggers and barriers to learning, and work through addressing them in a collaborative approach. It is important for me to create an environment in which they feel emotionally safe and not just physically safe. Whether it’s building self-esteem, developing a range of actions to manage stress and anxiety, building and improving cognitive flexibility skills or even working on sustained attention skills to help with focus, I like to explore and discuss what the goals of the learner are so that they can be coached through the development of the skills needed to help them push past the barriers they experience.  As an educator the aim is always for them to enjoy the growth and development, they experience through their learning journey.

Experience working with young people with Autism: Having worked with many learners with autism in various educational contexts over the years has enabled me to develop an approach whereby I like to establish their sensory triggers and identify sensory soothers, try and incorporate learner’s special interests, I encourage a learning partnership that builds on communication skills, collaboration and support, ensure I provide clear instructions with visual prompts where needed, provide examples and templates for work to be attempted, allow for sensory breaks, support executive functioning by breaking tasks into smaller actionable steps, allow learners to use fidget toys, and encourage movement breaks.

Experience teaching Science: I have had the opportunity to teach Science at Key stages 3 & 4 including triple science, BTEC Science, combined science and 13+ and am familiar with the different examining bodies. I ensure sessions are tailored to the needs of the learner factoring the challenge in tasks set, learner’s preferences in learning styles as well as pace of the sessions and expectations. I encourage critical thinking, and the development of reasoning and problem-solving skills. I also ensure sufficient time is spent on understanding the science behind key practicals. I emphasise key terminology and definitions as well as plan for practice of application of knowledge to exam questions and past papers, I encourage curiosity, questions and provide opportunities for learners to deep dive into scientific concepts and theories. Curiosity is always welcomed, and no question is too silly to ask.

Experience teaching Maths: I have had the opportunity to teach Maths from Key stages 1 to 4 as well as maths 13+. I encourage critical thinking, and the development of reasoning and problem-solving skills. I also ensure sufficient time is spent on understanding, practice and mastery of mathematical concepts as well as lots of exam practice. It is also crucial to explore the wider implications of mathematics in everyday life so learners can understand the relevance in building mathematical skills rather than view maths as an abstract subject with no real-life applications. I also use visual tools where relevant so concepts can be understood effectively. For learners who experience maths anxiety, I like to work through a number of exercises that are self-regulatory in helping learners develop habits that are calming and help maintain focus, these skills are transferable and applicable to any subject thereafter and learners often develop healthy  independent study habits as a result of applying these techniques.

Experience teaching English: I have had the opportunity to teach English from Early years through to Key stage 4 as well as English 13+. I utilise a broad range of visual strategies and a play based approached to learning phonics. To support speech and language needs I like to use a range of techniques, simplify instructions, repeat key words and provide the opportunity to build on and develop receptive and expressive skills.

I like to use a range of resources, teaching styles and activities to engage and foster a creative perspective, encourage the improvement of comprehension skills, inference skills, language analysis skills and further improve essay writing techniques. I like to ensure learners are well versed in understanding the assessment objectives in GCSE English Language and Literature as well as develop a key understanding of context, themes and characters of the texts they study. I also encourage fun and engaging ways for learners to learn key quotes. In addition, I like to facilitate an environment whereby an exchange of ideas through dialogue promotes learning and simplify the planning of essays.