South Yorkshire

My specialist experience working with young people with SEN to develop their engagement, trust and interest in learning;

As an educator who has had experience in Secondary Education, FE and HE I have been used to accommodating and making provision for SEN pupils and students and working with support staff to ensure that these students have the provision they need to maximize their own potentials and develop and engage in subjects and learning. I have taught a variety of students over this period, who are all very individual and need a tailored approach and consideration for their capabilities, interests, personalities and SEN. I always like to start with very soft skills introductions and use this opportunity to discover the student’s interests, prior knowledge, skillset, ability level, want, needs and aims, so that I can gauge from what and how they would most benefit from my expertise. Though I always plan and structure each session according to the all the individual factors, I am very aware the need to keep this very flexible and adaptable in order to meet the needs of the moment, the student, and the ever-changeable elements of the session, day or the longer program.

• My experience working with autistic young people;

During the last 4 years of my teaching practice however, I have specifically taught autistic students on a 1 to 1 basis. This period has been the most rewarding of my teaching profession to date and I feel I have learned much myself with regard to Autism, ADHD, PDA and SEMH and developing strategies that make for conducive learning environments and fun and interesting creative projects which help students relax, focus, engage and enjoy learning in and of itself.

I have taught students with autism and SEN to various levels during the last 4 years. Each has been very individual, have their own specific needs and aims and I have adapted the subject matter, levels and delivery style accordingly for each.

Obviously, the level of individual ability and experience regarding their creative practice and understanding of subject differs for each student and so pace and ‘over the shoulder’ support needs to be ascertained early on so that the student feels independent enough n their work, but supported, inspired and guided throughout. This is crucial for the student to keep interest and engagement while also developing confidence and independence.

• My experience working with young people with PDA;

Regarding the students with PDA, I always use strategies to avoid conflict and bring instruction or direction in gently and ‘softly’, often talking around the creative ideas and learning and allowing the student to absorb possibilities, discuss options and even suggest the way forward themselves. Patience is key and planning and routine help with the calmness of sessions and I usually try to have visual guides to our aims, goals and sessions on the wall, printed and at hand or available to be referenced on screen. Monitoring the student and pupil is important to constantly reassess if the session’s demands need to be adjusted or scaled back. Often, I will have background music playing of the students choosing to help create a relaxing space. Avoiding direct instruction and using more indirect phrases can help avoid conflict situations and giving choices allows the sense of creative ownership for the student.

•       My experience working with young people with ADHD;

Regarding the students with ADHD, I use a personalized response the student for each session to accommodate how the student is feeling and acting. I find having a structure to work towards is useful but with the ability to be flexible depending on the needs of the moment and the student. Structured lesson plans are useful to offer routine and an overarching curriculum with previews of the work we will be undertaking. Reminders of aims and goals help students and repeating instructions and targets and using visual guides for this works well too to support the students. Variety and short sections help but with the flexibility to continue on work that the student has become engaged with. In session I use frequent breaks, background music that is student led and suitable, reviews and praise and encouragement and discussion.

• My experience working with young people anxiety;

In the sessions I run, we always strive to break the time into manageable blocks and always with the proviso that if the pace is too much or concentration is lapsing, we can break, change focus, rest or even go outside, talk or just have some downtime. The sessions need to be fun and enjoyable. This is key. Finding a topic or subject that the student/pupil is interested in as a project’s focus is a great way to motivate learning and keep attention and enthusiasm, though this ‘focus’ still needs to be able to adapt and change as necessary.

• Social skills/social interaction/friendship skills;

During my sessions with my students I have encouraged collaborative working with other students and socializing during break times. This has included myself and other tutors escorting students over lunch break where they have socialised and developed friendships with peers as well as us all enjoying dialogue, conversation and discussion including likes, interests and more general topics. We also encouraged the development of basic practical social skills such as ordering food and drinks, payment and supervised this as the students became more confident and independent.

Many of the strategies included above form routine parts in my sessions when I teach pupils/students how to animate, design and create digital content, images, digital games and animation. There are various cross-over strategies used and applied, but each student is individual and the sessions are always about working specifically to the needs of the student with the goal of building their confidence, social abilities and specific subject related skills and knowledge while encouraging their interests. Holistically this works towards helping them to become creative, happy, confident and positive individuals.

Currently one of my main students, who I have been teaching digital skills to for 4 years now, has been nominated for the prestigious Anna Kennedy Autism Hero Awards, which I see as a mark of how inclusive education, patience, space and a passion for creative digital design can elevate any student and their sense of self-worth.

My specialist experience of working with students with SEN: during my gap year at university, I volunteered at two special schools, one was for what was then known as moderate learning difficulties, and one was a and emotional and behavioural school.  I did my dissertation on inclusion of children with SEN in mainstream school and how special and mainstream settings can, or in some cases cannot, meet the needs of children with SEN. From this point on, my drive was to work with children with SEN and to ensure that they enjoy their learning, that they believe in themselves and that they have a lot of fun whilst doing this. I initially worked as a teaching assistant in a special secondary school and then progressed to a teacher in an all-age special school. Then as a teacher and then finally as a deputy head in a primary special school.  I have worked with students that have made me both cry and laugh at the same time, but that have always progressed.  I have learnt and developed a vast range of skills and knowledge that I can bring to working with your child.

My specialist experience working with students with SEN to develop trusting and meaningful relationships: Without a relationship built on trust, any student will find learning hard. My main focus is to develop a relationship with my students and the family I work with. I have worked in both primary and secondary special schools, mostly in primary, over the 17 years of working in this field, I have trained and encouraged staff on developing these core skills. I am both nurture UK trained and a trauma informed practitioner.  In addition to this I have a certificate in counselling skills and I have been safeguarding and behaviour lead for 10 years.

Working with students and families with SEN is my passion, and I know that working 1:1 with a student can be so beneficial to help their needs. Enabling to help meet their needs in a way that a classroom environment may not be able to do. 1:1 supports aims to help them reach their full potential, and recognising they may not be able to access the whole curriculum or to be ready to attend school.

My experience of teaching autistic students: As a deputy head in a special needs school for children of primary age and previously a teacher and a TA in an all age school for children with complex needs, including those who are autistic, I have an excellent knowledge of a curriculum that we developed to meet the needs of these pupils. I also understand the range of difficulties, and the differences, that each autistic person needs meeting to access this.  There is no one fits all, as for any child, and I have worked with students who are non-verbal and subjects learners to students who are verbal, but do not have functional language or life skills.  In my sessions I include attention autism, colourful semantics, clear routines, and multi-sensory activities. I always ensure that activities build on each other and are related to topics and they enjoy and their interests. I love working with students with SEN, seeing the small steps of progress they meet and being part of their journey.

My experience teaching young people with sensory processing difficulties: Sensory processing difficulties includes a vast range of difficulties. As mentioned before, taking the time to get to know the student and talking to the family, really helps in the understanding and assessment of these. This impacts the sessions that are delivered.  In a classroom environment, this can be exceedingly difficult with sensory processing sometimes mistaken for something else due to how it presents. I have worked alongside a published author on sensory processing, completed assessments with teachers and parents to look at the best way to work with different students. Most importantly of all, I reflect on the sessions I deliver both during and afterwards and observe and look at how the student has responded. This means being flexible and adaptable about the sessions and use this knowledge to increase the impact and engagement for the next session.

My experience of teaching young people with Speech and Language needs: I have worked alongside speech and language teams for the last 17 years and I have taught many children speech, language and communication needs including non-verbal students and those with very limited speech as well as students who require support with both expressive and receptive language. The use of visual aids (PECS, Colourful Semantics, Communicate in Print and Teacch) are useful communication aids which greatly support children who struggle in this area. I also use concrete materials, pictures, gestures and facial expressions where possible, to help engage learners. I use language that is very clear with ensuring that I do not use phrases with double meanings as they are very confusing for children. During activities I will check that the child understands what is being asked of them, modelling any required language and ensuring that any language is used within context and is meaningful.  I will offer choices to a child to build appropriate language and relieve any anxiety. I know that the key to supporting speech and language is by building relationships and I do this through positive, friendly, fun and engaging sessions with movement breaks throughout. I love to use music, games and stories that students love and know to build their confidence and expand their language.

My experience teaching English including phonics, and Maths: I have taught every year group from EYFS to Y11 in special settings. This includes phonics, English, Maths and all other curriculum subjects. I always ensure that lessons are engaging and tailored to each student. I am trained in jolly phonics and have used reading books developed by speech and language for students who are pre-readers.   I use tangible objects including number lines, numicon, songs and games to help the learning. All students should experience the whole curriculum so that interests can be created, and new opportunities are given.

My experience of working with students with low self-esteem and confidence: Throughout my career, I have worked hard to develop the whole child and have a good understanding of how certain needs have to be met in order for effective learning to take place. I have knowledge of trauma and ACE’s and I developed a new curriculum for pupils on life skills and PSHE. I have run groups for mighty minds, lego therapy and zones of regulation.  Developing confidence and self-esteem takes time, and it is important to understand where the student is, and what has and is impacting on them.  This is part of building relationships with the students and allowing them to see part of themselves that they find difficult to show.

My skills and experience supporting students to develop their independence: Having experience of working in a special school, I understand how important it is to create lessons to promote the independence and enhance the life skills and communication of my students. This may be focused on functional independence such as communication or social independence such as travelling, shopping and discovering leisure activities. I think holistically about my students and passionately believe that learning should be to enhance your whole life and that academic learning can happen through many different channels. I love to take learning outside and use it in real life settings. For many of the students I have taught removing them from a classroom, will reduce their anxiety and increase their communication through signs, symbols, gesture, physical touch or verbally. Within the sessions based more inside I aim to build up their confidence and reflecting on their achievements, slowly builds up their inner dialogue, so that they can do this on their own.

My experience of working with students with ADHD/ADD: Quite often many of the students I taught had a diagnosis of ASC and ADHD/ADD.  As an experienced teacher in a special school and working with the ADHD team, the advice for both would overlap. Many pupils often have to wait long periods of time for a diagnosis, and I will look at the student and how they present, find out as much information I can from the families, and develop strategies that are relevant to each child. This is regardless of whether a diagnosis has been given.  Techniques I have used in the past include: TEACCH, short box tasks and repetitive but clear tasks. I have also made the activity physical and/or sensory, used quiet and distraction free environments or taken the activity outside.  I know that students with ADHD/ADD can also often been told multiple times about their behaviour in a negative way, and sometimes their experiences and how they feel about themselves have been restricted and negative due to this. This can lead onto further difficulties.  I believe in giving students time and developing with a 1:1 approach the right session that works for them, so that they can achieve no matter what.

My experience of working with students with global developmental delay: I have worked with many children who have the diagnosis of global developmental delay and I know how frustrating and sometimes vague this can feel to a parent.  When working with a child with GDD it is essential to find out where they are up to in all areas.  This then helps to develop different strategies, resources and sessions with lots of repetition to not only build their learning, but also to ensure that this becomes long term memories and skills not just short term.  I am experienced in working on speech and language, sensory needs, cognition, life skills, emotional development and I do this by forming strong and trusting relationships with both the families and the student.

My experience of working with students with PDA: As with ADHD/ADD, may students will not be diagnosed with PDA. The sessions and lessons that I do with students with PDA would focus on the best way for them to engage without feeling that it is a task, or an all or nothing.  I believe that for all students, it is seeing not just what is presenting, but looking behind the behaviour seen and understanding what causes it.  Tasks would be achieved together, have meaning rather just doing. I am always aware of reducing any student’s anxiety and being flexible. It is important to have a sense of humour, be adaptable. Having patience and staying calm are all part of this.

My experience working with students with behavioural needs, trauma and SEMH: Through working in a special needs primary school for 17 years as deputy head I was the lead for safeguarding and behaviour.  During this time, I have completed a Diploma in trauma and mental informed schools and communities, team teach training, led multi-disciplinary sessions with professionals including Educational Psychologists, CAMHS, ADHD team and speech and language to develop my knowledge and skills in this area.  I worked across the school, and I am highly experienced in working with students who show very high levels of physical behaviours.  These behaviours can be accompanied with language and some way to discuss what is happening which can help develop next steps. They can also present with students with no way of verbally describing what is happening.  Behaviour is always a form of communication, and I work hard to find out what is being communicated and work on next steps.

As mentioned above, relationships are the core to working with any student. Changes can take time. I fully recognise this can be frustrating for both the families and the student. However, this can be achieved with personal strategies and sessions and with a good dose of flexibility, calmness and a sense of humour.

My specialist experience teaching students with SEN to develop trusting and meaningful relationships: 

I have extensive experience supporting secondary school pupils and privately taught pupils with numerous SEND conditions including autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), speech and language needs and social, emotional, and mental health (SEMH) challenges. My work with these students has given me a deep understanding of their unique needs and strengths, enabling me to create tailored strategies that develop their independence, academic and personal growth. I maintain high expectations and understand that building effective relationships can sometimes take time and patience. However, building a rapport can also be quite instant and I consider myself to be very strong within that capacity.

Helping pupils progress in their personal journeys is incredibly rewarding for me, and I believe that when pupils feel supported, valued, and heard, their social and academic outcomes improve significantly. This can only be achieved by building strong and sustainable relationships. I enjoy creating resources and utilising strategies that engage all students who have had previous challenges within the education system. To me, people are people and SEN children are no different to the rest of us. Students have a voice and it is our job to find it with them and allow them to express it. All pupils have distinct curiosities and passions and I find it very rewarding to use these passions to create engaging content that is relevant and bespoke to each pupil. Being an adult who is consistently there for them is very important to me. Relationships are the crux of everything that we do and establishing positivity and consistency from the get go is paramount to success.

 My experience working with students with autistic needs.

I love teaching students with autism. I feel that if you tailor lessons that match their unique needs, successful outcomes are possible just as with any other pupil! I minimise sensory overload as you would expect and use visual aids to not only outline lesson structures but also link visual aids to extracts wherever possible. I really think this helps students feel secure and grasp the concepts around the flow of learning and structure of a lesson. Obviously this reduces anxiety. If you think about a play like Macbeth for example, the text is very overwhelming (let’s be honest, this applies even to somebody with a neurotypical mindset). If you couple an extract with graphics and /or visual aids, it makes the content 1000% more accessible for anybody looking at the text! I have had great success with this approach over the years.

To build on this, I think that being aware of a pupil’s personal expectations regarding lesson predictability is essential. Knowing your pupils well allows for lessons to be built with a view to earning trust. It is essential to craft an environment that is designed for pupils to feel comfortable. If a pupil knows what to expect from you before you even arrive, they can feel less worried about the session and may even look forward to it!

My specialist experience teaching students with anxiety;

In my time teaching in Sheffield, I have seen how anxiety can impact a student's learning. To help, I provide a personalised coping toolbox filled with strategies they can use when overwhelmed. Building trust is key, so I work closely with parents to ensure we respect and validate the student’s feelings while encouraging resilience.

I focus on setting realistic expectations and celebrating all successes. Using mindfulness and calming strategies, I create a supportive environment that allows students to gradually build confidence and progress in their learning.

My experience working with students with ADD/ADHD needs:

I incorporate interactive activities into lessons to maintain engagement and focus. I provide clear, short-term goals and regular feedback to keep pupils motivated. Additionally, I collaborate closely with parents and other educators to develop or respond to Individualised Education Plans (IEPs) that address each student's specific needs and track their progress where appropriate.

My specialist experience teaching students with working memory needs:

When working with students with working memory needs, I prioritise establishing and developing consistent routines. The use of checklists during lessons serves as a helpful visual aid, allowing students to follow along with ease. I engage students in practicing general working memory through reducing the need for multitasking .

To strengthen the learning experience, I try hard to connect their work to real-world contexts and incorporate multi-sensory elements into the lessons. I also encourage students to take the lead in activities, sharing what strategies work best for them in retaining information. This allows us to find additional ways to support their working memory.

My experience supporting young people with sensory and/or auditory processing needs: 

When working with students with sensory needs, careful planning of the classroom environment and resources is essential. Sensory issues can affect every aspect of their daily lives, not just their time in the classroom. To tackle this, I incorporate starter activities designed to calm and relax students, ensuring they are in a receptive state for learning. I have used mindfulness techniques such as meditation to help students manage their sensory needs and anxiety during lessons.

My approach includes using a dulcet or monotone voice when necessary and providing clear, simple resources. These may be complemented by tools like noise-cancelling headphones or darkened rooms if appropriate. Additionally, I collaborate with parents and carers to develop individual learning plans that place the student's needs at the heart of all planning decisions.

My skills and experience teaching students with additional speech and language needs:

I have learned, over time, that some students have difficulty giving specific answers or explanations especially within the context of English GCSE. Creating a supportive learning environment is my first priority in helping students overcome their communication challenges. Sometimes, and particularly when studying course content, pupils can struggle to communicate their ideas in the right order This makes their thoughts seem disorganised. I've noticed that these particular students are often better at understanding individual instructions in a short, clear and structured way which disambiguates the thought process. Additionally, there are students who find it challenging to grasp hidden meanings in texts. For instance, they may not understand that a writer has crafted a metaphor/simile to create an effect upon a reader.  Visual prompts are useful here to unlock the writer’s craft. Additionally, pupils may not grasp that a writer has structured a text to establish setting, change chronological order or develop character. Chunking the texts into smaller pieces and rearranging them can be beneficial here. Overall, these observations (and others) have guided my teaching strategies to better support this specific learning need. My step-by-step approach to skill building for English GCSE is proven to work no matter what level the pupil is at: i.e. level 1-9 on the GCSE grading system.

My experience teaching young people with SEMH/mental health needs:

Working with SEMH students requires a compassionate and patient approach. As with all my tutees, I build strong, trusting relationships, providing a safe space where they feel heard and valued. I use positive reinforcement and restorative practices to manage behaviour and encourage self-regulation. With extensive experience in both mainstream and SEMH environments, I bring a wealth of expertise in supporting students with diverse social, emotional, and mental health needs. I believe that consistency, patience, and personalised support are key to helping students achieve their full potential. For my SEMH students, I tailor resources to reflect their interests, showing them that their bespoke curriculum can be flexible and engaging. By ensuring my students feel in control of their learning and genuinely heard, I have established productive working routines, even with children from the most challenging circumstances. This approach builds a positive and empowering learning environment where every student can flourish.

Mental health support, such as mindfulness exercises and relaxation techniques are also a part of my approach in the rare cases where I ever find a pupil in crisis.

Teaching Experience:

I am widely experienced in teaching: English Language and Literature (AQA, WJEC, iGCSE), Media Studies (AQA), ICT (AQA, BTEC), Computer Science (AQA) and Business Studies (AQA, BTEC). I have taught all these subjects at secondary level both in mainstream and privately. My pupils and I enjoy our successes and I have had many high points over the years. I love seeing my pupils developing not only their academic skills but also the confidence and self-esteem needed to engage with exam papers.

My Specific IT Experience:

Before I taught English as my main subject, I spent six years teaching ICT at secondary level. I taught, graphic and web design and also taught students how to navigate Excel, PowerPoint, Publisher, Access and Word.  In addition to this I also taught Computer Science and worked with Scratch, Python and HTML5

My experience working with young people to boost their confidence and self-esteem: 

Working as an ambassador to boost the confidence and self-esteem of young people is an integral and rewarding part of this role. Guiding students to a place where they can overcome self-doubt and feel positive about themselves is all part of the learning journey. I create an environment where students can embrace challenges in a balanced way and grow in confidence and self-belief. To me, as well as celebrating success, it is just as important to accept one's mistakes as a normal part of the learning process and not accept it as permanent failure. Success isn’t always the outcome and accepting that is key in allowing pupils to adopt a more balanced view of their output. This is so significant in terms of building self-esteem and having a realistic view of their individual capabilities.

 Nurturing this balanced and positive self-view is directly transferable into the real world and extends much further than simply accessing academic subjects. Instilling a positive self-view is just as important as being able to analyse a sonnet in my opinion.

My specialist experience providing engaging sessions to inspire a love of learning:

I have an abundance of experience providing engaging lessons for pupils and this stems from being able to build strong and lasting relationships with some of the ‘hardest to reach’ young people in Sheffield. Personally, I think that lessons need to be based on inspirational content and never come across as something that must be done. Learning isn’t and shouldn't be an arduous chore. It should be a pleasure.

I always endeavour to engage my students and provide them with the skill set they need for a successful life. One of my strengths is my resilient personality and I am also very much an ‘out-of-the-box’ thinker in terms of delivering a diverse range of engaging content; every conversation is an opportunity for learning [and teaching].

I really try to tap into the things that make my pupils tick whether it be their sporting interests, fashion, music or food. Any topic can be the starting point for an educational experience and I think this has helped create a curiosity for learning in my students which blossoms into a love of lifelong learning. I still have pupils approach me in the city centre as adults and tell me they always remember my lessons which is remarkable based on the fact that some of them were over 10 years ago!

My skills and experience supporting students to develop their independence:

Independence is a vital asset for anyone in a multitude of contexts. This extends directly into the development of students becoming independent learners and being able to be engaged in their learning in a productive way. I think that allowing children to dictate the content on the structure of the lessons we undertake, gives them not only emotional investment, but it also empowers them by way of responsibility for their learning. This can serve as a powerful motivator and a direct pathway to independence.

Admittedly, they cannot be responsible for the entirety of the content delivered but I think that giving them a certain amount of choice based upon the activities and planning of sessions, puts them in control and immerses them into their own learning process. I will always allow pupils to make suggestions for focus areas and topics for extracts for up-and-coming lessons. Again, this ties in so closely with the relationship building and engagement strands of the teaching and learning journey and is an essential part of creating an independent learner. Accountability and responsibility are wonderful assets for a young person to be a part of.

Here is an example of an inclusive scaffolding technique I use to develop independence based on extracts chosen by the learner:

Some of the exam-based techniques (language analysis), combine both visual and verbal strategies and techniques that are colour coded to begin with to simplify the required output. Then the colour coding is removed and only verbal guidance is given. Finally, neither colour coding nor verbal guidance is given as independence is achieved. Sometimes this can be achieved in one session, sometimes it takes weeks or even months for a pupil to achieve this independence.

It is just one of many ways I can develop the independence in my students and the confidence that goes with it.

Additional Content:

As a private tutor, I offer one-on-one sessions tailored to each student's learning style and pace. This personalised attention allows me to address gaps in knowledge and build confidence in a supportive setting. My goal is to empower these students to achieve their full potential, both academically and personally.

In my time working in secondary education, I guided SEND form groups on their pastoral pathways, building strong, positive relationships. These smaller groups allowed me to focus on each pupil's needs, fostering significant progress through consistency, patience, and a steadfast belief in their abilities.

In summary, I have years of experience working with children and young adults with additional needs in a one-to-one context. I thoroughly enjoy being an educational practitioner dedicated to empowering pupils to succeed. Making a positive difference motivates me and I love watching my pupils develop into confident individuals who are ready for the world!

My specialist experience of working with children with SEN in developing a trusting relationship.

Working at the same secondary school for my teaching career, I very soon realised that my specialism was in teaching students with a wide variety of additional needs. From pupils that needed support with reading, writing or specialised equipment to those who were at risk of exclusion, I have always managed to build up good relationships with pupils enabling them to feel at ease to ask for the right support they need to succeed in every lesson.

My experience in teaching young people with Anxiety

As a teacher of the lower sets in school most of the students I teach have some form of anxiety often linked to maths. A lot of the worry comes from thinking they aren’t any good at the topic. To overcome this, I would teach a child a topic and then do weekly recaps so they retain the information and hence slowly turning them into confident and independent learners.

My experience in teaching young people with selective mutism

Understanding that non verbal communication may be used during sessions and communicating this with the student at the start of the session. When the student feels more confident to verbalise the answers this could be built up from one word answers to full sentences. During online sessions if the student uses a white board to show the method I would be able to see where they have gone wrong and address any misconceptions.

My experience of teaching young people with Dyslexia

A positive relationship with the young person will enable them to feel comfortable to ask if they don’t understand. Giving them more time to write things down, making sure they have read and understood the question being asked and allowing them to verbalise an answer before putting something into their own words are some of the strategies I use within a lesson.

My experience of teaching Maths

After gaining a Maths degree as a mature student I soon found myself teaching Maths in a secondary school. I know the Foundation GCSE inside out and am very comfortable in being able to identify an individual's weaknesses. Over the last few years, I have found my specialism in teaching young people from years 7 to 11 that find Maths a challenge, building their confidence and ability through fun lessons with lots of key skill repetition.

My specialist experience in providing engaging lessons and inspire a love of learning

Being an experienced teacher, I can move learning on to the next step or explain the topic in a different way in order for the pupil to feel successful. If a child feels successful, they will be engaged in their learning. My ‘tool kit’ will enable the use of hands on or visual resources when needed without pre planning. Children love to learn, learning new things and getting things right will build their confidence, building their confidence will inspire a love of learning having said all that having the right tutor that can quickly build a positive relationship with the young person is the key!

My experience of teaching autistic young people

Throughout my time as a teacher, I have worked with many children with Autism, each presenting different behaviours such as taking things very literally, the need to be spoken to in a calm and clear manner, requiring short breaks in tasks and needing support with writing to avoid sensory overload to name a few. Getting to know the student prior to teaching, their likes and dislikes and showing a general interest in them, goes a long way to getting the maximum out of the learning.

My experience of teaching with pupils with ADHD

I have worked with a wide variety of pupils with ADHD, both medicated and un medicated but very individualised to the child. Keeping activities varied to increase focus and engagement will help the young person however building a good relationship with the child will maximise the learning outcome of the session.

My experience in teaching young people with sensory and processing needs

When working with a child with sensory needs, it is crucial to identify what the need is as soon as possible. Building a positive relationship initially would help identify when a child is having sensory difficulties during the lesson. As a teacher I have a ‘tool kit’ which is full of hands-on resources and various fidget toys which I take to every session. To help processing needs, again, knowing the young person, understanding when they are processing things and when they need extra support is key to getting the most out of the learning experience.

Supporting young people with speech and language needs

Whatever subject you are teaching, ensuring young people speak in full sentences, using pictures or hands on resources to support learning, speaking slowly, using new language repeatedly and encouraging them to speak and write down thoughts and explanations with help build their confidence and ability.

My experience in teaching study/ effective functioning skills

Teaching in a mainstream school with large classes it is vital that practices to develop these skills are used daily. Building reputation of prior learning into each lesson, encouraging students to annotate their work to build independence and finishing the lesson by independent writing of step by step explanations of their understanding of the learning covered. These all help to develop a young person’s effective functioning skills enabling them to become confident independent learners.

My experience in teaching Maths and English

Every teacher has a responsibility to teach both Maths and English as part of their subject. My main subject is Mathematics at Secondary school level however my specialism is teaching those who find Maths a challenge. Ensuring a calm and supportive environment, having lots of hands on resources and building a pupils confidence ensures you get the maximum out of the child’s learning. Encouraging students to read explanations, discuss what they have learned and then allowing them to write instructions down is how I would add a literacy focus into a lesson. Whist I have not taught English as a subject on it’s own I am more than happy to work with a child on areas that they need support in, whether it be reading, writing, spelling or punctuation.

My experience of teaching social communication and language skills

Encouraging peer and team work into a classroom helps to build both social and language skills. In a one to one tutoring session that would be difficult however the young person will be interacting with a person they have never met which brings in the social element.

My experience working with young people to boost their confidence and self esteem

I’ve taught many students over my 15 years of teaching, and all have a love of learning Maths. I give them praise when they have got something right and find a way to praise when it is wrong. Quickly finding where errors have been made is easy in a one to one tutoring session so a child can’t repeatedly get questions wrong. If a child is getting things right, they feel successful which builds their confidence. By recapping each week it builds their working memory and when they get something right week after week their confidence slowly increases.

My experience of teaching young people with SEMH/ behavioural issues

The key behind teaching pupils with behavioural issues is the build up a positive relationship with them. The behaviour is often used to mask a lack of understanding of the topic in a classroom environment but on a 1 to 1 basis I would be able to use a variety of explanations or methods, so the pupil gains a good understanding of the topic.

My experience of teaching executive functioning/ study skills

My lessons contain elements where a student will have the chance to verbalise what they have learnt and the steps they have taken to get there. This will then be written into instructions to help them read back what they have learnt and repeat the task at a late time, aiding independent learning.