I have 30 years in the teaching profession in a range of settings and roles which I feel give me the necessary experience, skills and attributes. I have also successfully carried out personal tutoring at various times in my career.
Initially I worked in Primary settings both mainstream and then special needs before moving to secondary setting for the majority of my career.
I have a lot experience in teaching children with multiple and complex needs including mild learning difficulties, emotional and behavioural problems, attention deficit and hyper activity, aspergers, autism, dyspraxia, dyslexia, psychosis, cerebral palsy, brain injury and sadly young people who have experienced physical and mental abuse. I am therefore very sensitive to a student’s state of mind, past experiences and their effects on learning. I treat each student as an individual and cater my teaching style to try to meet all their needs.
I hold a current DBS certificate
Primary school (yr 6, 5 and 3 class teacher and PE) September 1987 - July 1989
Primary School (yr 6 class teacher and Primary / Secondary link) Sept 1989 - July 1990
Primary MLD unit (yr 3 to 6 group teacher and Inclusion) Sept 1990 – July 1994
EBD (yr 7, 8 and 9 class teacher run on a primary model) Sept 1994 – July 2002
Primary Assessment / Behaviour Unit (yr 3 to 6) Sept 2002 – April 2003
EBD (yr 9, 10 and 11 GCSE English and Mathematics, Work Experience, Child Protection) April 2003 – July 2013
Independent School (Autism yr 9 to 13 GCSE and Functional Skills English and Mathematics, PE, PSHE) Sept 2013 – December 2017
I have implemented strategies for English and Mathematics in several schools which significantly accelerated progress and the raising of attainment of students. These were monitored, reviewed and evaluated with the use of standardised tests demonstrating the majority of students made rapid progress due to the teaching techniques I use, centred on the student and their interests as well as fully meeting course requirements.
I have taught from P levels through to GCSE in English and Mathematics including Functional Skills Level 1 and 2
I realised early on in my career that if a student does not understand a concept it is pointless to keep teaching it the same way as this will just enhance the negative experience. Also pupils who are disengaged need to be taught through topics that interest them and then through success will start to feel more confident and will generally reengage in the education process.
|Availability||Weekends, Weekdays (all times)|
|References Available||On File|
|Edge Hill||1986||Bachelors||Primary Teaching|