I first became interested in teaching through working as a private tutor with Primary and GCSE students, something I am doing since I finished my graduation, training to become a leader in the process. This made me realise I enjoyed working with people, and school-college experience confirmed teaching as a career choice. My subsequent one-year PGCE has served further to fire my enthusiasm and prepared me effectively to take responsibility for my classes.
I have completed PGCE in Numeracy/Maths, a Masters and a BSc in Economics, level 5 Maths module, numeracy level 1 & 2, GCSE English, Diploma in Computer Science & Application and I am a Certified Internet Webmaster Associate. I myself completed a 60 credits level 5 Maths module last year to be an expert of Mathematical Modelling and Mechanics which shows my enthusiasm for the subject.
For last 4 years, I am teaching at Sixth Form College as a GCSE and A level Maths teacher
Literacy, Numeracy, Maths and Functional Skills English Teacher of Tower Hamlets College
From February, 2012 to continuing
Literacy, Numeracy, Maths and Functional Skills English Teacher of Barking & Dagenham College
From February, 2013 to October, 2013
Supply Teacher of Primary and Secondary Schools (From November, 2012 to January)
Teaching and managing classes instead of regular teachers.
Maths Teacher of the Newvic College (Newham 6th Form College) (From September, 2012 to October, 2012)
I taught GCSE, Functional Skills, A Level and Use of Maths of Free Standing Mathematics Qualification. I produced new resources to teach learners as well as used student centred activities to assess them.
Maths Teacher of the Tower Hamlets College (From September, 2011 to May, 2012)
I taught pre GCSE (Numeracy), GCSE and A Level maths. I planned and prepared lessons; researched and developed new topics, teaching materials including online resources; teaching groups of learners from a range of backgrounds, abilities and ages; monitoring, assessing and marking students’ work and maintaining accurate records and monitoring students’ progress.
I am teaching adults and teenagers Maths and Functional Skills English in co-educational, multi-cultural colleges. I am quite capable and qualified to teach Maths up to level 3, English and ICT up to level 2. My academic education and teaching practices have given me a good understanding of the curriculum and of what makes effective teaching. I use Maths, English and ICT skills based on specific vocational and academic subjects. For example, for construction and built engineering level 1 course, I used plenty of functional examples which are related to the subjects. I find Maths useful in everyday life and use real life examples such as money management in shopping, utility bills etc. to motivate learners. I use examples of volume of pipes for the students of Plumbing course while length of electrical wires for the students of Electrical Installation course and examples of cars for the students of Motor Vehicle course.
During my PGCE at the university, I studied a module on ‘Curriculum Development’, looking at importance and issues for effective curriculum. This made me appreciate how this approach can be useful, particularly when addressing important social, ethical and global issues. All of these helped me to develop blended learning approaches for the subject.
I use ICT to make engaging lessons with interactive white boards, the internet, videos, voice and sound clips, digital cameras, interactive games. For example, I used bbc.co.uk/skillswise to teach numeracy, bbc.co.uk/schools/gcsebitesize/maths, mymaths.co.uk to teach GCSE maths, academicearth.org for A level maths not only in class but also utilised for homework and recommended learners to learn from those websites. For English, I use clip from BBC Panorama, BBC Crime watch etc. In addition, consistent uses of colourful power point presentations attract learners to learn from my lessons.
I have in particular come to understand the value of sharing learning objectives and success criteria with students. Knowing exactly what is expected and how they can achieve allow learners to focus more clearly on tasks. This also facilitates effective self and peer assessments, as there are clear criteria and objectives to assess against, encouraging students to take more responsibility for their own learning.
I have been taught throughout the PGCE programme about modern way of teaching. Rather than teaching, I facilitate learners with student centred activities such as matching and cutting, constructing questions as well as teacher centred activity such as work sheet to ensure a stimulating, utmost learning environment for students.
Progression needs to be planned for, so that as learners work and explore at their own pace, there is always something else ready to move them on and take them further in their learning. I also believe that differentiation and meeting varied learning styles are keys to effective teaching and learning. Work should be set at an appropriate, but challenging, level. When I prepare lessons, I make a conscious effort to ensure I am not just catering for visual learners like myself, but try to see lessons through other learners’ eyes. For example, to introduce pictograms to numeracy entry level class, I got the learners to create ‘human pictograms’ arranged by name length, pets, eye colour, etc. and then transferred that information as pictograms to the board. Kinaesthetic learners were thereby catered for in the physical movement and manipulation, visual learners in the pictograms created on the board and audio learners as we discussed and interpreted the graphs.
I feel it is important to make learning interesting and creative, and one way to achieve this is using real life example; this allows learners to explore and understand situations and express feelings, thoughts and emotions. An example of how I have successfully used real life situation was with a construction and built engineering class, working out the area of the classroom to decide the correct amount of carpet needed for the classroom. I gave the students measuring tape to measure the length and width of the classroom. They were incredibly enthusiastic and threw themselves into the task. They found this a fun, enjoyable and worthwhile learning experience, which enabled them to better understand the situation and empathise with those concerned.
Whilst on my colleges I have been able to try various assessment techniques. The most successful were noting comments about how well learners have met the learning objectives, using a traffic light system and recording those who achieved above and below expectations. Additionally, I have encouraged learners to self-assess and carry out verbal peer assessment.
I meet with learners as one to one basis to enrich their personal and academic development. For example, considering learners’ ability and surrounding circumstances I set targets for their Maths learning in GCSE. With engaging activities, I use precise and accurate language in the classroom. I deal with deal challenging behaviour students and with disruptive students carefully including regular communication via email with their tutors.
I am keeping accurate tracking records of learners’ progress at the colleges. Besides as a tutor, I strictly manage my own tutoring group's progression by communicating via email and verbally with their subject teachers as well as checking central management and information system. I use tabulated data to improve learners learning and the quality of my teaching at the school and colleges. This helps to take effective and innovative techniques and decisions to lead learners not only gaining qualification but also to grasp the topics. I follow scheme of work which shows unswerving care of teaching and learning.
I have consistent lesson observations of ‘Good or Outstanding’. I know what OFSTED criteria for an outstanding or a good lesson. For example, ‘Learners are exceptionally well prepared for the next stage in their education, training or employment.’ is an outstanding lesson while ‘evidence in learners’ work indicates that they achieve well’ is a good lesson.
I communicated with others effectively by being a good listener, understanding and solving the problems in schools and colleges. I am a decisive person and have good knowledge of stress management. My working history in schools, colleges and family business shows this. Even as a trainee teacher, I successfully taught maths modules sharing with other teachers which required all those skills. Also, in my study life while I prepared group presentation and consistently showed excellent interpersonal skills and written & oral communication skills.
My school and college jobs have enabled me to take part in various experiences for my professional development. Preparing and organising a range of outdoor learning activities and games, such as orienteering and visits to sites of interest were challenging, but was also some of the best experiences I have had. It has made me aware of the value of such trips in extending learners’ education beyond the classroom. I attended school and colleges’ staff training on various topics such as ways and tools of making lessons interesting, necessity of core skills, protecting and safeguarding learners, special education needs training, union’s training, leadership training and so on. I am committed to participate recommended training for professional development and quality assurance in all aspects while I will be working.
During my college teaching and in school, I have worked with other teachers to plan the curriculum; planned and organised the work of TAs; attended parents’ evening, staff meetings and INSET days; been on school visits and contributed to the classroom environments through interactive displays. I worked effectively as a member of a team or alone, sharing expertise and ideas with colleagues. I wrote and discussed with the other teachers about of my classes, students’ progress considering individual learning plans, what resources and techniques might be better in future and necessity of learning support assistant.
Planning and organising are the keys to succeed. I plan and prepare resources for classes in advance including learning difficulty students to deliver high quality teaching and to provide effective learning opportunities. Detail focusing on learning as well as exam techniques help to acquire the best outcome. I prioritised my own and learners’ learning needs, line managers’ recommended tasks. Even while I was working as a supervisor of family owned restaurant business I managed 13 people effectively for two years. Throughout my study life I gave importance of deadlines by completing multiple assignments at a time. In addition, as a teacher by following weekly scheme of work of a year shows consistent care of deadlines. However, I am flexible, firm and fair to achieve real outcome rather than just following strict guidelines, rules and regulations because at times importance of flexibility outweigh the importance of strictness not only in personal life but also in academic and working life. I used scheme of work based on leaners needs so that they can really learn and achieve and because of this I had to change the chronological order of scheme of work.
I showed my reliability and punctuality by completing multiple assignments at a time before deadlines, by following scheme of work, however, changing the sequential order of scheme of work because of adaptability and effective learning. Besides I am showing reliability and punctuality by consistently working same day in two colleges within 2 hours in different borough of Tower Hamlets and Barking & Dagenham.
My time in colleges and school has developed my philosophy of valuing each learner as an individual, as well as part of a community. I aim to give learners as many learning opportunities such as discussion, kinesthetic activities and also give experiences as possible in order to engage, motivate and prepare them for future life. An appropriate, balanced, challenging and creative task is essential in developing learners’ skills, knowledge and understanding. These all underpin personalised learning. A module on ‘Inclusion’ has also really affected the way I think about learners and addressing their needs in the classroom. Within this module, I have focused on including all learners, regardless of ability, learning needs, language, ethnic origin or any other factor. I have learnt how to identify and find ways to effectively aid the learning and meet their needs in ways which appeal to and best help them develop, gain a beneficial experience from their education and achieve their full potential. I incorporate my learning in my final practice. For example, there are dyslexic students in the class. I ensure that their learning needs are planned for and learning support assistants are fully aware of what is expected. In addition, I have completed an online training course on ‘Equality and Diversity’ as a student of the university of Greenwich which gave me very deep understating of the topic and implementation of this in workplaces.
I am aware of the institution’s necessity of solution-focused, flexible teacher who can help to develop a strong independent institution characterised by clarity of purpose, to be outstanding in everything and become renowned for the creative and innovative way through which learning delivered. Therefore, I am committed to deliver high quality education and training that responds to the needs of employers and individuals and also to attract and retain learners to ensure they achieve and thereby raise standards, widen participation, address social exclusion and contribute to economic growth.
I demonstrate respect to the institutions’ aims and policies such as respect for everyone, valuing diversity and promoting equality, health and safety legislation, using effective inclusive resources properly, equality act to maintain secure and inclusive and effective learning environment for everybody in the classroom, safeguarding children and vulnerable adults considering all the protected characteristics in my workplaces. I have spent a lot of time helping out learners at the colleges and the school and have thoroughly enjoyed each experience; therefore, the institution would be appealing, is essential.
My university course, especially my teaching practice, has confirmed my belief that helping learners is one of the most challenging, demanding, exhausting but varied and exciting careers there are. I really look forward to working in a job that is so important, being privileged to be such a vital part of so many students’ lives and making a real difference. I have a strong commitment to teaching and learning and I know that I would be an invaluable member of the institution’s community.
|Languages||English (British), Bengali|
|Availability||Weekends, Weekdays (evenings)|
|References Available||On File|
|University of Greenwich||2012||PGCE||Maths|
|Shah Jalal University||2005||Masters||Maths & Economics|
|Shah Jalal University||2003||Bachelors||Maths & Economics|
|Institute for Learning||2013||QTS||Professional|