Science - Physics

Service Description

Kind & patient, knowledgeable & experienced. I am a qualified teacher with over twenty years experience of working with children and young adults, and with experience of supporting those with social or learning difficulties such as dyslexia and ASD, ADHD and ADD. I work with patience and kindness first and as best practice, with each lesson and session tailor-made to the individual student. I have worked in a variety of different settings and also as an assessor and internal Lead IV and external SV for childcare. I use a range of teaching methods, such as scaffolded learning and Montessori, as well as ensuring the student feels respected and supported. Each term I will produce a report so that you may keep track of your child's progress and be more than happy to discuss progress or needs/wishes as we go along. In the twenty years I have worked with children, the single most important thing they need to have in order to learn, is confidence in themselves. With this in mind, my focus has always been to develop this first; once they have the self-esteem to be able to fail, their ability to learn becomes exponential. I have always loved working with children and have had the good fortune of having a wide range of experiences from different settings all of which have enhanced my practice, knowledge and skill-set exponentially. I initially began my career working in early years, and the experience cemented my desire to remain working closely with early years. I participated in all aspects of the role, including planning, observations and report writing. As my level of knowledge and my confidence grew, my desire to develop a wider level of experience was also nurtured and enabled me to fulfil my desire to learn. I took with me a desire to cultivate my understanding, abilities and skills, and this paved the way for each new role, aiding both my personal and professional growth. It is in this setting I started my early year's qualifications, and it marked the first step. I progressed my career and worked as a teaching assistant in a large primary school. Here I worked initially with reception children – covering whole classes, individual reading, group work and supporting emotionally disturbed youngsters who were in care. Then, I was moved to the older children and continued to cover classes and I also worked closely with the SENCo – and taught a group of autistic children every day as well as small groups of children who were behind with their numeracy

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