Samia

University of Cumbria:
Graduated on 16th July 2019: BA (Hons) with QTS Primary & Early Years 3-11
Graduated on 14th July 2016: Foundation Degree of Arts in Teaching and Learning Support Level 5.
Completed QTS Literacy Skills Test on 21/09/16 & Mathematics Skills Test on 31/08/18.
Completed Higher Level Teaching Assistants (HLTA) professional standards in 2014.
Hackney Community College: (09/13 to 05/2014)
Completed Access Course to Teaching Studies in 2008: GCSE Maths (Grade A to C), English (Grade A to C) Science (Grade A to C) and other subjects: Organisational and Study Skills; Education Module comprising Psychology, Sociology and IT.
(09/01 to 11/2002) Educated under the French Education System: French Baccalaureate - equivalent to BTEC National Diploma

My subsequent four-year BA Hons Primary Education course 3-11 at the University of Cumbria has served further to fire my enthusiasm and prepared me effectively to take responsibility for my own class.

My degree has trained me to cover all National Curriculum subjects, and my subject English, with an elective in Drama. I would eventually like to be the coordinator for this subject in the school in which I work. During my degree I have undertaken four practices placement in Key Stage 1 (Years 1 & 3) and a further two in Key Stage 2 (Years 4 & 5).
These included schools in inner city deprived and multi-cultural areas, Theses practices have given me a good understanding of the primary curriculum and of what makes effective teaching practices.

Availability: I am currently available (home or online tuitions) day times 10 - 6pm until 5th January. Thereafter, I will be available day times Monday/ Tuesdays evenings from 4pm to 8pm also weekends Saturday 3-6pm Sundays 11-6pm. Please note that I will only travel out to the following areas: Hackney, Haringey and Islington boroughs.

Willing to travel: 5 miles

Experience: My degree has trained me to cover all National Curriculum subjects, and my subject English, with an elective in Drama. I would eventually like to be the coordinator for this subject in the school in which I work. During my degree I have undertaken four practices placement in Key Stage 1 (Years 1 & 3) and a further two in Key Stage 2 (Years 4 & 5).
These included schools in inner city deprived and multi-cultural areas, Theses practices have given me a good understanding of the primary curriculum and of what makes effective teaching practices.

In my 2nd year placement, I taught year 3 which enabled me to gain skills in building effective and constructive relationships with children in difficult socio/economic conditions in an inner-city situation. These involved using consistent behaviour management strategies. This work placement has given me experience in whole class teaching, preparing lesson plans that included ability grouping, differentiation, evaluating and reflecting upon my teaching, experience in using the school marking policy in order to grade pupil’s work so that effective feedback may be given. As a reflective practitioner, I regularly evaluated lessons to analyses improvement, progress and achievement. Reflection on lesson plans and observations helped me to identify misconceptions and allowed me to adapt my teaching strategies and plans for future lessons. For example: I would identify specific children to focus on if they aren’t meeting their targets so as part of my planning, I would plan to address any misconceptions aiming to close their learning gaps. I have also used the Assessment for Learning (AFL) strategy, I became more aware of the importance of observation and the role it has in gaining greater understanding of children’s learning and behaviour.

My time in school has developed my philosophy of valuing each child as an individual, as well as part of a community and working closely with families.

I was able to make students feel good, even if they’re not learning, just praise their effort. As a teacher, I feel that the growth mindset is intended to help close achievement gaps, not hide them. It is about telling the truth about a student’s current achievement and then, together, doing something about it, helping him or her become smarter. As a teacher, I feel I can best meet children’s learning needs if I aim to provide adequate and individualised feedback to encourage them making progress. I also aim to offer children as many learning opportunities and experiences as possible in order to engage, motivate and prepare them for future life.
I have high and realistic expectations of every pupil, to enable them to reach their full potential through the setting of high personal standards of classroom practice in order to develop a stimulating and challenging learning environment which secures effective learning and provides high standards of achievement, behaviour and discipline.

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