Sheree

The opportunity of being a classroom practitioner has enabled me to create resources and learning material, as well as differentiating for students with different learning abilities ranging from high attaining students to EAL and SEN students. I have also been dedicated to developing a program to assess students of various abilities that include those requiring additional assistance. Through the monitoring of students and their attainment, I have been able to pin-point under achievement and set specific targets in each case. I am considered to be caring, patient and flexible in my approach with students.

Availability: Weekdays, evenings and weekends.

Willing to travel: 10 miles

Experience: I am a qualified teacher with experience of teaching in primary and secondary schools, specialist units, tuition centres and PRUs. My subject specialisms are Religious Studies and Philosophy, English and Maths; SATS, 7+, 11+; Humanities, Citizenship, Geography. I also teach Personal, Social and Health Education, Life Skills, Adult Literacy and Numeracy. I hold a Bachelor’s Degree in Theology and a Master’s Degree in English. I have over 18 years’ experience of teaching key stages 1- 4, GCSE and adults, including students with autism (including high functioning), social, emotional and mental health, non-verbal, language and communication delay, dyslexia and Downs Syndrome.
I have extensive experience as a Religious Studies and philosophy, English, and Humanities, teacher and private tutor working within the mainstream educational system as well as within SEN - autism (including high functioning), social, emotional and mental health, non-verbal, language and communication delay, dyslexia and Downs Syndrome, Medical Needs and alternative educational units. In addition, I have been successful at working with those students who needed to improve their GCSE grade as well as those students who needed to improve a specific area whether it was essay writing skills, reading, creative writing, algebra. My experience to date, has involved teaching mixed ability classes at key stages 1, 2, 3 and 4, in mixed inner-city comprehensives within England. This has given me opportunities to teach a diverse range of students from different ethnic and social backgrounds. Through teaching, I have established the ability to modify my style of communication according to the audience and need; from an individual, small group, class or larger setting. I have been able to develop various pedagogies to address young people’s learning styles, therefore catering to individual those students who are visual, auditory and kinetic learners.
My additional experience as a peripatetic teacher of Special Needs and as a Private Tutor has meant that I have had to work independently with a diverse range of students with a variety of learning needs. I had to ensure that more lessons were specific to their needs and my approach was individualized to the needs of each student. This could be in a volatile situation where I would need to adapt my approach according to the emotional and mental state of each student at the time. The opportunity of being an educational practitioner has enabled me to create engaging resources and learning material, as well as differentiating for students with different learning abilities ranging from high attaining students to EAL and SEN students. Through the monitoring of students and their attainment, I have been able to pin-point under achievement and set specific targets in each case. My work as a teacher in PRUs, tuition centres and alternative educational sites has enabled me to support, engage, motivate, teach and integrate pupils with SEBD, SEN and medical needs into mainstream or alternative education; this varied from working with a year 5 non-verbal EAL downs-syndrome student working at P-levels, enabling him to access language, reading, ICT and the creative arts to students with SEBD and additional complex needs.

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