Learning Challenges and Metacognition for Children and Young People
From 58.3 C$ /h
This service is to support learners on developing the skills to learn and improve their metacognition abilities.
Metacognition is related to how a learner learns, not only the mindset but supporting the brain on learning which includes higher order thinking skills as well as reflective skills. Through the practice of metacognitive skills, learners can improve the way they process knowledge which can further support their understanding.
This supports learners in all subjects and is the basis for academic success.
Metacognition also supports well-being because as learners feel less stressed about their learning and abilities, they are able to process content and practice skills in a more relaxed way that builds their confidence and then a love for learning because they feel capable.
Metacognition is related to how a learner learns, not only the mindset but supporting the brain on learning which includes higher order thinking skills as well as reflective skills. Through the practice of metacognitive skills, learners can improve the way they process knowledge which can further support their understanding.
This supports learners in all subjects and is the basis for academic success.
Metacognition also supports well-being because as learners feel less stressed about their learning and abilities, they are able to process content and practice skills in a more relaxed way that builds their confidence and then a love for learning because they feel capable.
Location
At student's location :
- Around Lisbon, Portugal
About Me
Love and enjoy working with and supporting children and young people with learning and realizing their potential and natural gifts and abilities.
Teaching is my life purpose.
Teaching is my life purpose.
Education
Queens University, Bachelor of Education
Leeds Beckett University, Masters of Arts in Childhood Studies and Early Years
Athabasca University, Bachelor of Professional Arts in Communication Studies
Leeds Beckett University, Masters of Arts in Childhood Studies and Early Years
Athabasca University, Bachelor of Professional Arts in Communication Studies
Experience / Qualifications
International and boarding schools teacher, English teacher, Global Perspectives
Ontario Certified Teacher
Private and individualized teaching and learning.
Ontario Certified Teacher
Private and individualized teaching and learning.
Age
Children (7-12 years old)
Teenagers (13-17 years old)
Adults (18-64 years old)
Student level
Beginner
Intermediate
Advanced
Duration
45 minutes
The class is taught in
English
Portuguese
Reviews
Availability of a typical week
(GMT -05:00)
New York
At student's home
Mon
Tue
Wed
Thu
Fri
Sat
Sun
00-04
04-08
08-12
12-16
16-20
20-24
Global Perspectives can be a challenging class as students are required to learn new skills like evaluate, reflect, analyse, communicate and research.
However these skills are very important life skills and life changing supporting students to extend knowledge, reflect consciously and become aware of many aspects of society and the world we live in from a personal, local, regional and global view. It also largely supports learning how to communicate, write and communicate ones understanding in discussions and essays or fun interactive presentations.
However these skills are very important life skills and life changing supporting students to extend knowledge, reflect consciously and become aware of many aspects of society and the world we live in from a personal, local, regional and global view. It also largely supports learning how to communicate, write and communicate ones understanding in discussions and essays or fun interactive presentations.
I am a certified Canadian educator, and my teaching experience includes Primary Years Cambridge curriculum in English Language Arts, English Literature, Maths, Humanities and Global Perspectives for both Primary Years (Grades 3,4,6 and Lower Secondary. I also have experience teaching Personal, Social, Health Education (PSHE) as well as Physical Education, and life skills for classes in both Primary, Lower and Upper Secondary.
My education philosophy is rooted in pedagogy which is focused on the empowerment of children, teachers and parents to support the full development of children and assist in maintaining a joyful environment in which children can thrive, learn and realize their potential in a fun way.
Why is this important? Well, firstly, a happier childhood in which children are equipped with a keen sense of themselves can help them to better transition into adulthood.
What I have realized is that a balance is required between academic learning and life skills which includes social, emotional learning. My work involves supporting a teaching approach which focuses on student and parent engagement working together to support the child's individual needs. In the classroom, it is supporting children to be engaged and motivated learners by focusing on a truly student-centered approach at their pace and level of understanding and moving towards their learning goals step by step. This approach not only builds tremendous self-confidence but also boosts the child's understanding that they are cared for and their personal identity is more than just their academic abilities; supporting the whole development of the child.
Upon recently completing a Masters of Arts in Childhood studies and Early Years, my autoethnographic dissertation on supporting well-being in international schools with third culture kids demonstrates that there is a need for a new approach towards well-being in schools. Well-being support is necessary for all children and cannot be compartmentalized but requires an integrated and unique approach.
The goal of my teaching approach is to support students to have a happy childhood by helping schools to support their student’s well-being in a more integrated and engaging way since our approaches towards children greatly impacts their personal development.
My education philosophy is rooted in pedagogy which is focused on the empowerment of children, teachers and parents to support the full development of children and assist in maintaining a joyful environment in which children can thrive, learn and realize their potential in a fun way.
Why is this important? Well, firstly, a happier childhood in which children are equipped with a keen sense of themselves can help them to better transition into adulthood.
What I have realized is that a balance is required between academic learning and life skills which includes social, emotional learning. My work involves supporting a teaching approach which focuses on student and parent engagement working together to support the child's individual needs. In the classroom, it is supporting children to be engaged and motivated learners by focusing on a truly student-centered approach at their pace and level of understanding and moving towards their learning goals step by step. This approach not only builds tremendous self-confidence but also boosts the child's understanding that they are cared for and their personal identity is more than just their academic abilities; supporting the whole development of the child.
Upon recently completing a Masters of Arts in Childhood studies and Early Years, my autoethnographic dissertation on supporting well-being in international schools with third culture kids demonstrates that there is a need for a new approach towards well-being in schools. Well-being support is necessary for all children and cannot be compartmentalized but requires an integrated and unique approach.
The goal of my teaching approach is to support students to have a happy childhood by helping schools to support their student’s well-being in a more integrated and engaging way since our approaches towards children greatly impacts their personal development.
Similar classes
Similar classes
Good-fit Instructor Guarantee
Contact Melissa