Trusted teacher
This teacher has a fast response time and rate, demonstrating a high quality of service to their students.
Since September 2024
Instructor since September 2024
Tutoring for EAL- any ages- Qualified teacher with PGCE and QTS.
From 48.85 C$ /h
If you need any help or support learning English as an additional language, this class will be perfect for you. It is suitable for anyone looking to learn English. I am a qualified teacher with both a PGCE and QTS; I have extensive experience working with EAL students.
Location
Online from United Kingdom
About Me
Empowerment: the reason I chose to become a teacher. I believe that education plays a vital role in empowering young people and gives them the knowledge to make their own choices in life. Education has helped shape my life, and as a member of the BAME community I know just how lucky I am to have received an education, particularly to such a high level. I am determined to be part of a world in which every child gets equal access to opportunities and education; without teachers who genuinely want to be part of a changing world, nothing will change. Children respond best to high expectations and motivation, which can only be done by passionate teachers.
This passion led to me joining the Red Kite Teacher Training SCITT course through which I will gain the QTS and a PGCE from the University of Leeds. I have a well-rounded skill set in child development and honed talents in classroom management and lesson planning; making me an ideal fit for the teaching position you have available. As I took a SCITT route into teaching, I spent considerable time within schools both supporting and teaching. I decided to specialize in early years, primary 3-7, as I feel I am best suited to this age group, and I believe that good quality teaching at this stage is vital to longer-term child development. During my time on placement, I supported the teacher in creating and maintaining welcoming, engaging, and nurturing classroom environments, where all students felt comfortable. I also taught lessons daily, during which children learnt something new every day, whilst managing behaviour. I set high expectations in lessons and used positive acknowledgement to manage low-level disruption. With lesson planning, I was given freedom to plan in my own way, and it was an opportunity to put my subject-specific training into practice.
During my training year on the PGCE, I undertook 2 placements in different year groups, and at contrasting schools. I initially spent half a year with a reception class; there I was with a particularly challenging year group as they were the first post-covid class to resume normal in-person education. The group had a high level of SEND needs, including ADHD, autism and dyslexia, but specifically SEMH and anxiety caused by the pandemic; I was challenged with supporting the children in transitioning into full-time school. During my placements, I have been able to observe and hold intervention for students with SEND, with the awareness that early identification and support is imperative. With my teacher training provider, I also had the opportunity to attend a SEND conference, which was also followed by specific autism training. I regularly taught across the EYFS curriculum, and it was a good opportunity for me to develop my teaching, particularly in phonics and maths. It also allowed me to understand adaptive teaching and include it in my lesson planning, ensuring that learning was accessible for all. Throughout placement, I showed clear understanding of the EYFS frameworks and national curriculum. I consistently referred to the teaching standards and maintained a high level of professionalism. Safeguarding was at the forefront of everything I did as nothing is more important than the welfare of students, and I would continue in going above and beyond with this. My summer placement was with a Year 2 class who were preparing for their end of KS1 SATs tests. Going from reception to year 2 allowed me to gain experience across the ages and curriculum, with year 2 studying all foundation subjects rather than the condensed reception curriculum. During this placement, my teaching percentages rapidly increased, and I worked my way up to 80% of the timetable. I worked with the class to help them prepare and recap for their SATs, and held interventions where necessary. Moreover, at the end of a teaching day, I also took the time out to reflect on the lessons I taught, with an aim to improve and better myself. In this placement I specifically worked on assessment, both formative and summative, across subjects; I regularly joined my class teacher in meetings about data, assessments and moderation. It is important to me that I feel as part of a team and would love to stay in one school to develop professionally; in an environment created by the senior leadership where staff wellbeing is put at the forefront.
In regard to leadership, during my undergraduate course at university, I was voted to become the course representative for Politics students, becoming their first point of contact. My role became particularly important when the pandemic hit, as students faced unprecedented circumstances. I had to remain present and in constant communication with students, whilst working with the university to ensure students were not left at a disadvantage. More recently, I have also joined the Committee of my local mosque. As part of this position, I am responsible for organizing, holding, and leading activities. I am also responsible for voting on important local and national issues that could impact the local community. I can use this experience as a senior leadership member, which I am hoping to become in the next 5 years.
Personally, speaking multiple languages, such as fluent Pahari-Pothwari and advanced Urdu and Hindi, I know that I can put these skills to use in inner-city schools. This may be particularly useful in supporting new to English learners and with communication to parents, in both accessing the curriculum and parents’ evenings. I believe that the skill set that I have built, during my education, placement, and extra-curricular work, have equipped me for a successful career in teaching. My personal passion for teaching drives me to provide students with lasting knowledge and skills for life.
This passion led to me joining the Red Kite Teacher Training SCITT course through which I will gain the QTS and a PGCE from the University of Leeds. I have a well-rounded skill set in child development and honed talents in classroom management and lesson planning; making me an ideal fit for the teaching position you have available. As I took a SCITT route into teaching, I spent considerable time within schools both supporting and teaching. I decided to specialize in early years, primary 3-7, as I feel I am best suited to this age group, and I believe that good quality teaching at this stage is vital to longer-term child development. During my time on placement, I supported the teacher in creating and maintaining welcoming, engaging, and nurturing classroom environments, where all students felt comfortable. I also taught lessons daily, during which children learnt something new every day, whilst managing behaviour. I set high expectations in lessons and used positive acknowledgement to manage low-level disruption. With lesson planning, I was given freedom to plan in my own way, and it was an opportunity to put my subject-specific training into practice.
During my training year on the PGCE, I undertook 2 placements in different year groups, and at contrasting schools. I initially spent half a year with a reception class; there I was with a particularly challenging year group as they were the first post-covid class to resume normal in-person education. The group had a high level of SEND needs, including ADHD, autism and dyslexia, but specifically SEMH and anxiety caused by the pandemic; I was challenged with supporting the children in transitioning into full-time school. During my placements, I have been able to observe and hold intervention for students with SEND, with the awareness that early identification and support is imperative. With my teacher training provider, I also had the opportunity to attend a SEND conference, which was also followed by specific autism training. I regularly taught across the EYFS curriculum, and it was a good opportunity for me to develop my teaching, particularly in phonics and maths. It also allowed me to understand adaptive teaching and include it in my lesson planning, ensuring that learning was accessible for all. Throughout placement, I showed clear understanding of the EYFS frameworks and national curriculum. I consistently referred to the teaching standards and maintained a high level of professionalism. Safeguarding was at the forefront of everything I did as nothing is more important than the welfare of students, and I would continue in going above and beyond with this. My summer placement was with a Year 2 class who were preparing for their end of KS1 SATs tests. Going from reception to year 2 allowed me to gain experience across the ages and curriculum, with year 2 studying all foundation subjects rather than the condensed reception curriculum. During this placement, my teaching percentages rapidly increased, and I worked my way up to 80% of the timetable. I worked with the class to help them prepare and recap for their SATs, and held interventions where necessary. Moreover, at the end of a teaching day, I also took the time out to reflect on the lessons I taught, with an aim to improve and better myself. In this placement I specifically worked on assessment, both formative and summative, across subjects; I regularly joined my class teacher in meetings about data, assessments and moderation. It is important to me that I feel as part of a team and would love to stay in one school to develop professionally; in an environment created by the senior leadership where staff wellbeing is put at the forefront.
In regard to leadership, during my undergraduate course at university, I was voted to become the course representative for Politics students, becoming their first point of contact. My role became particularly important when the pandemic hit, as students faced unprecedented circumstances. I had to remain present and in constant communication with students, whilst working with the university to ensure students were not left at a disadvantage. More recently, I have also joined the Committee of my local mosque. As part of this position, I am responsible for organizing, holding, and leading activities. I am also responsible for voting on important local and national issues that could impact the local community. I can use this experience as a senior leadership member, which I am hoping to become in the next 5 years.
Personally, speaking multiple languages, such as fluent Pahari-Pothwari and advanced Urdu and Hindi, I know that I can put these skills to use in inner-city schools. This may be particularly useful in supporting new to English learners and with communication to parents, in both accessing the curriculum and parents’ evenings. I believe that the skill set that I have built, during my education, placement, and extra-curricular work, have equipped me for a successful career in teaching. My personal passion for teaching drives me to provide students with lasting knowledge and skills for life.
Education
Degree- BA Politics: 2:1
Degree- PGCE Primary Education: 2:1
GCSE in Mathematics: A
IGCSE in English Language: B
GCSE in English Literature: C
GCSE in Geography: A*
GCSE in ECDL: Distinction*
GCSE in Citizenship: A
GCSE in History: B
GCSE in Science: B
GCSE in Additional Science: B
GCSE in Childcare: B
GCSE in Photography: C
NOCN Level 2 Award in General Religious Education
A-level Politics: A
A-level Sociology: B
A-level Geography: B
EPQ: C
Degree- PGCE Primary Education: 2:1
GCSE in Mathematics: A
IGCSE in English Language: B
GCSE in English Literature: C
GCSE in Geography: A*
GCSE in ECDL: Distinction*
GCSE in Citizenship: A
GCSE in History: B
GCSE in Science: B
GCSE in Additional Science: B
GCSE in Childcare: B
GCSE in Photography: C
NOCN Level 2 Award in General Religious Education
A-level Politics: A
A-level Sociology: B
A-level Geography: B
EPQ: C
Experience / Qualifications
QTS: Pass with Merit
Please ask me for further information pertaining to my experience if required- more than happy to share this.
Please ask me for further information pertaining to my experience if required- more than happy to share this.
Age
Preschool children (4-6 years old)
Children (7-12 years old)
Teenagers (13-17 years old)
Adults (18-64 years old)
Seniors (65+ years old)
Student level
Beginner
Intermediate
Advanced
Duration
30 minutes
45 minutes
60 minutes
90 minutes
120 minutes
The class is taught in
English
Skills
Availability of a typical week
(GMT -05:00)
New York
Online via webcam
Mon
Tue
Wed
Thu
Fri
Sat
Sun
00-04
04-08
08-12
12-16
16-20
20-24
I was first placed in a reception class; there I was with a particularly challenging year group as they were the first post-covid class to resume normal in-person education. The group had a high level of SEND needs, including ADHD, autism and dyslexia, but specifically SEMH and anxiety caused by the pandemic; I was challenged with supporting the children in transitioning into full-time school. During my time with this class, I was able to observe and hold intervention for students with SEND, with the awareness that early identification and support is imperative. I regularly taught across the EYFS curriculum, and it was a good opportunity for me to develop my teaching, particularly in phonics and math’s. It also allowed me to understand adaptive teaching and include it in my lesson planning, ensuring that learning was accessible for all. Throughout placement, I showed a clear understanding of the EYFS frameworks and national curriculum. I consistently referred to the teaching standards and maintained a high level of professionalism. Safeguarding was at the forefront of everything I did as nothing is more important than the welfare of students, and I would continue in going above and beyond with this.
Working with a Year 2 class who were preparing for their end of KS1 SATs tests. Going from reception to year 2 allowed me to gain experience across the ages and curriculum, with year 2 studying all foundation subjects rather than the condensed reception curriculum. During this placement, my teaching percentages rapidly increased, and I worked my way up to 80% of the timetable. I worked with the class to help them prepare and recap for their SATs and held interventions where necessary. At the end of teaching days, I also took the time out to reflect on the lessons I taught, with an aim to improve and better myself. With this class, I specifically worked on assessment, both formative and summative, across subjects; I regularly joined meetings about data, assessments and moderation.
Currently, working as a supply teacher has allowed me to gain experience in working with a range of different age groups and schools. As part of this position, I carry out the duties of a class teacher, including lesson planning, consulting with parents and maintaining records of student’s progress. When working at new schools, I always ensure to build a rapport with both staff and students to enable me to teach to the best of my ability. I continue to promote high levels of class engagement and good behavior.
I also have experience teaching EAL students.
Working with a Year 2 class who were preparing for their end of KS1 SATs tests. Going from reception to year 2 allowed me to gain experience across the ages and curriculum, with year 2 studying all foundation subjects rather than the condensed reception curriculum. During this placement, my teaching percentages rapidly increased, and I worked my way up to 80% of the timetable. I worked with the class to help them prepare and recap for their SATs and held interventions where necessary. At the end of teaching days, I also took the time out to reflect on the lessons I taught, with an aim to improve and better myself. With this class, I specifically worked on assessment, both formative and summative, across subjects; I regularly joined meetings about data, assessments and moderation.
Currently, working as a supply teacher has allowed me to gain experience in working with a range of different age groups and schools. As part of this position, I carry out the duties of a class teacher, including lesson planning, consulting with parents and maintaining records of student’s progress. When working at new schools, I always ensure to build a rapport with both staff and students to enable me to teach to the best of my ability. I continue to promote high levels of class engagement and good behavior.
I also have experience teaching EAL students.
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