1/5
Since September 2020
Instructor since September 2020
Study and Revision Skill I will teach you effective study and revision skills so that you can become independent and confident in your skill
From 187 C$ /h
Master Planning
Goal Setting
Inspiration
Confidence and Self Esteem
Habit Creation
Mind Maps
Flashcards
Spaced Repetition
Working with behaviour reinforcers
Strategies for better focus, working memory, task initiation and completion etc.
Goal Setting
Inspiration
Confidence and Self Esteem
Habit Creation
Mind Maps
Flashcards
Spaced Repetition
Working with behaviour reinforcers
Strategies for better focus, working memory, task initiation and completion etc.
Extra information
Please download Zoom and ideally work via desktop or laptop
Location
Online from United Kingdom
About Me
About Me
With 17 years' specialist experience, I am a highly experienced and qualified special educational needs teacher (with QTS), psychologist (with MEd, MBPsS) affiliated with the British Psychological Society (BPS) and accredited Executive Function | ADHD coach.
I specialise in working with children, adolescents and adults with mild | moderate language and communication difficulties, learning, personal, social, health, behaviour, emotional or mental difficulties, including autism spectrum disorder (ASD), sensory processing disorder (SPD), ADHD (attention deficit hyperactivity disorder) or ADD (attention deficit disorder), global developmental delay, echolalia, defiant oppositional disorder, specific learning difficulties, such as dyslexia and other needs.
In addition to being a qualified teacher, I have a master in psychology with British Psychological Society (BPS) affiliation and specialism in education & counselling. I am also a certified Executive Function and ADHD Coach with accreditation from Connections in Mind specialising in boosting executive function skills for increased personal efficiency based on unique needs, interests, aspirations and neurological profile.
I was born and raised in Athens, Greece, but have studied, worked and lived in London for the last 10 years.
Since I was young I have had an insatiable desire to help others who needed it the most. I started my journey of helping people with self esteem and confidence issues as a result of their complex individual needs and I helped them maximise academic performance, confidence and social skills.
I have worked as the Head of Humanities and Personal Social Health Education (PSHE) and Special Educational Needs (SEN) Teacher in 8 SEN schools in Central London for the last 10 years. During this time I have been collaborating closely with high calibre multidisciplinary teams of Speech and Language Therapists, Occupational Therapists, Educational, Counselling and Clinical Psychologists. I have therefore a solid and rich repertoire of Speech and Language Therapy (SLT), Occupational Therapy (OT) and other resources and activities that I use and differentiate to help students maximise performance according to particular needs.
In 2019 Connections in Mind fully sponsored my training as an Executive Function Coach. The most incredible outcome all my students have is an increase in their motivation, confidence, self esteem and independence as the result of the work we do together.
In my capacity as a psychologist (MEd, MBPsS) and executive function coach I am helping neurotypical and neurodiverse people go from where they are to where they want to be. I am helping my students enhance their executive functions, such as response inhibition, emotional control, planning, prioritisation, organisation, time management, task initiation, goal directed persistence, metacognition, cognitive flexibility. These are the challenges young people with specific, moderate and severe special needs face and research shows that when you target these, learning and behaviour can be long lasting. Also, boosting and empowering the executive centre of our brain helps with independence and personal efficiency.
These are some of the incredible outcomes I have had with my current clients:
1.Constantine (diagnosed with dyslexia and ADHD) entered Law School despite his significant learning and behavioural challenges and believed in himself and his own capabilities.
2.Matteo (diagnosed with dyslexia and ADHD) entered the secondary school of their choice, increased his self esteem and confidence based on parents observation. He also received outstanding reports from the headteacher about being the best student in regards to performance, improvement, motivation and independence.
3.Oli (diagnosed with generalised anxiety disorder and depression) overcame mental and emotional challenges.
I get a lot of genuine brilliant feedback from parents who see results and this is the best feeling for me, these are a few examples:
1.This is what Lise, Business Owner and Entrepreneur, said after coaching her daughter, her son and husband:
'You have been a very positive influence in our life. My children have a renewed motivation, initiative and independence!'
2.This is what Sole, Art Director, said after coaching her son: 'Our son is much more confident and has embraced his high IQ owning up to it, not only by getting better grades at school but also with great results on his Pre-Test Exams. This was also acknowledged by the headmaster on his report. We are extremely happy with the work our son has put into it. He has learnt to focus and be much more responsible and organised, thanks to all your hard work and support and we really appreciate it'.
My Teaching Philosophy
• I believe that a holistic and systemic approach is crucial for long lasting impact.
• I always aim at surrounding the learning and coaching with the pupils' interests, as I know that intrinsic inspiration leads to independence, determination and maximised performance. It also helps with long term memory, consolidation of new learning experiences as well as positive habit formation.
• Teaching and coaching can both be teacher|coach led, student led and I am a huge advocate of cross curriculum experiential learning via discovery and by enhancing students’ academic, behavioural, social, executive function and life skills through generalisation in the real world.
• I also love using scaffolding techniques as they can easily build up young people's confidence and self esteem when they achieve their SMART targets with small step-by-step mentoring.
With 17 years' specialist experience, I am a highly experienced and qualified special educational needs teacher (with QTS), psychologist (with MEd, MBPsS) affiliated with the British Psychological Society (BPS) and accredited Executive Function | ADHD coach.
I specialise in working with children, adolescents and adults with mild | moderate language and communication difficulties, learning, personal, social, health, behaviour, emotional or mental difficulties, including autism spectrum disorder (ASD), sensory processing disorder (SPD), ADHD (attention deficit hyperactivity disorder) or ADD (attention deficit disorder), global developmental delay, echolalia, defiant oppositional disorder, specific learning difficulties, such as dyslexia and other needs.
In addition to being a qualified teacher, I have a master in psychology with British Psychological Society (BPS) affiliation and specialism in education & counselling. I am also a certified Executive Function and ADHD Coach with accreditation from Connections in Mind specialising in boosting executive function skills for increased personal efficiency based on unique needs, interests, aspirations and neurological profile.
I was born and raised in Athens, Greece, but have studied, worked and lived in London for the last 10 years.
Since I was young I have had an insatiable desire to help others who needed it the most. I started my journey of helping people with self esteem and confidence issues as a result of their complex individual needs and I helped them maximise academic performance, confidence and social skills.
I have worked as the Head of Humanities and Personal Social Health Education (PSHE) and Special Educational Needs (SEN) Teacher in 8 SEN schools in Central London for the last 10 years. During this time I have been collaborating closely with high calibre multidisciplinary teams of Speech and Language Therapists, Occupational Therapists, Educational, Counselling and Clinical Psychologists. I have therefore a solid and rich repertoire of Speech and Language Therapy (SLT), Occupational Therapy (OT) and other resources and activities that I use and differentiate to help students maximise performance according to particular needs.
In 2019 Connections in Mind fully sponsored my training as an Executive Function Coach. The most incredible outcome all my students have is an increase in their motivation, confidence, self esteem and independence as the result of the work we do together.
In my capacity as a psychologist (MEd, MBPsS) and executive function coach I am helping neurotypical and neurodiverse people go from where they are to where they want to be. I am helping my students enhance their executive functions, such as response inhibition, emotional control, planning, prioritisation, organisation, time management, task initiation, goal directed persistence, metacognition, cognitive flexibility. These are the challenges young people with specific, moderate and severe special needs face and research shows that when you target these, learning and behaviour can be long lasting. Also, boosting and empowering the executive centre of our brain helps with independence and personal efficiency.
These are some of the incredible outcomes I have had with my current clients:
1.Constantine (diagnosed with dyslexia and ADHD) entered Law School despite his significant learning and behavioural challenges and believed in himself and his own capabilities.
2.Matteo (diagnosed with dyslexia and ADHD) entered the secondary school of their choice, increased his self esteem and confidence based on parents observation. He also received outstanding reports from the headteacher about being the best student in regards to performance, improvement, motivation and independence.
3.Oli (diagnosed with generalised anxiety disorder and depression) overcame mental and emotional challenges.
I get a lot of genuine brilliant feedback from parents who see results and this is the best feeling for me, these are a few examples:
1.This is what Lise, Business Owner and Entrepreneur, said after coaching her daughter, her son and husband:
'You have been a very positive influence in our life. My children have a renewed motivation, initiative and independence!'
2.This is what Sole, Art Director, said after coaching her son: 'Our son is much more confident and has embraced his high IQ owning up to it, not only by getting better grades at school but also with great results on his Pre-Test Exams. This was also acknowledged by the headmaster on his report. We are extremely happy with the work our son has put into it. He has learnt to focus and be much more responsible and organised, thanks to all your hard work and support and we really appreciate it'.
My Teaching Philosophy
• I believe that a holistic and systemic approach is crucial for long lasting impact.
• I always aim at surrounding the learning and coaching with the pupils' interests, as I know that intrinsic inspiration leads to independence, determination and maximised performance. It also helps with long term memory, consolidation of new learning experiences as well as positive habit formation.
• Teaching and coaching can both be teacher|coach led, student led and I am a huge advocate of cross curriculum experiential learning via discovery and by enhancing students’ academic, behavioural, social, executive function and life skills through generalisation in the real world.
• I also love using scaffolding techniques as they can easily build up young people's confidence and self esteem when they achieve their SMART targets with small step-by-step mentoring.
Education
Executive Function Coaching Accreditation from Connections in Mind, London, United Kingdom,
Leadership Certification from the University College of London (UCL),
Life Coaching Certification from the University College of London (UCL) and the Coaching Academy,
British Psychological Society (BPS) Affiliation (MBPsS),
Master in Educational and Counselling Psychology from the University of Bristol, United Kingdom,
Bachelor in Education in English and Greek Literature from the National and Kapodistrian University of Athens, Greece.
Leadership Certification from the University College of London (UCL),
Life Coaching Certification from the University College of London (UCL) and the Coaching Academy,
British Psychological Society (BPS) Affiliation (MBPsS),
Master in Educational and Counselling Psychology from the University of Bristol, United Kingdom,
Bachelor in Education in English and Greek Literature from the National and Kapodistrian University of Athens, Greece.
Experience / Qualifications
Anna specialises in working with children, adolescents and adults with working memory challenges, dyslexia, organisation challenges, focus and concentration difficulties, language, communication and social skill challenges, self esteem and confidence challenges, fine and gross motor challenges, general developmental and global delay, ADHD and Autism, and has extensive experience in:
1. Academics and Learning
-Boosting English (Receptive and Expressive Language, Speaking, Listening, Reading, Writing, Comprehension) via multiple developmentally appropriate techniques;
-Gross Motor and Fine Motor Skills Programme for students with dyspraxia (ex. strengthening core and fun multisensory fine motor activities using tweezers, pegs etc.);
-Fun and hands-on Maths with multi-sensory learning activities;
-Personal Social Health Education & Humanities (has been the Lead of Humanities & PSHE)
2. Communication, Language and Expression
-Using Picture Exchange Communication System;
-Aided Language Stimulation Boards;
-Makaton for Communication & increasing Confidence & Self Esteem;
-Implementing the Gina Davies Attention Autism Approach for building Attention, Expressive & Receptive Language & Independence;
-Using Play Lego / Food Therapy for Following Instructions, Turn Taking & Consolidating Curriculum Learning;
-Liaising with Professionals and Family;
-Using dance as communicating and expressing ourselves and our feelings via our body; (taught Dance to students with various special and medical needs as part of PE);
3. Social Communication Skills Coaching
- Building children's, adolescents' and adults' Social Communication Skills via building awareness on:
-Body Language: Eye Contact, Facial Expression, Gesture, Distance, Touch, Fidgeting, Posture, Personal Appearance;
-The Way We Talk: Volume, Rate, Clarity, Intonation, Fluency;
-Conversations: Listening, Starting A Conversation, Taking Turns, Asking Questions, Answering Questions, Being Relevant, Repairing, Ending A Conversation;
-Assertiveness: Expressing Feelings, Standing Up For Yourself, Making Suggestions. Refusing, Disagreeing, Complaining, Apologising, Requesting Explanations;
4. Executive Function Coaching & Revision Skills / Techniques (Neuroscience based)
-Working Memory Strategies;
-Sustained Attention Strategies;
-Improving Students' Study & Revision Techniques that suit students' individual personality & needs;
-Organisation Strategies;
-Goal Directed Persistence Strategies;
-Task Initiation Strategies;
-Planning & Prioritisation Strategies;
-Flexibility Strategies;
-Metacognition Strategies;
-Building Students' Metacognition and Reflection via Fun Activities and Adventures which directly link to their Executive Function Skills;
-Response Inhibition Strategies;
-Emotional Control Strategies.
5. Confidence, Self Esteem and Independence
-Using psychology and tailor made coaching to increase inspiration, self worth and confidence;
-Using dance to build balance (ex. complex movement and training can restore some of the balance lost in case of medical needs, such as hearing, visual loss, etc.);
-Using dance to build social skills, confidence, independence and euphoric feelings (dopamine and serotonin) gradually by trusting ourselves, experiencing being with others, experiencing space, contact improvisation, having tactile and kinaesthetic experience;
6. Behaviour
-Using Self Management & Behaviour Strategies;
I can provide:
-Individualised Communication, Comprehension, Phonics, Reading & Writing Plan;
-Social Communication Skills Plan for Children, Adolescents & Adults;
-Appropriate Scaffolding when needed ex. verbal, visual, physical, gestural prompting if appropriate for increased independence; (For example, prewriting programmes for handwriting if needed);
-Makaton Training;
-Visual Timetables for Routine, Structure & Independence;
-Personalised Social Stories for reduced Social Anxiety;
-A fun approach to Maths;
-Coaching targeted to increasing confidence and self esteem;
-Self Regulation & Behaviour Support Plans;
-Risk Assessments for Outings.
Qualifications and Training
• Qualified Teacher Status (QTS)
• 2020: Executive Function Coaching Accreditation II by Connections in Mind
• 2019: Executive Function Coaching Accreditation I by Connections in Mind
• 2010- 2012: MEd in Psychology of Education (British Psychological Society Accreditation) at the University of Bristol (Upper Hons 2: 1)- Brain, Mind & Education - Cognition & Learning - Statistics- Research Methods - Social Psychology - Counselling Young People and Families - Practical Counselling Skills - Developmental Psychology - Individual Differences
• British Psychological Society (BPS) Examination
• Dissertation (Qualitative Study) awarded with Distinction: ‘A Small Scale Empirical Study Exploring Counsellors’ Perceptions of Client Monitoring and Feedback (CMF)
• Seminars / Conferences Attended / Certifications Acquired
• - Early Leadership (UCL)
• - Sleuth: Behaviour Tracking System (Strathmore School)Functional Analysis: Behaviour Analysis System (Strathmore School)
• - Phonics: Letters And Sounds (Ickburgh School)
• - Prerequisites to Learning & Individual Preparation to Learn: Passive Touch, Intentional Touch, Active Touch, Dynamic Touch, Upper Body Mobilization & Upper Limb Desensitisation (Ickburgh School)
• - Choose It Maker It (Ickburgh School)
• - Picture Exchange Communication System (PECS & InPrint Widgit Software) (Marjory Kinnon School)
• - Earwig (Marjory Kinnon School)
• - SPELL Framework (Marjory Kinnon School)
• - B-Squared Training (Marjory Kinnon School)
• - EduCare NSPCC Programme: Certificate in Preventing Bullying Behaviour
• - Educare Certificate: An Introduction to Equality & Diversity
• - EduCare NSPCC Programme: Child Protection Awareness in Education
• - Epipen Training (Marjory Kinnon School)
• - Buccal Training (Marjory Kinnon School)
• - Clicker 6 (Marjory Kinnon School)
• - Coaching Academy: Life Coaching Certificate
• - Two Day Workshop: Nonviolent Crisis Intervention
• - Team-Teach Foundation (Basic): Training Programme in Positive Handling Strategies within a Holistic Framework
• - 30th Anniversary TESOL Greece Convention
• - TESOL Greece Event: Start of 2008 Event
• - 16th Annual Convention of TESOL Macedonia-Thrace, Northern Greece: Deconstructing And Reconstructing The Teacher
• - 20 Days CPD in Didactics in English Language (Mponias Institute)
• - 7 Days CPD in General Didactics (Mponias Institute)
• - 30 Days CPD in Children’s And Teenagers’ Psychology (Mponias Institute)
• - 30 Days CPD in Awareness of English Language (Mponias Institute)
• - 2007 TESOL Greece Event: Making The Most Of Your Coursebook
• - 2006 TESOL Greece Event: Using Literature And Theatre To Teach English
• - 2006 Cambridge ESOL Seminar Day: FCE Reading
• - 2006 Cambridge ESOL Seminar Day: YLE Speaking
• - 27th Annual TESOL Greece Convention
• - 2006 Cambridge ESOL Seminar Day: PET Reading & Writing
• - 5th Hellenic Convention organised by the National and Kapodistrian University of Athens with worldwide attendance: Teaching And Learning In The Society Of Knowledge
• - Cambridge ESOL Seminar Day: KET- PET Speaking, Writing, Reading, Listening
• - Bronze and Silver International Dance Teachers Association (IDTA) Certificates in Latin
1. Academics and Learning
-Boosting English (Receptive and Expressive Language, Speaking, Listening, Reading, Writing, Comprehension) via multiple developmentally appropriate techniques;
-Gross Motor and Fine Motor Skills Programme for students with dyspraxia (ex. strengthening core and fun multisensory fine motor activities using tweezers, pegs etc.);
-Fun and hands-on Maths with multi-sensory learning activities;
-Personal Social Health Education & Humanities (has been the Lead of Humanities & PSHE)
2. Communication, Language and Expression
-Using Picture Exchange Communication System;
-Aided Language Stimulation Boards;
-Makaton for Communication & increasing Confidence & Self Esteem;
-Implementing the Gina Davies Attention Autism Approach for building Attention, Expressive & Receptive Language & Independence;
-Using Play Lego / Food Therapy for Following Instructions, Turn Taking & Consolidating Curriculum Learning;
-Liaising with Professionals and Family;
-Using dance as communicating and expressing ourselves and our feelings via our body; (taught Dance to students with various special and medical needs as part of PE);
3. Social Communication Skills Coaching
- Building children's, adolescents' and adults' Social Communication Skills via building awareness on:
-Body Language: Eye Contact, Facial Expression, Gesture, Distance, Touch, Fidgeting, Posture, Personal Appearance;
-The Way We Talk: Volume, Rate, Clarity, Intonation, Fluency;
-Conversations: Listening, Starting A Conversation, Taking Turns, Asking Questions, Answering Questions, Being Relevant, Repairing, Ending A Conversation;
-Assertiveness: Expressing Feelings, Standing Up For Yourself, Making Suggestions. Refusing, Disagreeing, Complaining, Apologising, Requesting Explanations;
4. Executive Function Coaching & Revision Skills / Techniques (Neuroscience based)
-Working Memory Strategies;
-Sustained Attention Strategies;
-Improving Students' Study & Revision Techniques that suit students' individual personality & needs;
-Organisation Strategies;
-Goal Directed Persistence Strategies;
-Task Initiation Strategies;
-Planning & Prioritisation Strategies;
-Flexibility Strategies;
-Metacognition Strategies;
-Building Students' Metacognition and Reflection via Fun Activities and Adventures which directly link to their Executive Function Skills;
-Response Inhibition Strategies;
-Emotional Control Strategies.
5. Confidence, Self Esteem and Independence
-Using psychology and tailor made coaching to increase inspiration, self worth and confidence;
-Using dance to build balance (ex. complex movement and training can restore some of the balance lost in case of medical needs, such as hearing, visual loss, etc.);
-Using dance to build social skills, confidence, independence and euphoric feelings (dopamine and serotonin) gradually by trusting ourselves, experiencing being with others, experiencing space, contact improvisation, having tactile and kinaesthetic experience;
6. Behaviour
-Using Self Management & Behaviour Strategies;
I can provide:
-Individualised Communication, Comprehension, Phonics, Reading & Writing Plan;
-Social Communication Skills Plan for Children, Adolescents & Adults;
-Appropriate Scaffolding when needed ex. verbal, visual, physical, gestural prompting if appropriate for increased independence; (For example, prewriting programmes for handwriting if needed);
-Makaton Training;
-Visual Timetables for Routine, Structure & Independence;
-Personalised Social Stories for reduced Social Anxiety;
-A fun approach to Maths;
-Coaching targeted to increasing confidence and self esteem;
-Self Regulation & Behaviour Support Plans;
-Risk Assessments for Outings.
Qualifications and Training
• Qualified Teacher Status (QTS)
• 2020: Executive Function Coaching Accreditation II by Connections in Mind
• 2019: Executive Function Coaching Accreditation I by Connections in Mind
• 2010- 2012: MEd in Psychology of Education (British Psychological Society Accreditation) at the University of Bristol (Upper Hons 2: 1)- Brain, Mind & Education - Cognition & Learning - Statistics- Research Methods - Social Psychology - Counselling Young People and Families - Practical Counselling Skills - Developmental Psychology - Individual Differences
• British Psychological Society (BPS) Examination
• Dissertation (Qualitative Study) awarded with Distinction: ‘A Small Scale Empirical Study Exploring Counsellors’ Perceptions of Client Monitoring and Feedback (CMF)
• Seminars / Conferences Attended / Certifications Acquired
• - Early Leadership (UCL)
• - Sleuth: Behaviour Tracking System (Strathmore School)Functional Analysis: Behaviour Analysis System (Strathmore School)
• - Phonics: Letters And Sounds (Ickburgh School)
• - Prerequisites to Learning & Individual Preparation to Learn: Passive Touch, Intentional Touch, Active Touch, Dynamic Touch, Upper Body Mobilization & Upper Limb Desensitisation (Ickburgh School)
• - Choose It Maker It (Ickburgh School)
• - Picture Exchange Communication System (PECS & InPrint Widgit Software) (Marjory Kinnon School)
• - Earwig (Marjory Kinnon School)
• - SPELL Framework (Marjory Kinnon School)
• - B-Squared Training (Marjory Kinnon School)
• - EduCare NSPCC Programme: Certificate in Preventing Bullying Behaviour
• - Educare Certificate: An Introduction to Equality & Diversity
• - EduCare NSPCC Programme: Child Protection Awareness in Education
• - Epipen Training (Marjory Kinnon School)
• - Buccal Training (Marjory Kinnon School)
• - Clicker 6 (Marjory Kinnon School)
• - Coaching Academy: Life Coaching Certificate
• - Two Day Workshop: Nonviolent Crisis Intervention
• - Team-Teach Foundation (Basic): Training Programme in Positive Handling Strategies within a Holistic Framework
• - 30th Anniversary TESOL Greece Convention
• - TESOL Greece Event: Start of 2008 Event
• - 16th Annual Convention of TESOL Macedonia-Thrace, Northern Greece: Deconstructing And Reconstructing The Teacher
• - 20 Days CPD in Didactics in English Language (Mponias Institute)
• - 7 Days CPD in General Didactics (Mponias Institute)
• - 30 Days CPD in Children’s And Teenagers’ Psychology (Mponias Institute)
• - 30 Days CPD in Awareness of English Language (Mponias Institute)
• - 2007 TESOL Greece Event: Making The Most Of Your Coursebook
• - 2006 TESOL Greece Event: Using Literature And Theatre To Teach English
• - 2006 Cambridge ESOL Seminar Day: FCE Reading
• - 2006 Cambridge ESOL Seminar Day: YLE Speaking
• - 27th Annual TESOL Greece Convention
• - 2006 Cambridge ESOL Seminar Day: PET Reading & Writing
• - 5th Hellenic Convention organised by the National and Kapodistrian University of Athens with worldwide attendance: Teaching And Learning In The Society Of Knowledge
• - Cambridge ESOL Seminar Day: KET- PET Speaking, Writing, Reading, Listening
• - Bronze and Silver International Dance Teachers Association (IDTA) Certificates in Latin
Age
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
60 minutes
The class is taught in
English
Greek
Availability of a typical week
(GMT -04:00)
New York
Online via webcam
Mon
Tue
Wed
Thu
Fri
Sat
Sun
00-04
04-08
08-12
12-16
16-20
20-24
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