Danielle Palmer

My lessons are calm, structured and tailored around the individual learner. I aim to create a supportive space where students feel understood, confident and able to ask questions without worrying about getting things wrong.

I use a neuroaffirming approach, which means I adapt my teaching to the way each student learns best rather than expecting every learner to work in the same way. This is especially helpful for students with SEND needs, including ADHD, autism, dyslexia, dyscalculia, anxiety or low confidence. I focus on helping students understand the subject while also building independence, resilience and belief in their own ability.

Each lesson usually begins with a short check-in and a clear explanation of what we will cover. I then break the topic into manageable steps, using examples, modelling, visual prompts and guided practice where needed. I regularly check understanding throughout the lesson and adjust the pace depending on how the student is responding.

I like to make lessons interactive and encouraging, with plenty of opportunities for students to explain their thinking, practise key skills and apply what they have learnt. I also use praise carefully and meaningfully, focusing on effort, progress and problem-solving rather than just correct answers.

My experience has taught me that students make the most progress when they feel safe, respected and genuinely listened to. My goal is not only to improve academic performance, but also to help each student become a more confident, motivated and independent learner.