Eleanor Poore

I teach via a wide range of pedagogical theories and cater my lessons for the ability and needs of the students in front of me. Whether that be maximising modelling and scaffolding, or leaving more independent study with input where requested.

I use modelling to describe the abstract ideas in science, to allow students to get a deeper understanding of the concepts that cannot be seen.

I enjoy teaching with a range of dialect, where I will base my next steps off feedback from the students themselves. I am always happy to take on any changes that students think will help them better. This can include more exam style questions, if they are struggling to get their ideas down on paper and answer questions in the way that the mark scheme requires. However, some students need the foundations to be built before then developing to further concepts.

Since being a teacher I have taught in high ability grammar schools, fully comprehensive schools with a range of abilities throughout a range of classes, and also non-selective schools that have sets by ability. Myself, I was educated at one of the highest performing grammar schools in Kent and received a total of 7A*s and 4As across my GCSEs, including A*s in Maths, Chemistry, Physics, Biology. Then I headed to sixth form to study Physics, Chemistry and Maths and this then lead me to studying Chemical Engineering at university.

Before training to become a teacher, I worked in the manufacturing industry as a process and project engineer. I use my knowledge of ‘how things work in the real world’ throughout my teaching and am able to relate concepts to real world examples consistently.