Em Hazzard

I have worked with children of all ages for over 13 years and have enjoyed watching them grow, change, and reflect with my help and support. During my time working as a 1:1 and general TA in schools, I felt inspired and passionate about becoming a classroom teacher. I received a TEFL degree alongside an English and American Literature degree, then later pursued a PGCE. During this time, I have also helped to run a local youth club, starting as a member and now as a co-manager. The children I plan and work with at the youth club are years 5 to 9. Each week I plan activities to further their education outside of school from music and art to cooking. I am a dedicated member of staff wherever I work. I want the best for all pupils and will spend time planning and ensuring that every child in my class meets their individual targets and progresses. I think that adaptive teaching is the way forward and it is important to address any misconceptions as they arise in the classroom for the best result in learning.
I have worked with SEN children for several years, and I understand how important it is for them to feel comfortable in the classroom and in school in general. I strive to create the best possible learning space for them so they can achieve their best on a day-to-day basis. If they have one, I expect consistency from their 1:1 support, and I work to assist in any way possible. My classroom should be a safe space for all children to learn so they are better prepared for their futures. I strive to ensure that their EHCP targets are met and will converse with the school's SENCO and the pupil’s parents. I believe it is important to liaise as often as possible to enable these pupils to receive the best support both in the classroom and out of school. I know it is also essential to have a strong structure and routine in place within the classroom. This is important not just for SEND children but for every child. To enable my pupils to be comfortable in the classroom, I use a board with a daily timetable, a timer and noise level expectations.
Working with SEN children allowed me to focus on adaptive teaching and learning, particularly in my studies. When planning my lessons, I ensured that the pupils in my classroom had scaffolding and activities that would enable them to achieve their goals. This scaffolding includes brain and movement breaks for my pupils who need a moment to reflect or maintain their focus on their work. While on placement, I had to create separate worksheets for some children to help them access the curriculum, and when I was working as a 1:1, I would adapt the work given to me by the class teacher to fit my pupils better.
I am a calm person, and I like to show my classes that I am firm but fair. I believe that children in school should have work that is attainable to their abilities and that they should be rewarded for their hard work. To achieve this, I implement strategies to keep the class on track. One of my favourite behaviour management techniques is playing calming classical music for the class while they work on a longer piece of writing, as I have noticed that the children prefer some noise around them rather than silence. I have found this not only improves the overall mood of the class but can also result in higher-quality work.
I have taught some classes with challenging behaviours in the past, and these are some techniques I have used that were successful in my classes. I started using the rewards (as mentioned above) to benefit the children I teach. I believe that children will work their hardest when given the motivation to do so. I feel it is important to give them a choice regarding their reward from two options, as this allows them to feel that they have more control. Consistency throughout the school is important to me, however, and I strive to ensure that my class is treated the same way as other classes, with consequences for actions (good or
bad) being consistent. Praise is important to children, and I make sure to commend all expected behaviours while maintaining a positive approach in my language towards my pupils. Other strategies used in the classroom include marbles in a jar, individual sticker charts, certificates, star of the day, class dojos, and golden time. Each of these methods has its own place in the classroom, and I use them when appropriate. All of these methods are used alongside praising positive behaviours. I believe it is also important to have restorative conversations with children who have needed time-out. This is a good way to build rapport with the students and gives them time to reflect on their actions as well. I strive to ensure that every pupil is ready, respectful, and safe in my classroom.
I have a passion for music, and it is the subject I strive to lead. At one of my placement schools, I ran a singing assembly weekly. I aimed to fit the songs we sang around our word of the term to bring consistency to all assemblies and the message being taught. I like to incorporate both music and art into my lessons because I believe that creativity can encourage children to engage more with their work. I understand this isn't for every child, and I would work with my class to find a good compromise for all of them.
I am self-taught and play a variety of instruments, including the piano, ukulele, guitar, and flute. Over the years, I have helped all year groups by training them for performances alongside their class teacher. This includes vocal warmups, understanding rhythm and harmonies, and listening to others around them. I have helped with year 6 performances, instructed year 3 and 4 classes by myself, and, when on placement, led the singing in the nativity.
In addition to my placements, I have also done some supply work covering classes from year one to five. I have supported EYFS with small intervention groups, SEN, and phonics. I can quickly learn children's names and build relationships with them, and I have been eager to collaborate with other staff members to understand the children better and maintain their routines. I can receive and adapt lesson plans as needed and have created my own lessons whenever there was a small gap in the day that needed filling. I started working in schools providing EAL support after receiving my TEFL degree. Currently, I am at Shield Road Primary, where I run speech and language interventions, phonics interventions, and guided reading support. By having regular interventions, I am quickly building rapport with the pupils.
Safeguarding is an important part of my job. I believe safeguarding is crucial in creating a safe and supportive environment for all students, as it ensures their well-being and protects them from harm. Every child has the right to feel secure in their learning space, free from any threat or fear. When safeguarding measures are in place, it fosters trust and positive relationships between students and staff, allowing children to thrive academically and socially. By prioritizing safeguarding, we are taking proactive steps to identify and address potential risks, which ultimately enhances the overall atmosphere of the school community. This commitment not only protects children but also empowers them to reach their full potential, knowing they are valued and cared for.
I am a team player and will fill duties that need to be done, e.g. break duties or lunch cover if we are short staffed. I pay rapt attention in staff meetings as where I am in my early career, I
like to think that I still have a lot to learn, and I am comfortable to ask other members of the team for clarification or help should I need it.
I believe that I am the best candidate for this role because of my extensive training with both my TEFL and PGCE degrees. I have experience in almost all year groups thanks to my supply, youth work, and SEN roles. I am committed to pupil success and will bring new ideas to the school to help improve my classes. I am IT literate and will utilise this to provide more hands-on learning opportunities. I strive to be flexible in meeting the diverse needs of my pupils and will personalise learning opportunities for them. I am open to new strategies and collaborations, embracing a growth mindset and fostering my pupils' excitement to learn. I look forward to joining the team and making a positive change in the school community.