Emmanuel Augustine Uroko

Personal Statement Emmanuel Augustine Uroko

My interest in working as a Physics Teacher
My strong desire and passion to positively impact the lives of young people has always been a driving force behind the reason why I teach sciences, especially physics. When I first started teaching and had one-on-one conversations with some of my students outside of class, I discovered that most, if not all, of the students had one thing in common: the subject was extremely challenging to understand, which made it seem impossible for the students to pass. As I continue on my journey to develop and mould the minds of my students, this has become my area of interest throughout my six years of teaching. My commitment to creating a supportive and engaging learning environment originates from my belief that every child has the right to succeed, and educational experiences have strengthened my determination to assist students in reaching their full potential."

Philosophy of Teaching
My teaching philosophy is a combination of different strategies, pedagogy, approach and context which imbibes oracy, explicit instructions, adaptive teaching and creating a friendly learning environment where students can thrive and achieve the best while bearing in mind the goals and objectives of the process. I focus on creating an inclusive classroom environment where every student feels valued and motivated to participate and attain a high expectation. By using a combination of inquiry-based learning, collaborative activities, and differentiated and adapted instructions, I ensure that all students are able to access the curriculum and achieve their goals because I strongly believe students learn best when they are actively engaged in their education. Aside from the classroom activities, I also try to maintain a good relationship with students in terms of offering guidance and support, taking note of their emotional state while in class, as I have come to discover that learning is state dependent. This helps me to know my students not just academically but also individually, leveraging their strengths and weaknesses to help them become the best.
Experience
In my six years of teaching experience, I planned and delivered a range of lessons across the curriculum for Key Stage 3 and Key Stage 4 science, most specifically on physics, and I am currently building up on Key Stage 5 curriculum. By ensuring my lessons are in line with the national standard as well as the school policies, I developed and delivered creative and engaging lessons that integrate technology and other real-life physical resources, which increases student engagement and, with time, improves outcomes, particularly on numeracy, literacy and recently oracy which is a skill I picked up from my Initial Teacher Training ITT at the University of Worcester. I have also engaged myself in extracurricular activities such as the science club and robotics clubs, which was one of the clubs I pioneered at Redeemer’s Private Secondary School, Nigeria, and have coached some of my students in participating in the International Astronomy and Astrophysics Competition (IAAC) and Science Olympiad Nigeria Competitions.

Qualification and Training
With a degree in physics and an ongoing ITT at the University of Worcester to attain a Postgraduate Certificate in Education (PGCE) with Qualified Teacher Status (QTS) by July 2025, I have developed a strong understanding of the national curriculum and the demands of GCSE Physics and other sciences since the start of my training in August. I continually update my subject knowledge through The Ogden Trust Foundation, Best Evidence Science Teaching; STEM learning, and Institute of Physics (IOP). I have also completed Continual professional development with bodies such as Autism Education Trust, National Centre for Computing, Anti-Bulling Alliance, PSHE Association and the like of others. I am registered with agencies such as, Chartered College of Teaching, National Education Union (NEU), and by staying abreast of the changes in curriculum requirements. I have received my Teacher’s Reference Number (TRN 2351573) from the Department of Education.

Teaching Intervention
I believe that effective classroom management is key to a productive learning environment. I implement clear expectations, explicit instructions and routines from the start of the school year, which creates a sense of stability and mutual respect. I use positive reinforcement to encourage good behaviour and have developed a range of strategies to support students who struggle with focus, including personalised behaviour plans and one-on-one support.”

Safeguarding and School Policy
I have always adhered to school policies in every setting. I am dedicated to following school guidelines and protocols to ensure children's safety in education.
I am very confident that I would be a great asset to your school if allowed to contribute to its development. I am eager to enhance both the curriculum and extracurricular activities.