English and Maths teacher

I am currently up to date with my subject areas English and have the ability to teach one or two specialist subjects which I do. I often have to deliver courses where I have to embed ‘numeracy’ into Esol. I’ve attended in and out house training. I do a lot of research and reading myself to gain more knowledge. I follow the core curriculum referencing which is noted onto my lesson plans and scheme of work. I am very familiar with the core curriculum in Esol and Skills for life in numeracy and literacy too. I have taught from entry 1 to level 2. I am aware of the Cambridge examining board and City & Guilds. I also set and mark examination papers. I have taught in workshops, Family learning. I am also familiar in teaching curriculum subjects KS2, KS3, KS4 and KS5 as I am currently teaching part-time in a primary school.
I am always looking to improve my learning new skills and attend new courses which I can bring into my class. As a teacher/tutor, it is important to develop your mind and knowledge. I have enrolled to complete a foundation course as well as a dyslexia course.
I am currently teaching Esol Entry 1 – level 2 accredited courses and ‘skills for life’ numeracy, literacy. I teach In FE and in a community setting within our sites and to adults ranging in age groups. I also teach two classes which are embedded with ‘numeracy’. I have my City & Guilds teaching qualification, Cert-ed/PGCE and Celta. I deliver these subjects to the highest quality allowing learning goals to be met and ensure effective and efficient completion of the course.
My skills are varied and I am experienced in teaching a range of subjects. I am able to lead the class in an informal but structured way, I offer my learners 1-1 support and differentiate where possible, this helps me to assess my students in testing their knowledge. I differentiate by using different worksheets, for example, when teaching literacy I would change the font or change a worksheet in each subject. E.g. an ‘alphabet worksheet’. Some students might be able to write the alphabet independently, where learners might need help I would have missed gags ‘A-C’. I use a variety of materials, for example when teaching my numeracy class the topic ‘money’ I brought in real notes and coins, I then allowed my students to put their money into practice by going to the canteen and using their skills.
I have good personal IT skills, this shines through when I design my prepared worksheets by using the PC, cutting, and pasting, colour, fonts etc. I thoroughly enjoy teaching; I take care in planning my worksheets as well as typed ILP’s LP and SOW. My enthusiasm and ability to inspire comes naturally as I am a bubbly and warm person. This is shown when I produce my own worksheets and handouts.
Throughout the course, I use various teaching methods i.e., questions and answers, observation, and discussions. I use question and answers to assess students’ knowledge and understanding or go to each learner and offer individual teaching. I encourage praise to complete a task. Differentiation is also important enabling the learners to work in pairs or groups with different cultural backgrounds to undertake a multiple-choice questionnaire or a quick test. Other various teaching aids are used in my lesson to illustrate, they include a flipchart/whiteboard, an overhead projector to display aims and objectives, for example, when I’m introducing a ‘speaking and listening’ task my learners will listen to a CD player and then are able to complete a task.
The register is taken upon every class this helps me manage my learner’s attendance and retention too. I carry out initial assessment with all my learners, this helps me identify the students’ needs and I am able to see what level learners are at. I use a summative assessment at the end of term or year to determine what level a student is at. This is done at the end of year exam/or end of term test, for example their ‘reading’ and ‘writing’ exam or ‘speaking and listening’ exam.
I always differentiate learning and plan my class effectively.
Differentiation: I would ask weaker learners to write a paragraph about themselves then write a paragraph about their group or ask them to just write about themselves for homework to give them extra practice.
Stronger learners: If they know some of the words in exercises I would then pair them with weaker learners and ask them to explain the vocabulary.
I have a great understanding in identifying and assessing the needs of the learners, I do an initial assessment and continue throughout the year doing ILP’s well as giving a tutorial. I always offer my learners 1-1 support. For each course I teach I prepare a Scheme of work and Lesson plan. The scheme of work helps me to plan what topics I will teach the group throughout the course detailing the course content, aims and objectives and ways of assessing learning and evaluating content. A lesson plan is prepared for each session outlining the aims, objectives, and topic. The aims are what I intend to achieve and the objectives are a statement of what learners should be capable of doing after the session.
A formative assessment is also applied throughout the course, it provides me with the information that I need to adjust my teaching. Formative assessment also supports both myself and the students in understanding at what point when adjustments need to be made. These adjustments help to ensure learning aims are and goals are achieved within a set time frame. This assessment also helps me to determine the next steps during the learning process. Progress is also recorded on their ILP’s. The strategy that I use is to set clear goals. I observe and feedback in class, I check learners work and ask them how they came to that answer. Self and peer assessment also helps to create a learning community within a classroom. Students who can reflect while engaged in metacognitive thinking are involved in their learning.
I have the ability to develop ideas to support students individual learning styles, the classroom environment can also have a big effect on the quality of learning that takes place. When delivering my classes I vary and adapt to as many individual needs as possible. For example I have some learners that learn best by simply listening. I have dyslexia learners in my Esol class and they benefit from a variety of ocular stimulations. One example would be the use of colours. These students like images. I always tactile when I put my learners in pairs/groups, I plan hands-on activities, games, mix and match.
When planning my class my main focus is totally on how I’m going to deliver the ‘core curriculum’ to my learners. I plan according to student needs. I would include pair work, group work and activity tasks. I pair learners and make sure it’s balanced. For example I have a learner who has a learning disability, I ensure that I take things slower and guide the students. I also have a learner who is slightly deaf, I allow this learner to sit close by the whiteboard and next to me.
I have excellent communication skills; I communicate effectively and clearly to my students as well as fellow employees/tutors/managers. I have great rapport with all my learners. I keep my managers updated and there is a clear line of communication. I keep in touch via emails, also attend meetings, and write reports and evaluations. I keen to support my learners who wish to continue and progress their education. I motivate and encouragement all my learners to complete their course and go onto further stages e.g. Entry 2 i.e. fully completing their Cambridge exam or City & Guilds exam. I guide them as much as I can and steer my learners towards the right path for their future, I do this by communicating continuously.