Dominika

I have been teaching for 13 years and prior to that I was a private tutor for English and German languages. I will approach each learner as an individual and help them learn in a style that suits them. I have experience helping children with Additional Needs, Dyslexia, ADHD and other medical conditions that have all achieved their goals.
An integral part of my practice is to ensure that all pupils in my care are nurtured and feel safe by creating an inclusive learning environment to enable them to thrive and reach their full potential.

In terms of planning, learning and assessment, I have extensive experience of delivering the curriculum, with particular focus on differentiation, progression, pace, and challenge. I consistently reflect upon my practice so that pupils remain continually engaged and progress in their learning with a view to raising attainment.

Throughout my teaching career I have taught pupils with a wide range of additional and complex needs including autism and dyslexia. In collaboration with SfL colleagues, learning was planned in accordance with the individual needs and abilities of the child. I have worked in close partnership with external agencies such as Autism Outreach, Social Work and Speech Therapy on targeted interventions to obtain the best outcome for pupils. I regularly participate in progress meetings with the parents of SEN pupils focusing on pupil attainment and review current strategies.

My mission is to build confidence, and provide the tools all children need to succeed and achieve in their learning journey.

I can offer help in all areas of the curriculum such as reading comprehension skills, phonics, spelling retention, homework help and more.

It is my belief that life is a learning journey. I think that it is important for teachers and pupils to be co-learners in and out of the classroom and I believe that this leads to a mutual respect between adults and children. I also feel that through children seeing that their teachers are still learning and can make mistakes, it means the children will be more willing to make mistakes of their own. It is important in the primary classroom for children to feel confident to participate even if they are not always getting things right. Children learn most when they are motivated and when they are in an environment where they feel it is safe to fail. My own classroom ethos is reflected in the words of Samuel Smiles, “He who has never made a mistake never made a discovery.’