Ella Lewis

To begin, I believe learning should be an engaging and personalised experience as every child is unique and faces their own challenges, while also attempting to explore their strengths and how they may decode fitting into the world.

Firstly, prior encounters with the parents will inform the personalisation of the lesson and activities within.

Regarding a sit down lesson with structure, firstly an input and introduction to the subject, as well as a warm up game in relation to. An instance of this is the “I do, we do” module, which shows students how to perform a task, gradually allowing them to execute it theirselves. Next, their independent work should be demonstrated with ongoing support from me whenever they may request it. Finally, a plenary to help the student understand any further aims to be consolidated. We may consider using a “plenary pyramid” for the child to write, for example, three things they learnt, three things they found hard, and three skills they have used today.

That being said, I am aware that some children need more flexibility than structure to learn, as well as low level pressure in regards to routine when it is implemented.

For example, children with SEN or SEMH needs may benefit from activities based around the child’s interests, while incorporating and encouraging the use of maths or english.

An instance of this would be a football related activity in regards to times tables. Whoever scores a goal gets to ask a times table question, or, how many kicks up can you do in 20 seconds? Can you multiply that number by how many goals we can score in a minute? In contrast, we may need to work at a slightly lower level, by replacing multiply and divide with adding and takeaway.

This method can also be coupled with English. As an illustration, If I score a goal, I get to quiz you on what a comma is and where it is relevantly placed.

It is worthy to note that these child led style activities are not exclusive to children with Special Educational Needs (SEN) and Social, Emotional, and Mental Health needs (SEMH). I believe all children deserve to learn through play, so this can efficiently be build on to the existing curriculum of a typical sit down lesson. Especially if the child has achieved their lesson aims throughout the course of their tutoring lessons.

Also, I find that visual representations work really well with children of all needs, so flash cards provided by myself will be steadily available and placed into the lesson structure.

Over all, I am able to create a flexible and unique study environment for children of all individual needs.