Moses Ijaiyemakinde

I am an ardent, creative, ambitious and detail-oriented English Education graduate, licenced English educator and TEFL certificate holder with a proven record of having extensive knowledge of the English language and effectively teaching it to young adults. Also, I offer support and a friendly yet disciplined environment to ensure the success of each learner. I have a positive relationship with my students, which paves way for an affable classroom environment for learning, meeting students' emotional, developmental and academic demands in line with the state learning regulation. Because of my understanding of diverse clans, I tailor teaching techniques that relate to their individual needs. After every class, I criticize my teaching to further improve in the next class. With these, I am self-assured that my attainments, experiences and creativities grant me with the competences to accomplish the position and give more substantial worth to the organisation.
Having taught English to Key stages 2-4 in two continents in several schools and worked with diverse nationalities for the past 7 years, I have immersed myself in several teaching approaches and policies. I am on the planning and review committee at Providence English Private School that creates, develops and continuously reviews the school’s curriculum and syllabus map. Relatedly, there has been about 90% success rate in my teaching of students in both Providence English Private School and Deans International, using a friendly yet disciplined classroom technique with an extensive subject matter proficiency. Additionally, I have an innate ability in differentiating learning to enable a well-rounded student-centred educational atmosphere that inspires absolute creation and critical thinking while encouraging broad-mindedness, reverence and emotional security for a varied students’ clan in a well-organised manner. Besides this, I have a proven record of using creative teaching methods and resources to solve diverse students’ queries in accordance with the institutional policies with a 97% pass rate in students’ formative and summative assessments.

Furthermore, patience and resilience are a stronghold for me as I attend to diverse learners, particularly learners of determination (special needs) or below average students, using relatable examples to explain the same topic in diverse ways; this has generated about 70% improvement in their tasks. Similarly, to meticulously track improvement of curriculum targets and student-performance goals, I use of an array of indicative assessments. In addition, I organise meetings with parents, giving critical evaluation of their wards’ development and areas of improvement with parents’ constructive feedback given to the institution about my support on students’ development. Likewise, I entertain a constructive review from my students to further improve my teaching styles.

In the same vein, whilst having to deal with the workload and other school related tasks, I organise creative activities to stimulate students' engagement to improve their confidence, competence in public speaking, leadership and interpersonal relationships with a 100% success rate in their assemblies, debate activities, drama and spelling competition out of many more extra-curricular activities leading to an improved participation in students’ school engagement. This has generated praises from supervisors and school management as I can multitask and work under pressure whilst achieving my tasks in due time. Furthermore, I am a quick learner, who grasps ideas briskly. if given the chance, I have the ability to push myself beyond the limit to teach key stage 5 as I only need to build on the existing knowledge and know-how.
Finally, I undergo safety measure training in compliance with the school’s health and safety policies, including safeguarding; engage in continuous development for personal and school enrichment and share practical experience during the departmental meetings. Additionally, during the departmental meeting, vital contribution is given with regards to teacher-students classroom challenges and proffer development plan to ensure continuous growth in the unit. Also, I possess a well-developed interpersonal skill that enables students and fellow staff relate appropriately to my thought in spoken form. My humour cannot be overemphasized as it improves my relationship with the students, staff members and particularly parents, who see me as the first point of contact.

My obligation to make sure individual student is provided with the skills necessary to become great and useful people of an ever-evolving community is clear in my accessibility to students and parents past the school hours. Also, my constant professional advancement related to the student growth keeps me abreast with the sector’s requirement. I would be delighted to share my professional recommendations and come along for a trial lesson if the need be to give an idea of how I manage my classroom.