I teach children from 2-11 years old

Phyllis SupportingStatement
Being educated has been my passion since I was a child playing teacher with my siblings. I enjoy contributing to children’s academic, social and holistic development. I firmly believe that a solid education is the pathway to success, smashing boundaries such as race, gender, social standing and economic status. It is a vehicle that we teachers and stakeholders operate that promotes equality among people. I believe in the mantra that “Every Child Can Learn, Every Child Must Learn.” Since I started teaching, it has always been my aim to contribute enormously to the development of education using the experiences gained to transfer knowledge effectively and efficiently.
I am applying for the role of classroom Teacher because I believe I have the skills, knowledge and experience from my educational and wider background to undertake and lead this role at the highest standard. I have been graded as outstanding during my QTS and NQT/ ECT training and have modelled aspects of my practice and pedagogy to some colleagues.
My expectations of discipline and behaviour management are very high as my classroom management is based on routine, respect, inclusion and consistency. I am given challenging classes to work with as the school believes in my strength to manage the children’s behaviour thoroughly and fairly as well as building a strong bond and channelling their mindsets towards learning. I have been able to do this by planning engaging lessons which challenge the needs of all the children as demonstrated by high standards of teaching which is paramount to the improvement of schools outcome and behaviour. I have done circle time activities, SEMH and growth mindset talks, which help them to reflect and reshape their mindsets. Any child that I have worked with or currently teach knows that respect and understanding are a priority. I am very firm but fair, loving and highly passionate towards the children’s well-being and education.
I ensure that I plan lessons to help scaffold and meet the needs of all my pupils in order to move them forward, using both formative and summative data. I use formative assessment strategies, such as paired talk, whole-class discussions and Think, Pair, Share, and Walkthrus strategies such as Cold Calling Variations and instant feedback through marking and Teacher Conferencing.