King's College London Graduate and a Qualified Science & chemistry teacher at a private school I embarked upon a PGCE course in secondary science with Chemistry at the London Metropolitan University. After some theoretical based learning, I was given the platform to learn the tools of the trade at two different challenging comprehensive school academies based in South London. As a trainee, I was able to graft acquired skills into practise and harness them in a way that would yield positive outcomes. I accomplished a Masters (Distinction) in my summative essay on "What do you consider to be the most effective pedagogic principles for teaching in science today?" This essay boasted personal experiences during my teaching placements along with contemporary research on science pedagogy. I graduated in the summer of 2017 with a Masters (Honours) level and embarked upon my first NQT post as a science teacher at George Green's school the following December. I taught KS3 and KS4 science to all year groups and I deliver specific mentoring to two students on a daily basis to help improve their behaviour and engagement in lessons. Offered after school and holiday interventions to year 11 to help prepare them for their science GCSEs in May. Currently, tutoring chemistry and biology online
How would you describe your teaching style?
The PGCE course provided the foundations to effective teaching via means of rigorous research and evaluating academic debates associated with education, both contemporary and past. Analysing and critiquing notable learning theories have substantially helped me to develop the intellectual tools I needed to engage students in my classroom. For instance, Piaget advocated that children progress in consecutive stages as they confront cognitive conflict, thus acclimatising novice, annotative models and further complex cogitation. Thereupon this disclosure, I strive to implement cognitive dissonance in all of my starter activities. I seized the opportunity to implement such strategies in the classroom throughout the NQT year. In one scenario, my year 7 students were asked to select between four possible explanations of an event concerning the conservation of matter: ‘What happens when sugar dissolves?’ Students had to decide whether the mass of the system alters or remains unchanged. This setup provides orientation by introducing a context, provides the second stage, think-pair-share activity and a third stage, elicitation by asking questions. The possible explanations were: 1. The sugar particles stick to the side of the cup away from the water 2. The sugar disappears when it hits the hot water 3. The sugar dissolves into the tea – sugar particles move into the spaces between the water and tea particles 4. The sugar reacts with the tea particles to make a new substance This aimed to nurse my students to progress metacognition via cognitive conflict. 7 of 11 Powered by Heaja Sadiq's application for Teacher of Science In Piaget’s model, the child interacts with the environment through which novice stimuli are incorporated into the child’s schema and their cognitive capacity thus broadens, so becomes cognisant of the dissonance. I do not hold this pedagogy to be unequivocal, as the circumstances have to be correct for cognitive conflict to occur – some may not be ready for it, very able children maybe incorporate and access new experiences with comfort. In other scenarios whereby I was teaching a significantly more challenging cohort such as my foundation learners, I found that true when Donaldson had pointed to limitations in Piaget’s theory – as research demonstrates that children are able to manoeuvre more complex variables than Piaget formerly conjectured. Upon this experience, I found subtle tweaks yielded success on the subsequent occasion whereby I provided further scaffolding with the use of visual and kinaesthetic aids. Upon this acquired knowledge, I continuously strive to introduce experiences which are beyond pre-existing schema yet provide sufficient assistance to move on to progress, a procedure teachers name “scaffolding.” Elicitation by asking questions help students to access the new experience. With my foundation learners, I asked a closed question: Upon adding sugar, does tea taste sweet? If so, has the sugar really disappeared? Young learners limit their comprehension to their senses; by exploiting the sense of taste, this approach achieves TS7 in “using approaches which are appropriate to pupils’ needs in order to involve and motivate them,” and TS5 “adapt teaching to support pupils’ education at different stages of development” in light of their “social and intellectual development” (Department for Education, 2015). According to the revised KS3 national curriculum, “this should be encouraged to relate scientific explanations to phenomena in the world around them and start to use modelling and abstract ideas to develop and evaluate explanations” (Department for Education, 2015). Nonetheless, overcoming this cognitive conflict typically requires dogged persistence and patience; hence Bruner (1960) explained the need to revisit on scientific ideas and how this was ideal through the concept of the spiral curriculum. My NQT year has been a year in which I have acquired and expanded my perspectives on what constitutes excellent teaching practice. I have a perpetual and innate thirst for self-growth and expansion in my passion - to nurture and teach. George Greens School embraces a substantial intake of SEN students from a catchment area that contains challenging backgrounds and upbringings. This has provided the best platform to nurture and hone my behaviour management skills. The greatest skill I have acquired is the implementation of non-verbal stimuli that I learned from research on classical conditioning. On a day to day basis, my students are rigorously trained to perform any task, regardless of genetic background, personality traits, and internal thoughts (within the limits of their physical capabilities); all it takes is the right conditioning. For instance, a naturally occurring stimulus (vocally instructing for silence) is paired with a response. Next, a previously neutral stimulus (stand closer to the students with arms crossed bearing a poker face with a sporadic raised eyebrow) is paired with the naturally occurring stimulus. Eventually, the previously neutral stimulus comes to evoke the response without the presence of the naturally occurring stimulus. The two elements are then known as the conditioned stimulus and the conditioned response. Every day, I evoke a quicker and more effective response without having to lose my voice – actions do speak louder than words. My behaviour management and man management skills are my strongest assets because I believe it is the foundation to successful teaching.
What qualifications do you have?
PGCE secondary science with chemistry (London metropolitan university) and bachelor's of science in biomedical sciences (King's College London)
Tell us about your experience...
I have served as an NQT in the faculty of science at George Greens school. A few of my highlights and accomplishments include facilitating a consistent, predictable learning environment where students are motivated and driven by their own successes and accomplishments. I have proven experience developing curricula, preparing and executing behaviour plans, evaluating student progress and building relationships with parents to update them on student performance and development. I have served as a liaison between administration & staff and resolute that my combination of skills in administration and teaching are optimal fit for this role. My aspiration is to become an outstanding practitioner, implementing an active role in my professional development. I look forward to exploring research related to my subject area that I teach and how to develop effective practice at work.
What locations do you tutor in?
Croydon, streatham, Norbury, waddon
What is your personal message to students?
I will boost your confidence and make you proficient in tackling the higher tier of exam questions. I boast experience in teaching EDEXCEL, AQA & OCR.
|CRB/Disclosure Certificate:||Enhanced CRB|
|Travelling tutor:||town of croydon, streatham, Norbury, waddon|
|Online tutor:||I tutor on tutorful platform|
|Subjects:||Biology||KS3, GCSE & A LEVEL|
|Chemistry||KS3, GCSE & A-LEVEL|
|Physics||KS3 & GCSE|