As a supply teacher with Zen Educate and Step Teachers, I quickly adapted to a variety of school environments, teaching different year groups across multiple subjects. My flexibility and strong organizational skills allowed me to seamlessly take charge of classrooms on short notice, delivering pre-prepared lessons or creating engaging activities tailored to the students’ needs. I built rapport with students and staff alike, ensuring continuity of learning and maintaining a positive classroom atmosphere. My ability to effectively manage behavior, even in unfamiliar settings, ensured that lessons were productive and ran smoothly. Through this experience, I developed strong adaptability and problem-solving skills, and I thrived in dynamic, fast-paced teaching environments.

In my role at Sacks Morasha, I took ownership of a diverse classroom environment, managing all aspects of teaching and learning. I developed and implemented inclusive lesson plans tailored to accommodate a wide range of learning styles and needs, ensuring every child felt supported and engaged. My creative approach fostered a positive and dynamic atmosphere, where students were encouraged to actively participate and explore their potential. I worked closely with parents, colleagues, and support staff to monitor progress and ensure the success of each child, while also maintaining strong classroom management and a nurturing environment.

During my time at Frith Manor, I taught a diverse class that included many SEN (Special Educational Needs) and EAL (English as an Additional Language) students. I developed and delivered differentiated lesson plans that catered to a wide range of abilities and learning styles, ensuring that all students could access the curriculum. My inclusive approach created a supportive environment where each child was encouraged to succeed. I worked closely with SEN coordinators, EAL specialists, and support staff to provide targeted interventions, while maintaining open communication with parents. My strong classroom management and creativity fostered an interactive and positive learning atmosphere.

At Hasmonean, I fostered a collaborative and inquiry-based learning environment, encouraging students to develop critical thinking and problem-solving skills through project-based learning and cross-curricular activities. My approach emphasised both academic excellence and the social and emotional development of the children, promoting a growth mindset and resilience in each student. I regularly used formative assessments to adapt my teaching strategies and provide personalised feedback, ensuring steady progress for all learners. Additionally, I took an active role in school-wide initiatives, including leading extracurricular clubs and organising community events, which helped enhance school-wide engagement and community spirit.

As a Teaching Assistant at Independent Day School, I played an integral role in supporting classroom instruction by facilitating small group activities and conducting one-on-one tutoring sessions to reinforce learning and improve student performance. I worked closely with teachers to provide additional support to students who needed extra assistance, ensuring that learning gaps were addressed effectively. My responsibilities included helping to differentiate lesson materials, offering tailored guidance, and fostering a positive and inclusive learning environment. I also contributed to classroom management, ensuring smooth daily operations while encouraging students’ confidence and independence in their learning.

I supported a Year 8 student struggling in English, initially predicted a grade 3 due to low confidence, minimal engagement, and difficulty in text analysis. To address these challenges, I used a scaffolded approach, starting with short, manageable tasks to build confidence, encouraging verbal expression before writing, and utilising visual aids and relatable references to deepen engagement with literature. Weekly feedback sessions celebrated progress and boosted motivation. By the end of the term, the student’s confidence and skills improved significantly, achieving a grade 5—two levels above their initial prediction—and a more positive attitude towards learning overall.

I worked with a Year 10 student predicted a grade 4 in GCSE Maths, who struggled with test anxiety and multi-step problem-solving. To address this, we focused on breaking down complex problems, practiced exam-style questions under timed conditions, and implemented effective revision strategies like spaced repetition. Through consistent positive reinforcement and targeted practice, the student grew more confident and comfortable with the exam format. By year’s end, they achieved a grade 6 in mock exams, showing significant improvement in both problem-solving skills and exam readiness.