Personalised English and Writing Skills Tutoring

An in-depth understanding of how to help people with social or learning difficulties in a range of educational settings. Explored a wide range of theoretical viewpoints and their practical applications in educational, community and workplace settings. • EPSY512 Culturally Centred Ed Psych Practice A+ • EPSY530 Evidence-Based Practice A+ • EPSY531 Learning and Motivation A+

Learning how humans interact with the world and each other. Psychology examines how our abilities change with age, and what might underlie abnormal behaviour. Analysing the delightful range of literatures written in English; providing a grasp of the concepts and techniques for analysing texts; and improving communication skills of every kind. • ENGL228 Writing for the Professions A • SOCI 102 Cultural and Social Identities A- • EURO202 The Culture of the European City A-

• Meeting 1-1 with students with a variety of learning needs to facilitate their academic success. • Determining the issue at hand and looking at what support is needed: ESOL support, stress/anxiety, poor time management, Dyslexia, writing skills, essay structuring, grammar. • Reception work: answering emails and phone calls, data entry, directing student enquiries, managing appointment bookings.

• Facilitating academic success and English language learning for students from refugee backgrounds. • Promoting community engagement and celebration of diversity; encouraging students to invite their friends from school and family to participate with them at homework club. • High level of cultural awareness and recognition of student needs. • Boosting confidence and inclusion through group activities, games, and peer collaboration. • Promoting bicultural learning within the classroom: teaching te reo Māori, learning about NZ customs.

• Facilitating independence for individuals with intellectual disabilities, including: autism spectrum disorder, Down syndrome, severe intellectual disabilities, cerebral palsy, behavioural issues, abuse, trauma and neglect, schizophrenia. • Collaborating with family to manage expectations. Ensuring an ecological approach to care was adopted within the home and in the community.

• Taught and planned personalised English lessons, boosting student confidence and achievement. Created a strengths-based learning environment. • Worked with children years 1 to 13. Learning needs included: dyslexia, autism spectrum disorder, attention deficit hyperactivity disorder, visual impairments, hearing impairments, behavioural issues. Under-achievers, under-confident children, and under-extended children. • Writing up regular progress updates, in collaboration with parents, teachers, assessment data, co-workers, and managers, to ensure successful outcomes for the student.

• Following a teaching framework to deliver dance lessons to 3-5 year olds. • Inspiring children of all abilities to express themselves through dance within a vibrant learning environment. • Adapting the class to support diverse needs, including: hearing impairments, physical disabilities, English as a second language.