Zadi guillaume - Mathematics teacher - London
Zadi guillaume - Mathematics teacher - London

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Zadi guillaume

  • Rate TSh 130,156
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Zadi guillaume - Mathematics teacher - London

TSh 130,156/hr

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  • Mathematics

PERSONAL STATEMENT Maths teacher at London - Zadi guillaume - London - Maths

  • Mathematics

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About Zadi guillaume

PERSONAL STATEMENT



I first became interested in teaching through explaining some group home work when I was student in GCSE class in Ivory Coast. I was leader of the group and I enjoyed teaching and explaining mathematics and physics.
This experience confirmed teaching as a career choice. In Ivory Coast, after my degree I went for teaching training. Then here after my BSc, I choose the teaching training (DTLLS) at Newcastle College. This course fired my enthusiasm and prepared me effectively to take responsibility for my own career.
My degree has trained me to cover all National Curriculum subjects, and my subject
Specialisms are Mathematics and Numeracy. I have also studied Electrical Engineering
I would eventually like to be the coordinator for this subject in the school in which I will work.

During my training, I have undertaken up to twenty practices from Entry level 3 to GCSE classes at Newcastle College. These practices have given me a good understanding of the curriculum and of what makes effective teaching.

My time in college has developed my philosophy of valuing each student as an individual, as
well as part of a community. I aim to give students as many learning opportunities and
experiences as possible in order to engage, motivate and prepare them for future life. An
appropriate, balanced, challenging and creative curriculum is essential in developing
their skills, knowledge and understanding. These all underpin personalised learning.

I have in particular come to understand the value of sharing learning objectives and success criteria with students. Knowing exactly what is expected and how they can achieve allows them to focus more clearly on tasks. This also facilitates effective self and peer assessments, as there are clear criteria and objectives to assess against, encouraging students to take more responsibility for their own learning.

Progression needs to be planned for, so that as students work and explore at their own pace, there is always something else ready to move them on and take them further in their learning. I also believe that differentiation and meeting varied learning styles are key to effective teaching and learning. Work should be set at an appropriate, but challenging, level. When I prepare lessons I make a conscious effort to ensure I am not just catering for visual learners like myself, but try to see lessons through other learners’ eyes. Kinaesthetic learners were thereby catered for in the physical movement and manipulation, visual learners in the pictograms created on the board, and audio learners as we discussed and interpreted the graphs.

My views on learning styles have been influenced by the work of Howard Gardner. He
believes that we have multiple intelligences and that everyone has the potential to be gifted, but that this can present itself in many different ways. Therefore, all students have their own preferred learning style, which best suits their intelligence. As a teacher, I feel I can best meet students’ learning needs if I am aware of the learning style suited to them.

I feel it is important to make learning interesting and creative, and one way to achieve this is through the use daily life activities; this allows students to explore and understand situations, and express feelings, thoughts and emotions. An example of how I have successfully used daily life was with Entry level 3 class learning about Fractions. I bought some packs of sweet; I gave one pack to each student. They count the sweets in the pack. They divide them by colour then they count them then they give the fraction of each colour of sweet. They were incredibly enthusiastic and threw themselves into the task. They found this a fun, enjoyable and worthwhile learning experience, which enabled them to better understand the situation and empathise with those concerned.

Whilst on my placements I have been able to try various assessment techniques. The most successful were noting comments about how well students have met the learning objectives, using a traffic light system, and recording those who achieved above and below expectations. I have also set and levelled some maths work, undertaken formative marking and carried out maths tests. Additionally, I have allowed students to self-assess and carry out verbal peer assessment. I would like to expand and further develop my expertise in assessment during my induction year, with more focus on self and peer assessment.

During all of my placements I have used ICT to enhance my lessons with
interactive white boards, the internet, videos, voice and sound clips, digital cameras,
interactive games and work sheets. I have worked with other teachers to plan the curriculum; planned and organised the work of TAs

In my 2nd year module on ‘Inclusion’ has also really affected the way I think about
students and addressing their needs in the classroom. Within this module I have focused on including all students, regardless of ability, learning needs, language, ethnic origin or any other factor. I have learnt how to identify and find ways to effectively aid the learning and meet their needs in ways which appeal to and best help them develop, gain a beneficial experience from their education and achieve their full potential.

I would like to work in a big city with diversity ethnic but also because this NQT
programme appears to be one that is tailored to support me in my first year of real teaching when
I have so many new challenges to face.

My training especially my teaching practice, has confirmed my belief that teaching
is one of the most challenging, demanding, exhausting but varied and exciting careers there
are. I really look forward to working in a job that is so important, being privileged to be such a vital part of so many young lives and making a real difference.

School :
Victor Hugo Abidjan
GCSEs
- 11+ Admissions [A*]
technical grammar school
AS Levels
- 11+ Admissions [A*]

Other Qualifications :
BSc Electrical Engineering
FdSc Electrical Engineering
FdA (Maths & Numeracy)

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About the lesson

  • Primary school
  • Ordinary Level
  • Form 5
  • +7

    • levels :

    Primary school

    Ordinary Level

    Form 5

    Form 6

    Ordinary Diploma

    Adult Education

    Bachelor’s Degree

    Master’s Degree

    PhD / Doctorate

    MBA

  • English

All languages in which the lesson is available :

English

Maths teacher at London.

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Rates

Rate

  • TSh 130,156

Pack prices

  • 5h: TSh 650
  • 10h: TSh 1300

online

  • TSh130,156/h

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Zadi guillaume's email address and phone number have been validated.

levels

Primary school

Ordinary Level

Form 5

Form 6

Ordinary Diploma

Adult Education

Bachelor’s Degree

Master’s Degree

PhD / Doctorate

MBA

All languages in which the lesson is available

English

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