Zynab M
ACADEMIC QUALIFICATIONS
University College London, Post Graduate Certificate in Education
De Montfort University, Leicester, BA (Hons) Economics and Politics
Solihull Sixth from College, Economics, Philisophy and Ethics, Psychology (AAA*)
Swansurt Secondary School, 10 GSCEs at grades A*-A Including English Language (A), Maths (A), Art (A*), and English literature (A*)
TEACHING EXPERIENCE
School 21 Primary School , Year 1 KS2
Maths,English,Humanities, Science,History, Georgraphy (All KS1 Subjects)
City Academy Secondary School, Year 7-11 GCSE
Maths,English,Humanities, Science,History, Georgraphy
Arnhem Wharf Primary School, Year 5 KS2
Maths,English,Humanities, Science,History, Georgraphy (All KS2 Subjects)
WORK EXPERIENCE
Insurance Representative, Hastings Direct
· Research and source potential clients and build long-term relationships with them
· Persuade prospective clients to engage in a phone conversation and/or meeting to discuss insurance products
· Advise clients on the insurance policies that best suit their needs
· Customize insurance programs to suit individual clients
Waitress, Antep Restaurant
· greeting customers as they arrive and showing them to their table during extremely busy times
· giving out menus and taking orders for food and drink
· serving food and drinks
· dealing with bill payments
· making sure tables are clean and tidy
International Development Volunteer, Raleigh International
· Supported young people to set up local businesses and enterprises
· Assigned to aid and facilitate local entrepreneurs
· Lead a group of 14 volunteers
· Created a supporting livelihood project to improve the lives of people in rural areas
Exam Invigilator, Washwood Health
· Give all my attention to conducting the examination properly
· Be able to observe each candidate in the examination room at all times
· Inform the head of centre if they are suspicious of the security of the examination papers
Appointment Coordinator, Fischer Future Heat
· Operate computer and phone system to appropriately and accurately schedule, change and cancel appointments
· Coordinate, and confirm appointments including ancillary tests and procedures for patients and customers
· Screen all incoming phone calls to the department and determines disposition
SKILLS AND INTERESTS
Great Team Player - Demonstrated in my retail jobs and international placement project
Excellent at Building Relationships - Developed in charity work
Global Awareness - Gained through travelling and the international project whereby I integrated with Tanzanian culture.
Strong communicating and networking skills- Gained through working in Tanzania and networking nationally, and enhanced through part time work and studies
Excellent at building relationships- Developed in charity work
Good IT skills- Intermediate user of MS Office applications, including word and Excel
Results driven and respect for deadlines- Demonstrated in university assignments and work
Classroom management- Demonstrated in school placements.
DBS- Clear enhanced DBS certificate
PERSONAL STATEMENT
Good teaching in my formative years has set me up for life, and I remember good teachers fondly. I believe I am an enthusiastic teacher who is able to make learning stimulating and fun for students of all abilities whilst still focussing on making progress. My learning plans are individualised for a student's own particular needs, and I enjoy identifying personally with high-fliers as much as with students who may be struggling in particular areas. My placement in Tanzania, where I spent 3 months working in a rural area teaching young entrepreneurs ages 18-35 with only primary school education how to become entrepreneurs was incredibly insightful. As I only spoke English and basic Swahili, it was difficult, to begin with, however, I learnt that there is a variety of non-verbal teaching methods available which could be used, along with my in-country colleagues who were fluent in Swahili we came up with many ways that we could work, to ensure that we bypass any obstacles. Despite our differences, we came together to work on delivering our common goal, to help teach education to the young entrepreneurs living in extreme poverty. These methods varied to ensure that we were accommodating to all types of learners, from visual teaching by using diagrams and pictures to auditory teaching by invoking group discussions and student participation, Kinaesthetic teaching by acting out concepts taught in entrepreneurship and finally reading and writing teaching, by instructing students to do individual reports and support students to read concepts and theories. By doing this, we were able to support 50 different business ideas, with 15 entrepreneurs pitching their businesses to external judges who chose 10 to give start-up grants to help reduce unemployability in Tanzania.
This is relatable to tutoring, as similarly to the students in Tanzania, despite the age differences often we will begin by teaching new concepts and finding a variety of different ways so that the learning materials are understood, these methods will be diverse as each student will have a different way of learning. By understanding these different styles of teaching and being able to use them in classrooms, it enables students to be equipped in their early years of learning and preparing them for their future so that they do not have to struggle academically because they weren't able to discover what ways of teaching works best for them and allowing students to connect with what's being taught.
My experience in teaching has been further enhanced when I began my PGCE at UCL Institute of Education, the course has aided me into developing into an effective, confident teacher. Furthermore, it has inspired me to become an outstanding teacher who rises to the challenge of supporting children’s learning with dedication, energy and enthusiasm. UCL has acquired me the necessary skills and expertise to support children’s learning, provide professional development in all national curriculum subjects and ensure that students show a concern for professional values and demonstrate the positive attitudes and behaviour expected from pupils.
At the end of my PGCE course, I would have undertaken two sustained placements in contrasting schools- SE1 (a, b, c) and SE3. In addition, a two week ‘broadening educational experience’ placement (SE2) which is self- selected. During each school placement, I am given a graduated timetable building up to 70-80% teaching timetable per week which by the end I would have complete a total 120 days in a school or another approved educational setting. The School Experience programme has been developed and planned by lecturers at UCL and school partners, in order to provide a balance between theory and practice, and to create an effective link between different learning communities.
Whilst on my first school placement in year 5, I have focused on working with children who have learning difficulties. I feel like this has helped me develop my understanding on ensuring that I learn all the necessary skills in order to create an inclusive learning environment in all my future lessons. When first introducing a subject that may be overwhelming, the kids are reassured that it is okay not to understand a concept at first, but with practise they will understand and thrive. Throughout the whole learning experience, children are reassured and have autonomy over their learning. Additionally, tools are introduced to help them for example in maths, counters, white boards and iPad and English, a laptop may be offered to kids with dyslexia with a programme designed to help them with their spelling etc. UCL also have provided student teacher with a range of tools that can be used throughout placements to assess the progress of learning which has been useful in creating an inclusive learning environment.