Curtis

My name is Curtis, I am a native English speaker, born and raised in the north of England.
I am a fun, passionate and professional individual.
I studied Psychology with child development in university, and since then have worked across related fields, not just gathering knowledge but developing my own personal framework for helping individuals find their strengths and use these to address the areas they would like to develop.
In addition to qualifications, I am a very empathic person. Within my professional life this gives me great ability to adapt and accommodate different needs of my students ensuring a positive and safe space for students to express themselves, make mistakes, and ask any questions they might have.

Tutoring Experience

I have worked across a selection of education related roles.
Firstly, my initial experience of teaching was within a church of England primary school in my home town while studying my access to university course. I fell in love with the notion of being able to make my living though supporting children to become the kind and able future ruling generations.

After this i moved to work within a charity school for children with behaviors needs. my duties included: ALTERNATIVE PROVISION SCHOOL TEACHER.
THE HIMMAT PROJECT, HalifaxUK. MARCH 2021–JULY 2022

• Evaluated student’s understanding of course material through examinations and in-depth essay writing.
• Designed detailed learning plans for struggling students based on test, homework and assignment records.
• Shifted between formal and informal methods ofteaching to keep students engaged.
• Boosted cultural awareness by incorporating children’s literature from world cultures.
• Met with students, parents, and administrators to address and resolve student’s behavioral and academic needs.
• Developed and implemented classroom routines to address varying student needs.
• Modified lessons and curriculum to accommodate diverse learners by using strategies such as peer- assisted
learning and group work.

YOUTHWORKER. THE HIMMAT PROJECT. HALIFAXUK. MARCH- 2021-JULY 2022
• Managed and led activities promoting growth in mental, emotional and educational areas.
• Completed necessary reports and documentation to maintain thorough, accurate case records.
• Provided guidance and advice to young people, supporting navigation of diverse personal and social issues.

Following this i worked for the family/ social services in my local town.
EARLY HELP PRACTITIONER. BARNSLEY COUNCIL (UK GOV)

BarnsleyUK
JULY 2022- NOVEMBER 2023

• Visit home environmentto help clients develop comprehensive life,technical and job skills.
• Lead educational classes for parents around behavior, boundaries and wellbeing.
• Worked with educationalteam to develop Individual Education Plans (IEP)for students.
• Report child abuse in accordance with legal standards of mandatory reports.
• Planned, promoted and managed parent workshops on assisting children in attaining academic success.
• Promoted community integration by providing extensive physical, emotional and social support.
• Developed and implemented programs to support children’s mental health and wellbeing.
• Collaborated with school personal, parents and mental health providers to maintain comprehensive and integrated
approach to student services.
• Completed comprehensive assessments of families to identify needs and develop treatment plans.
• Contributed to court proceedings, advocating for family’s best interests and recommending balanced solutions.

Currently work in a school teaching Thai science, economics, geography and STEM to children who have English as their second language.

Tutoring Approach

My teaching approach is based around the idea 'Child in pursuit of knowledge > knowledge in pursuit of the child.' Meaning that i believe all children/ students have the ability to learn anything. The key is the student understanding why they are learning, what values it is bringing to them. This often leads to developing a positive identity with the taught materials and the learning process.
By consistently focusing on the positives/strengths of the student (affirming their capability) and developing solution focused responses to difficulties and mistakes (individual growth), this approach gives students skills and confidence to take their learning beyond the classroom/session.