Getting to know a child on an individual basis, and developing a supportive, interactive relationship with him or her is key to being able to provide engaging, differentiated and effective scaffolding. An individualized personalized one on one approach is key to maximizing the learning progress and confidence of the child. This is because knowing the child’s strengths and weaknesses as well as their interests and knowing what motivates them is the basis for providing a meaningful and purposeful education plan that will engage the child.
Following the child’s lead carefully and sensitively will guide the teacher toward an effective plan. Knowledge of indicators for learning disabilities and delays as well as psychological factors that impact a child’s learning are also important to be aware of.
I first received my Bachelor’s Degree in English from the University of Toronto before going on to receive my Childhood Education certification. I also received a Bachelor’s Degree in Early Childhood Education at the University of Guelph.
I have worked with high school and college students helping them do effective research and plan for papers. I have tutored math and some science for high school, as well as all of the arts. I have also tutored elementary school aged children in after school programs, as well as my own children. I currently work in a kindergarten public school (5 years) and before that I worked in a kindergarten/preschool parent cooperative where both emergent inquiry based teaching and one on one academic scaffolding coexisted (6 years). I have spent many years working with children with ADHD, ADD, language/cognitive delays, and children on the Autism spectrum.
In April 2013 I received a mentorship award from George Brown College for my work with the Early Childhood Education students placed in our classroom for their practicum. I have written and had published a number of articles in “Interaction” which is the journal magazine published by the Child Care Federation of Canada.