Before starting my ITT (Initial Teacher Training) course, I started working as a PAC (Progress and Achievement Coach) within the SEND department at the same secondary school I am currently at for my main placement during my ITT year. The role of a PAC was to provide targeted support to students with Special Educational Needs and Disabilities (SEND), to ensure they have the best chance to succeed academically and socially. PACs work closely with teachers and other support staff to create a supportive, inclusive environment that allows students to access the curriculum and reach their full potential. Reflecting on my five months as a PAC has revealed the profound impact of this experience on my teaching journey so far. Working as a PAC offered me invaluable insights into adapting educational practices to meet diverse student needs and developing a more inclusive approach to teaching.
This role enabled me to appreciate the unique challenges that students with SEND face, especially in core subjects like maths, where abstract concepts and problem-solving skills are pivotal. I learned to identify and support various learning profiles – students with autism, ADHD, dyslexia, and other learning disabilities – while observing how different conditions can shape their engagement with mathematical content. I also developed my ability to work closely with students in a one-to-one or small group setting, which not only developed my instructional skills but also taught me the importance of patience, consistency, and clear communication, which is vital in teaching.
One of the most beneficial aspects of my PAC role was learning how to tailor teaching methods to accommodate different learning needs. For example, using manipulatives, visual aids, and real-life context to make abstract maths concepts more accessible, engaged all students with SEND. I also found that when the teacher broke down complex tasks into manageable steps and using structured routines helped students feel more comfortable and confident in their learning environment. This experience has emphasised the value of differentiated instruction in maths, which I plan to carry forward in my ITT year.
My time in the SEND department also highlighted the importance of fostering a supportive and positive classroom environment. Many of the students I worked with had faced academic challenges and self-doubt, which impacted their motivation and resilience in learning. By encouraging small successes, and celebrating progress, I saw first-hand how these students could develop greater self-confidence and a more positive attitude toward learning.
With this background, I now approach my ITT year with a deeper understanding of how to address the diverse needs of students in a maths classroom. For students with SEND, several strategies can enhance their learning experience in maths. One effective approach is to use multi-sensory methods, like interactive technology, to make maths concepts more engaging and accessible. Furthermore, to have more consideration of the pace I explain topics is very important, due to some students needing more processing time for new and challenging concepts. Moreover, providing regular feedback, clear instructions, and consistent routines can help reduce anxiety and maintain a supportive learning atmosphere.
Ultimately, my PAC experience has shaped me into a more empathetic and adaptable educator, one who is better equipped to support students with SEND. I now feel prepared to integrate inclusive practices in my teaching, ensuring that all students, regardless of their learning needs, can progress and achieve in maths.
By Matthew Dinkovski
You can follow Matthew on Instagram here.
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