Neeli G

My approach is learner-centred, differentiated and evidence-informed. I begin every lesson with clear learning intentions and plan tasks in tiers, so that every student can reach the learning and is also challenged. Students work in red, blue and green groups, or in Bronze, Silver and Gold groups with a Platinum challenge. They are never labelled by ability. I use assessment for learning throughout the lesson, through mental maths starters, short quizzes and exit tickets. This lets me check understanding as the lesson happens and adjust my teaching straight away. I connect mathematics to real contexts through problem-based learning, such as designing a sustainable school garden within a budget or planning a charity book collection. Students collaborate, reason and see why the mathematics matters. I support every learner as an individual, including providing bilingual Arabic and English resources, and I promote an inclusive classroom culture. In my work as a leader, I take a collaborative approach to professional observation and feedback. I use clear checklists and field notes to support continuous improvement. I wrote this from the lessons and observation plan you’ve shared with me. I did not add anything about English teaching or university-level teaching, since I don’t have details of those. If you tell me where it is going (CV, interview, or coursework) and the word limit, I’ll shorten it, change the tone, or put it in a document.

“17 Years of Excellence in Teaching — Building Confidence, Inspiring Learning, Achieving Success!”

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