Trainee Geography Teacher - Louise
Desired work region:Norfolk
Relocation possible:Yes
Why they want to teach:Louise wants to teach geography so she can help young people understand the world around them through real examples, clear structure and curiosity-led learning.
School Type:Secondary
Subject:Geography
Salary/rate:£18,000 per annum
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Partnerships Co-ordinator
About Profile
About Louise
Louise brings several years of teaching experience across a wide range of international settings, including Ghana, Russia, Romania, Italy, Saudi Arabia and Japan. Through this work, she has developed strong classroom presence, confidence in lesson planning, and a clear understanding of the value of structure, routines and boundaries in supporting learning.
Her background in English language teaching shows consistent experience of helping students grow in confidence, including learners who were reluctant, attending after school, or needing additional support. She has experience working with pupils with needs including dyslexia and suspected autism, and has worked with colleagues and parents to put appropriate support in place. This suggests a reflective and practical approach to meeting different needs in the classroom.
Strengths
- substantial teaching experience across different countries and age groups
- secure understanding of lesson planning, classroom routines and behaviour boundaries
- experience supporting learners with differing needs
- confidence working in multicultural settings
- strong relevance between her anthropology background and human geography
- reflective attitude and clear commitment to developing further as a teacher
More candidates I am representing
View AllTrainee Geography Teacher - Louise
£18,000 per annum
Louise brings several years of teaching experience across a wide range of international settings, including Ghana, Russia, Romania, Italy, Saudi Arabia and Japan. Through this work, she has developed strong classroom presence, confidence in lesson planning, and a clear understanding of the value of structure, routines and boundaries in supporting learning.
Her background in English language teaching shows consistent experience of helping students grow in confidence, including learners who were reluctant, attending after school, or needing additional support. She has experience working with pupils with needs including dyslexia and suspected autism, and has worked with colleagues and parents to put appropriate support in place. This suggests a reflective and practical approach to meeting different needs in the classroom.
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