The evolution of one-to-one mentoring to virtual tuition due to a Global Pandemic Cassandra Rollett-May
This article is a personal reflection on how the pandemic has affected educational provision, focusing on my personal experiences of having to adapt my teaching methods to become a virtual educator. To contextualise the education I provide, my background over the past twenty years is in the Primary Education sector which led me to Special Educational Needs and Disability (SEND) education. I would describe myself as neurodiverse (my learning needs do not just fit in one specific category) with a Dyslexia diagnosis - this provides a unique understanding of the workings and differences of the brain and how these impact learning. My own early diagnosis, learning journey and teaching experiences have shown me that understanding, owning and positively explaining your SEND to others leads to the identification of unique skill sets. Therefore, my goal is to support learners in adapting their negative mindsets into positive self-awareness. Currently, I am an independent practitioner; consulting on SEND education and providing one-to-one (1:1) mentoring to support students from Primary to Secondary, who find learning challenging. Fundamentally, a learner needs to know their struggles are not their fault and with Dyslexia, for example, know it is due to a genetic, neurological difference.
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I feel that our education system does not always suit the learning styles and developmental needs of learners who are neurodiverse. My belief on formal education is that it should be engaging, pupil led and delivered in a way that supports all learning styles. I feel that our education system does not always suit the learning styles and developmental needs of learners who are neurodiverse. There have been major developments in understanding and teaching, but this does not always filter through into the mainstream education sector for a number of reasons, including finance and lack of training – learners are not always being taught in a way that supports their learning style or fosters achievement, their self-belief can be irreparably damaged. Therefore, my approach involves creating a multi-sensory, small stepped, cumulative method to teaching school subjects, in conjunction with developing metacognition to build confidence and awareness of self. The lessons I deliver are usually carried out in the learner’s home or school environment, mostly as 1:1’s, scheduled around the needs and attention capabilities of the learner, generally an hour in length. The structure aids attention and focus through short learning tasks with direct teaching using practical resources,
