Megan Cooke

I am 28 year old female who is an Energetic primary teacher driven to continue to learn and grow professionally to be the most effective teacher. Able to understand and implement new technologies and teaching strategies. Excel at working with different learning styles.

I studied in USW and achieved a 2.1 Hons in Religious studies. Following this I took 18 months off to travel around Australia and surrounding areas. This taught me how to think on my feet making snap decisions. How to organise myself with money a job and travelling.

After arriving home I studied in UWE my PGCE in early year's and primary education. I qualified in 2021 but my training was completed hands on in an early adopted school. The reason for being based in one class was COVID however This gave me the experience of learning the new curriculum first. Gaining vast amount of hours working alongside my mentor, learning how to deliver the new curriculum to earlier years.

The strategies I use to achieve these aims are displays, scaffolding, various materials, Framing questions, talking partners, and child-led activities. To keep the momentum going I use open ended questions. I have had experience in blended and distance learning by participating in Google Classroom, using asynchronous learning. I have also worked on  improving the home-school interaction, I employ the tapestry technique, which involves myself, the child, and the parent.

Since my training and gaining my first post I enjoyed the chance to be able to work in a team. Different team members contribute diverse perspectives, and the synergy between team members can produce creative and productive results. I love to help draw out the unique skill sets of different team members. As we were all experiencing a significant change within education, these principles were important. I supported the staff in the knowledge I learnt about the importance of the four key curriculum sections and how to use the seven areas to effect.

One skill which I have is Classroom management which I believe is essential since it defines whether or not you will be successful as a teacher.  When I am introduced to a class  we decide together what classroom rules and what penalties we will follow.

A happy class means good results. as a teacher when your pupils feel valued you gain their trust. In the morning I greet, Each child by their names as they enter the classroom.. This action allows you to read their body language, Allowing you to flag any potential issues.

Another skill which I learnt from my mentor was to develop well balanced plans allowing children of all levels to develop and become emotionally intelligent and aware of the confidence and independent learners they will learn From evaluating the day-To-day tasks. My evidence proves I am providing the children with enough creativity and innovation through space and materials to build up Their curiosity. This also shows I am providing enough support to the children to link and connect their experiences, knowledge and skills by exploring and justifying alternative solutions.

By allowing progression in their learning, they become critical thinkers and have the confidence to problem-solve. It is essential to give every child a voice in a safe environment. I have reported their progression back to the appropriate persons.

To take the children to the next level, I have implemented strategies such as talk partners, group activities,  positive feedback and establishing realistic goals. The confidence the children gain from these strategies allows them to take the lead in their learning, allowing them to challenge investigations to reach their goals and beyond.

Progression needs to be planned so that as children work and explore at their own pace, there is always something else ready to move them on and take them further in their learning. I believe that differentiation will meet varied learning styles are essential to effective teaching and learning. Work should be set at an appropriate, but challenging, level

My lessons include opportunities so children can lead debates and discussions and become aware of the social, cultural, ethical and legal implications of their arguments. These actions will allow each individual to evaluate their learning and mistakes and identify areas for development. Children become responsible and reliable, being able to identify and recognise different types of value and then use that value.

This also facilitates practical self and peer assessments, as there are clear criteria and objectives to assess against, encouraging children to take more responsibility for their learning.

In addition to the skills and qualities that I have already outlined, I have an avid interest in SEND children due to my own experiences with dyslexia. Dyslexia enables me to empathise with pupils and act as a positive role model. Having dyslexia has taught me to develop innovative organisational and time management skills. 

To enable neurodiverse children to have the help they are entitled to, and I have helped by implementing ITC equipment, whiteboards, audiobooks, overlays, dyslexic quests and many more. I have been involved in progress meetings to discuss whether children are on track to meet their end-of-year targets, working in partnership with the parents and outside agencies. A hub allows children to be taught with experienced staff to support the children in my placement

I have many hobbies and enjoy the outside and fresh air. I enjoy horse riding, cross fit, swimming, netball, and basketball and would be interested in after-school activities. At 17, I helped train a local basketball team within the Bridgend area. They are developing their skills and teamwork.

Cylch meithrin bryncethin
Summer hill infant school

Various welsh and English school in wales

Betws primary school

Pace - AED

Phonics leader

PGCE in UWE in 2020 to 2021
BAHons in Religios studies 2.1 in 2015 to 2019