My Teaching Identity: 

From Self-Doubt to Self-Discovery

Growing up, I always knew I wanted to be a teacher. As a child, it was the first thing I’d say when asked about my future career. However, as a teenager, I began to doubt myself and dismissed teaching as something beyond my reach. The path seemed too challenging, and I didn’t believe I could succeed. It wasn’t until much later in life that I reconsidered.

After completing my Degree and Masters in Art and Design at Wrexham University, I stayed in touch with several lecturers who encouraged me to consider teacher training. At first, I hesitated. I had just set up a business, and the weight of my MA had taken its toll. But after a year of focusing on my business, I continued to stay connected with the staff at Regent Street, and I was offered a PGCE placement starting in October 2024. This moment marked a turning point for me. I realised that I loved sharing knowledge, guiding learners towards understanding, and helping them achieve their goals. Teaching wasn’t just a career—it was a calling I had dismissed far too long.

The Importance of Recognising the Individual

One of the core values that shapes my teaching philosophy is recognising that every learner is unique. Each student has their own way of processing information, and it’s vital that I, as a teacher, adapt my approach to meet their needs. I believe in the power of engaging students in active reflection on their learning, as this allows me to offer the support they need in the most effective way. By ensuring that lessons are clear, accessible, and engaging, students are more likely to understand not just what is being asked of them, but also why it matters. This sense of clarity helps students achieve their learning outcomes, boosting their confidence and encouraging them to strive for their goals.

A Structured Approach with Flexibility

As a teacher with autism, I find that I am most at ease when I have a clear, structured plan. However, getting to that point can sometimes be a stressful and self-doubting experience. Once the plan is in place, though, I can deliver information in manageable chunks (a technique known as “chunking”), with both verbal and activity-based assessments integrated into the lesson.

I am a firm believer in active learning, influenced by my years as a Girl Guide leader. When students are actively engaging with the content, putting their learning into action, it not only helps keep them engaged but allows me to assess their understanding. This approach enables me to reframe information when necessary, guiding students toward success while maintaining an environment where they feel supported and empowered.

Learning from the Past

My journey into teaching began long before my PGCE, as I spent several years as a Girl Guide leader. This experience was invaluable, teaching me how to engage young learners—many with additional needs—through hands-on activities centred around earning interest badges. As a unit leader, I was responsible for designing structured, yet flexible sessions that could hold the attention of girls aged 10-16. I quickly learned that if the session wasn’t engaging, it could quickly lose focus, and the session would fall apart.

Through trial and error, I discovered that a well-planned session, with backup activities in place, worked best for both me and my guides. Getting to know each girl and holding planning meetings where they could contribute to decision-making helped me tailor each session to meet their individual needs. This experience has greatly shaped my teaching identity, as I’ve learned how to foresee potential engagement issues and build strategies to keep students engaged and on track.