Mehri Abaza

• Prepared and implemented lesson plans based on the children's interests.
• I wrote monthly portfolios, for 5 children in my nest group.
• I took daily observations of the children that visited my educational area( math or literacy). The daily short notes would be about the child's interest. What activities they are drawn to. How long they engage in the chosen activity. how they play and with who. For example if the child played independently, alongside or with their peers.
• These daily notes/data collections are to assist writing monthly portfolios depending on the areas of interest.
• I had parents meeting twice a year with the parent of my Portfolio children.

• I was assisting a 9-year-old boy with Pervasive Developmental Disorder with his school work and social interactions.
• Collaborated with teaching staff to implement coordinated educational strategies to support the student.
• During lock down I went to the Student's house, assisted him with his online Zoom lessons and and structured his day so that he could meet his goals.

• I was responsible for a class of 20 children Ages between 2.8 to 4 years in FS1.
• Teaching the EYFS curriculum to enable the children to graduate on to FS2 In the Nursery or on to other schools where they will embark on their academic journeys.
• My role was to teach an array of topics through play, arts&craft, musical movement and P.E
• I planned 2 production each year. christmas ans end of year. Parents were invited to come and cheer their children as they sang, danced and acted a small part of a story (We're going on a Bear Hunt)
• I held parents meetings once a year usually in January and wrote reports at the end of the first and last term.

• I was assisting in a classroom of children, who are 1.3 &2 years old.
• My duties are to help with feeding, changing and encourage play and social interaction.

• I worked privately with a boy with Pervasive Developmental Disorder. I worked within a small team consisting of a speech and Language therapist and an occupational therapist. The therapists provided me with the initial program and my role wass to implement it at school and at home and during 1:1 sessions at home.
• I traveled with the family to continue the program while they resided abroad.
• I have accompanied the child to Small Talk Nursery for 2 years and at Maadi British International School (MBIS) for 2 years where he has completed foundation 2 and year 1.

• I have gained experience working both in Foundation one and two. In foundation one I worked with children aged 3 ½ to 4 years age, and in foundation 2 they were 4 ½ to 5 years of age. In both stages I have become familiar working with The Early Years Foundation Stage framework sets the UK standards for learning, development and care for children from birth to five.

March3rd –April 10t h 2011. I was the transition teacher for a FS1 class.

• September 2007– May 2008 Maadi Montessori Centre
• April 2006- June 2007 Baby Academy
• I have been working with a five-year-old boy diagnosed with Cri Du Chat, for the past 2 ½ years. My role was to assist him with his nursery activities and help him follow directions, as well as assisting him with his therapy sessions twice a week for speech and occupational therapy. I also provided him with one to one sessions with objectives compiled by myself and his speech and occupational therapists.

• I was working with a language-delayed child on the autistic spectrum who was enrolled in a mainstream school. I worked with him through primary one and most of primary two. My role was to help him with his class work when he needed assistance and to help him interact with his peers during class times and recess.

• I was working with a language-delayed child who had problems communicating. This had negative effects on the child’s psychology affecting his behaviour by being hyperactive, aggressive and non-compliant with day-to-day tasks. . This caused problems for his parents, as well as for the child with his peers. My role was to modify the child’s behaviour by getting him to comply with simple receptive tasks. I have also been helping the child with his language development and comprehension. During the time I worked with the child showed signs of progress in both behaviour as well as with language and comprehension.

My class consisted of three children ages 3 to 10 each with different needs. The first is autistic with hearing loss; the second has developmental delay with visual impairment and the third suffered from cerebral palsy. I was helping the children with cognitive and social skills as well as applying behaviour modification. I made some breakthroughs with the children to varying degrees. I also had responsibilities outside the classroom training other members on how to apply the schools curriculum satisfy the children’s learning objectives as well as preparing teachers to handle classes and one to one sessions on their own.

• Assisted mainstream teachers make the transition into becoming capable teachers for children with special needs. I also co-managed a class with a partner.

• Orienting myself as to working with children with special needs. I started applying my academic training to the children experimenting with techniques and watching the way that other teachers were dealing with the children.

• Preparing the classroom for the main teachers, break duty, helping the children with some of their tasks.

• Prepared working materials for teachers, assisted in forming teacher work-plans. Assisted children acquire necessary skills to graduate to primary school.