Augustine T

ACADEMIC QUALIFICATIONS

Degree in BioChemistry

West African Senior Secondary Certification, Diploma

University for Development Studies

Introductory Mathematics - A+

Analytical Chemistry - B

Genetics - A+

Human Physiology - A+

Organic Chemistry - A+

Molecular Biology - A

TEACHING EXPERIENCE

St. James Catholic High School, London

Mathematics

Ghana College Senior High Technical School

Mathematics

ShowPraize Education Consult (IGCSE)

Mathematics

University for Development Studies (UDS-Ghana)

Teaching Assistant

Council for Scientific and Industrial Research (CSIR - FRI)

Teaching Intern

WORK EXPERIENCE

Health Information Service Representative - Ghana armed forces command (37 Military Hospital)

Exhibition Official / NRLO - electoral commission of Ghana

Research Assistant, Supervisory Official - Council for Scientific and Industrial Research (CSIR - FRI )

SKILLS AND INTERESTS

Computer skills: Word, Excel, PowerPoint, Curriculum Management, Academic counselling, Relationship building, Performance Assessment, Time Management, Knowledge dissemination

Interests: watching, playing football, puzzle games, cooking, reading autobiographies.

PERSONAL STATEMENT

I am very much excited about the prospect of working and teaching with LLT London. I look forward to focusing my energy and time on teaching and mentoring students, collaborating with colleagues, and developing a mutually respectful relationship with internal and external stakeholders. Over the past four years, I have designed and taught lessons in both Maths and Science education. I have acquired valuable and extensive experience teaching students from various cultural backgrounds who possess a wide range of writing and learning in the Mathematical and Applied Sciences.

I am motivated and passionate about Science and Mathematics Education and I bring that energy into the classroom, reassuring and helping my students to see Mathematics and Science as keys to developing their ideas and making the most of their talents.  Creating a positive environment where everyone in the class contributes remains the central theme of my teaching philosophy. Students learn in unique ways so I try to use multiple methods including explaining, visual and linguistic ways to put my point across and elevate the discussion ensuing in the class. As always, my classes are planned with different groups of students in mind because they focus on how to make students appreciate and link their life experiences with the subject matter at hand. I strongly believe that once students are able to relate what is being taught with something they are familiar with, the class becomes more successful and conversations are sparked to pull everyone into our bubble that we have created. For example, one of the first fundamental sections of chemistry is Periodic Chemistry which mainly deals with elements and their properties and how they use their properties to form chemical relations with one another. Here, I task students to write on how they relate to their friends, families, and the bonds they create with these special people in their lives. Atoms also behave similarly and I try as much as possible to let students see the direct comparison and build on that.   

In my mathematics classes, I first and foremost create a mood that thrives on practice and persistence. I inculcate very early in the class how simple and uncomplicated math is, and how consistent practicing is an important ingredient in becoming a great math problem solver. Then I build from that positive start and introduce the math concepts and relationships in a gradual manner. As soon as I have a clear indication that the concept is largely understood, I give short-time quizzes to confirm that students have a grasp of the math skill taught in the day’s lesson. Apart from using formal assessment tools including quizzes, exercises, and tests, another effective way I plan my class is through informal assessment methods such as class participation and group work. In all my math classes, I encourage the formation of smaller student groups and emphasise the notion that students can get much better if they help themselves and work together. I reward groups with stickers and badges as they progress. I have come to realise after teaching these past years that collective success is very motivational and spurs students on more than individual success and that informs my decision to reward groups after a good job done.

Because reading, writing and problem-solving are vital skills for all students in all Mathematical and applied sciences, I focus on helping students to develop individual goals to suit our collective class goals. I am interested in for example, how many practice problems did the student solve after the last class and whether students encountered problems or not. If they do I slowly point to a similar example in their notes and make sure they apply similar concepts to achieve results.  I have a firm conviction that providing students with a better understanding of how they write and organise their notes after reading and practicing concepts gives them fuller access to what is being taught which they can employ in their academic and professional lives in the future. I learned this way and so I know the full benefits of organising notes especially with Math and science subjects. I also value creative ideas from reading something new which changes your viewpoint about a matter or concept, especially when those ideas can encourage responses from the rest of the class.

Teaching Mathematics and Science remain the highlights of my life as I know it. It energises and inspires me and I have no issues and rather enjoy devoting my time to work within a group of people who are willing to be taught, develop their thinking, express and exchange their ideas. With my background in the sciences, I have additional laboratory work experience, which is backed by distinguished analytical and critical thinking skills, which I hope to put to use in your establishment.   I would be honoured to be part of a working body that makes education more accessible and relatable for students.

I teach because I firmly believe that the true value of a human being is the knowledge that the person has and most importantly how he or she is able to impact others with it. I feel very blessed and lucky that I can use my ability, knowledge, and skill-set to play such an important part in the lives of young people and I am very happy to continue to do so with a free and happy spirit.

I will like to be remembered by students and colleagues as a great teacher who instilled a passion for learning whilst providing them with an environment that is positive and encouraging.