|DO YOU INVOLVE LISTENING WITHIN
YOUR LESSON PLANNING?
WHAT IS YOUR UNDERSTANDING OF EMOTIONAL INTELLIGENCE?
UBERTEACH HAS THE SIMPLE PHILOSOPHY THAT EVERY INDIVIDUAL DEVELOPS THEIR OWN INTERPRETATION OF HOW THEY CAN LEARN AND IT IS THE ROLE OF THE TEACHER TO EFFECTIVELY TAP IN TO THIS.
In 2001 we piloted a concept, a 10,000 square feet derelict factory which we transformed to become a facility for education through arts, health, emotional and environmental wellbeing. Brought to life, this 'education hub' became used by hundreds of young people every year, whilst engaging a few more than 5,000 via an outreach programme called Believe In Yourself across communities and within schools, colleges and universities.
Recognising the strength in developing strategies to engage and work alongside learners of all ages using straightforward, effective techniques, we breathed life in to UberTeach, for the purpose of assisting learners to build esteem and raise their aspirations.
The Founder of our movement was not what one might refer to as a 'good' learner. With an irritating, hyperactive teenage persona, coupled with a complete disregard for the subject matter being taught, he graduated high school with a single 'C' grade in one subject, relying instead on a passion for 'people' to
Founding his own education charity in 2001, this opened his mind to the breadth of ways in which we learn, leading to the development of a dynamic and
In an interview in 2011 he states: "I can see myself in so many of the learners we have privilege to work with and I empathise with the root causes. They have disruptions in their home lives that never get brought to the surface within the classroom, caused by a lack of critical questioning. They receive zero nutritional advice and so can often experience feelings of being physically unsettled. The subject matter they are expected to engage with can often be hurriedly dished out, whilst within a lesson containing up or in excess of thirty young people, many of them are not mentally 'present' so the actual information exchange through the commotion is rendered useless. Add to this the auditory, visual and kinaesthetic styles of learning and a differentiation strategy within a one-hour teaching slot