Richard Ian Atterbury Thomas
Nationality
United Kingdom
Gender
Male
Date of birth
o4:07:69
Countries interested in
South / East Asia, South America
Available from
January 2010
Full/Part time
Full
Education
Education and Qualifications: September 1994 – 1998. University of Lancaster. St. Martins / Charlotte Mason College, Ambleside, Cumbria. U.K. B.A. (Hons.) QTS. 2:1: Environmental Studies / Physical Education and Dance. Cambridge ICELT. (In-service course for English Language Teachers.) 2005. Pre – University Education: September 1997 – June 1989. Norton College. Norton, Sheffield, Yorkshire. U.K. B.TEC. National Diploma in Sports and Leisure Studies – Distinction / Merits. Schools Attended: Llandrindod Wells High School. Dyffryn Road, Llandrindod Wells, Wales. 6 GCSE / ‘O’ Levels including Mathematics and English.
Employment history
Previous work experience: I am a qualified primary school teacher from the U.K. of ten years + experience. In my previous positions I have been involved in the planning, preparation and delivery of a full curriculum, as well as extra – curricular activities, school trips, staff training workshops, parent meetings, report writing and associated administration. I am now visiting family in the U.K. During the last three years I have been working as a teacher in H.C.M.C.Vietnam. Most recently I worked two part-time positions; for VUS. Language centres’, teaching evening classes (IELTS, etc.) to adults and teaching children’s programmes on the weekends. I also worked daily in a public high school teaching regular students in grades 7-11, English, Math’s, Geography and Science. Prior to this: I was employed at the American International School in Saigon, on their Summer School English immersion programme. Before this I was a full time reception class teacher at ISS. (International School of Saigon). I was in position there from January 2009 until the end of this academic year in late June 2009. During my time in Vietnam I worked at a number of language schools, such as I.L.A. and Elite, as well as conventional primary schools and a six month period of cover for the end of term at the F.O.S.C.O. international school. In these establishments I taught language classes for pupils aged 6 – 18 yrs. Adult elementary, intermediate and university entracnce /Cambridge syllabuses. And at F.O.S.C.O. I taught a full primary curriculum, wrote reports, assisted in the end-of-year performances. From - 24/08/04 – 10/05/06, I worked as a teacher with CfBT. (Council for British Teachers) in Brunei. I taught the four reception classes in a co-ed. government school - (SUAS MUARA) - in Muara, Brunei. In addition to the reception classes, I also gave English ‘booster’ sessions for the year two to six classes. I also ran the weekly (E.C.A.) after school chess/games club and organized dance, sports and athletic activities, and organized the schools’ English month projects. Earlier - 17/08/03 – 12/07/04, I worked as a Year two class teacher at the ABC international school in Ho Chi Minh City, Vietnam. In addition to being a class teacher teaching all subjects: – U.K. Curriculum – I was also responsible for the schools’ after school games/sports & dance clubs. This was interesting as the children had a wide variety of home languages from across the S.E. Asian region. I have worked as a supply teacher for Select education in the U.K. This I undertook for varying periods - 04/09/01 – 11/07/03 -; taking short-term positions at a number of schools in the city of Southampton, then at a number of London primary schools in areas of markedly different socio-economic boroughs, covering short and long-term vacancies. My U.K. experiences culminated with a six month cover period as a year three teacher at William Patten Primary School in central London. These positions have given me invaluable experiences across both key stages, in a number of differing primary schools whilst operating in an urban, multi-cultural, multi-ethnic setting. I went to work overseas for a year - 15/08/00 – 11/07/01 - I was employed at Manarat al Riyadh School in Riyadh, Saudi Arabia. Here I was the class teacher for a grade one class and also took responsibility for grade six ‘booster’ classes in Math’s, English and Science. I also organized dance/sports and athletics events within the schools P.E. programmes. Upon graduation from university, I took up my first full time teaching position at Sheringham Junior School in the East London Borough of Newham. I held this post for one and a half years, assuming responsibility for year five then Year four classes respectively. Whilst at this school I endeavoured to develop as a class teacher and a functioning member of the school community. I held a position on the literacy team took part in INSET sessions and worked with various after school clubs taking responsibility for Dance and Athletics. Pre school-teacher work Experiences: - During the period between college and university I followed my career interests in the fields of sports and leisure. For two and a half years I was in the employ of Cardiff City Council Leisure and Amenities Department in the capacity of a Leisure Centre Attendant. Duties included reception, bar/café and sports’ facility supervision. Also I was involved in organizing and running sports events and clubs and took a wide variety of sports coaching classes for which I acquired a number of recognized awards and qualifications. From 1992 – 1994, I worked and traveled. In Hong Kong I worked for sports coaching companies in Happy Valley and gave instruction at a number of Hong Kong school facilities. I also created a portfolio of private clients (adults and children) to whom I delivered sports coaching. In Australia I ‘temped’ for a number of commercial companies in Sydney, spent three months as a long line tuna fisherman on the Pacific and resultantly worked for environmental agencies including Greenpeace. On return to Europe I took up positions as a camp counselor for PGL in the South of France. Here my responsibilities included organizing children’s entertainments and working as a Canadian canoe instructor. I also have had similar experience in the U.S.A. working for Camp America as a counselor and waterfront instructor.
Other information
Personal Statement. As a teacher of young children I see my role as a facilitator, guide and conduit for their learning and development. Through careful and considerate classroom management and adapting my teaching styles, I hope to provide opportunities for all children to contribute to the class as a collective and to develop personally as an individual. I aim to employ a holistic approach to learning which encompasses the full breadth of the curriculum and utilizes cross curricular links, thus giving access for all children and allowing them chances to experience success through differing avenues in their school life. Facilitating children’s learning I have raised their academic standards through appropriate scaffolding and pedagogy. To complement the development of academic standards I also aim to nurture positive relations and aid their social development. I feel that it is important to install the necessary social and communication skills, which will enable them to engage confidently, and positively within the society they have entered. To this end, I work on the cultivation of attitudes of fair-mindedness, which take into accounts differing viewpoints and opinions and I try to foster and promote in the children a healthy respect for their immediate environment and a curiosity for the world about them. Within my classroom, I set out to establish an ethos that is secure and comfortable and allows children to contribute freely without fear and failure. Children must feel good about themselves if they are to develop to their potential. Therefore, I work at realistic target setting and praising outcomes that meet them. I attempt to raise children’s self esteem, by encouraging all responses and hypotheses, and by highlighting the possibilities of multiple ‘correct’ answers in many fields. In the classroom, I hope to establish a forum where children feel free to explore their own thoughts and ideas as well as the opinions of others. Inside the classroom, I always endeavour to create a stimulating environment for learning. Personally, I find that I learn most effectively when the delivery of subject matter is engaging and the associated work and consolidated tasks are relevant and enjoyable. Therefore, in primary classrooms I like to generate enthusiasm for tasks through lively delivery, the use of varying group dynamics, and most importantly adding an element of constructive fun. I recognize the necessity for quality displays and use my creativity to build such aids, whilst taking care to involve the children by valuing their own work and incorporating it in the organic development of a new classroom. Regarding discipline and acceptable behaviour I adopt a firm but fair approach. I explain the need for classroom rules and the reasons for their importance, and outline the consequences for individuals and the class as a whole if these are not upheld. To aid academic advancement I try to set clear aims and goals for the children and work on recognizing all progress in positive directions. I feel that my strengths lie in my energy, imagination and enthusiasm, along with an ability to plan effectively and improvise when necessary. Finally, as a teacher, I have experiences of operating in all classes from grade one to six, in mainstream and specialist S.E.N. schools, as well as taking English tutorial groups for SAT’s and IGCSE. This demonstrates that I have the capability to be flexible and adapt to the prevalent social and teaching conditions of the profession. It is from this grounding that I wish to develop my teaching skills and involve myself in the vibrancy and dynamism of primary education. Richard I.A. Thomas.
Resume posted: December 3, 2009
