Phelomen Johnfinn

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Primary Social StudiesPrimary MathematicsPrimary English LanguagePrimary Reading

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About

I bring patience, adaptability, and years of experience working with learners of different ages, abilities, and learning needs. My special education background has taught me how to recognize when a learner is struggling, identify what may be holding them back, and adjust my approach until learning begins to click. I also bring experience in mainstream classrooms, private tutoring, and online teaching across English, Mathematics, Science, and Social Studies. Most importantly, I bring genuine commitment. I celebrate progress, build confidence, and never believe that one teaching method should fit every child.

Education

B.Ed Education in Primary Education
UNICAF University · 2026–present

SpEd-credentialled

Specialties: Dyslexia, ESL, Autism, Dysgraphia, Dyscalculia, ADHD

University-level SpEd training

“My time as a Special Needs Teacher at Isulukati Special Needs School taught me that there is no single way to teach a child. Working with students aged four to nineteen with different learning needs, I learned to observe each child, discover what connected with them and adapt. My philosophy became simple: if one way does not work, find another way. I used music, movement, repetition, games, pictures, videos and hands-on activities to make learning meaningful. We sang and danced to remember sounds and words, played number-line hopscotch for addition, went on shape treasure hunts and called the leaf "the kitchen of the plant." For a student who struggled with numbers, 2 became "the swan" and 4 "the man with his legs crossed." I adapted materials using rubber bands for pencil grip and tracing pads for handwriting. Pair work was important because sometimes all they needed was each other. I loved seeing a child who usually received help become the helper. I connected learning with real life. We used recipes to learn sequencing and made pizza, soup and dumplings. Students created projects, dressed as Dominica's early settlers, and used drawings and presentations when writing was difficult. Even assessment was adapted: students built sight-word necklaces with letter beads, revealing knowledge a written test might have hidden. For students with severe disabilities, we practised dressing, eating, mobility and other life skills. I never wanted disability to determine expectation. I kept changing the route until learning became accessible and each child could experience the pride of saying, "I can do this."”

At a glance

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