Seven years of teaching, and one consistent finding

I started teaching English at the University of Tehran in 2017. Language teaching is where I first noticed the pattern that now defines my work: in almost every class, one or two students were plainly capable and plainly stuck, and the standard lesson had no route in for them.

Since moving to Canada I have focused on that gap directly. I work as a 1:1 instructor with the Learning Disabilities Society in Vancouver, supporting elementary neurodivergent students through individualized, evidence-based strategies — mostly students with ASD, ADHD, or a specific learning disability in reading or written expression.

What I bring

I hold a BC Independent Teaching Certificate and am completing a Master of Arts in Educational Studies – Inclusive Education at Trinity Western University. I have completed Assessment B, a graduate-level course with practicum, where I built practical skills in student assessment, data-informed instruction, and professional report writing.

An accommodation added at the end is a repair. A choice designed in from the beginning is just good teaching.

How sessions usually go

• We start with a baseline. A short, low-pressure assessment of where the student actually is — not where the grade level says they should be.
• We set two or three goals. Specific enough to measure, small enough to hit inside a term.
• We work, and I take notes. Every session is logged against those goals, so progress is visible rather than felt.
• We revisit every six to eight weeks. Goals that are met get replaced. Goals that are not get diagnosed, not repeated harder.