Rohith

While I do not have prior experience specifically with twice-exceptional (2e) learners, I am enthusiastic about developing the skills and strategies necessary to support them effectively.

I have experience working with gifted students, particularly in honors sections. These students tend to be independent learners who are eager to explore and understand concepts on their own. They ask thoughtful questions, demonstrate maturity, and are often able to identify their own academic and personal goals. Additionally, they frequently support their peers by helping clarify challenging concepts, such as the distance formula, fostering a collaborative and positive classroom environment.

Profoundly gifted students are highly independent and self-motivated learners. They often monitor their grades closely, seek out extra credit opportunities, and approach their studies with focus and efficiency. Many are competitive and compare their progress with peers in other honors sections, while also willingly engaging in additional practice to deepen their understanding. When appropriate, I support these students’ advancement by providing letters of recommendation for opportunities such as skipping a level or pursuing more challenging coursework.

During my virtual teaching experience, I worked with a 10th-grade student in geometry whose IEP/504 plan indicated a math level closer to 7th grade. The student often completed assignments late in Google Classroom and demonstrated limited engagement with grade-level material. To better support the student, I collaborated directly with the assigned ICS teacher to adapt instruction and provide appropriate guidance. Additionally, the student received accommodations such as 50% extended time on all assignments to help ensure success and reduce frustration. This experience reinforced the importance of individualized support, proactive communication, and collaborative problem-solving to meet each student’s needs.

I have experience working with a student on the autism spectrum who sometimes had difficulty interpreting classroom expectations and procedures. At times, the student took clarifications personally, so I learned to communicate instructions with greater sensitivity, clarity, and consistency. To support this student’s success, I provided accommodations such as allowing 50% extended time on all assignments. This experience strengthened my ability to respond with patience, adjust my communication style, and create a supportive learning environment that respects each student’s needs.

In my Algebra 1 class, I worked with a student who frequently sought support during group-based learning in the ICS math setting. For example, when reviewing factoring of polynomials, the student often asked clarifying questions, such as why the greatest common factor (GCF) was the same across terms. The student received accommodations, including 50% extended time on tests, to support learning and reduce stress.

The student demonstrated low self-esteem, was often quiet, and had challenges with written clarity and verbal pronunciation of mathematical terms, such as exponential equations. Supporting this student reinforced the importance of patience, clear communication, and individualized support to help learners build confidence and achieve academic growth.

One student I worked with preferred using study guides and index cards as learning tools. To support this student’s success, I created customized study guides—for example, on the Trapezoidal Midsegment Theorem—to help the student achieve mastery of the content. These resources were instrumental in supporting the student’s proficiency and confidence in the material.

One student I worked with preferred using study guides and index cards as learning tools. To support this student’s success, I created customized study guides—for example, on the Trapezoidal Midsegment Theorem—to help the student achieve mastery of the content. These resources were instrumental in supporting the student’s proficiency and confidence in the material.