Hannah Syropoulo

• Improved response time with efficient call routing strategies.
• Assisted callers in crisis situations, ensuring safety and support.
• Collaborated with team members for improved service quality.
• Implemented conflict resolution techniques, promoting a positive environment.
• Completed 1 week training course with REFUGE about the whole scope of domestic abuse, relevant safeguarding and how to manage these calls and sign post and provide support.

Completed No Panic training course, focusing on anxiety disorders and crisis intervention.
Volunteered on No Panic helpline to support callers in acute anxiety and emotional distress.
Provided empathetic listening to help callers stabilise and access coping techniques.
Guided individuals towards grounding methods while adhering to safeguarding protocols.
Escalated risk situations appropriately and maintained professional boundaries.
Enhanced confidence in crisis support and emotional regulation through practical experience.

Working together with the chairman to train new helpline volunteers, delivering materials and supporting new recruits with homework assignments.

Member of the No Panic Youth Team - its a work in progress but working with a group of No panic team members to implement a youth mentoring program.

• Core Focus: Delivering engaging, personalised English language instruction to a diverse, international student base.
• Key Contributions & Achievements:
• Cultural adaptability: Taught students from a wide range of cultural backgrounds, tailoring lessons to individual learning styles and goals.
• Methodological range: Applied varied teaching methods and strategies to suit different proficiency levels and learning preferences.
• Interactive learning: Designed and delivered engaging, interactive classes that encouraged active participation and built confidence in communication.
• Language development: Supported students in achieving specific language goals, with a focus on improving grammar, vocabulary, and conversational fluency.
• Student-centred approach: Adapted lesson content to meet the unique needs of each learner, fostering motivation and measurable progress.
• Skills Demonstrated:
• Cross-cultural communication
• Lesson planning & curriculum adaptation
• Online teaching platforms & digital tools
• Student engagement & motivation strategies

• Core Focus: Delivering high-quality, interactive English lessons to adult learners worldwide through a structured, virtual classroom environment.
• Key Contributions & Achievements:
• Global reach: Taught students across multiple time zones and cultural contexts, adapting communication style to suit diverse backgrounds.
• Curriculum delivery: Followed a structured syllabus while customising lesson content to meet individual learner needs and goals.
• Digital fluency: Utilised proprietary online teaching platforms and multimedia resources to create engaging, interactive sessions.
• Progress tracking: Monitored student performance, provided constructive feedback, and adjusted teaching strategies to maximise learning outcomes.
• Professional rapport: Built strong, respectful relationships with learners, fostering motivation and long-term engagement.
• Skills Demonstrated:
• Virtual classroom management
• Cross-cultural communication
• Lesson adaptation & differentiation
• Feedback and assessment strategies
• Use of digital teaching tools

• Core Focus: Immersive, in-person English instruction for young learners in Israeli schools, fostering language acquisition through cultural exchange and interactive learning.
• Key Contributions & Achievements:
• Immersive environment: Delivered full-time English lessons in a Hebrew-speaking context, encouraging students to think and communicate in English.
• Cultural integration: Incorporated Israeli culture and global perspectives into lessons, promoting mutual understanding and curiosity.
• Differentiated teaching: Adapted lesson plans for mixed-ability groups, ensuring accessibility and challenge for all learners.
• Community engagement: Participated in school events and extracurricular activities to strengthen student relationships and motivation.
• Impact: Supported measurable improvements in students’ fluency, comprehension, and confidence.
• Skills Demonstrated:
• Cross-cultural communication & sensitivity
• Lesson planning & differentiation
• Classroom management in multicultural settings
• Building rapport and sustaining learner motivation

• Core Focus: Leading bilingual early years education, integrating English and Italian in a Montessori-inspired environment while delivering learning in line with the UK Early Years Foundation Stage (EYFS) framework to support holistic child development.
• Key Contributions & Achievements:
• Bilingual immersion: Delivered daily lessons in English while supporting Italian language development, fostering natural bilingualism in early learners.
• EYFS alignment: Planned and assessed learning in accordance with the UK EYFS framework, ensuring developmental milestones were met across all prime and specific areas.
• Child-centred approach: Applied Montessori principles to create a nurturing, curiosity-driven classroom that encouraged independence and self-expression.
• Curriculum design: Developed thematic, play-based learning activities that integrated cultural celebrations and supported cross-curricular skills.
• Parental engagement: Built strong relationships with families, providing regular progress updates and guidance on supporting learning at home.
• Team leadership: Mentored assistant teachers and collaborated with colleagues to maintain a consistent, high-quality learning environment.
• Skills Demonstrated:
• Early childhood education & Montessori methodology
• EYFS curriculum planning & assessment
• Bilingual instruction (English-Italian)
• Parent-teacher communication
• Classroom management & team coordination

• Seeking to gain a dedicated year of hands-on Montessori experience, I took on the role of playgroup teacher, facilitating engaging, developmentally appropriate activities for very young learners in a parent-present setting.
• This position allowed me to:
• Model Montessori principles in a nurturing, bilingual environment, guiding children’s exploration through sensory, practical life, and early literacy activities.
• Support parent–child interaction, offering strategies to extend learning at home and fostering confidence in Montessori methods.
• Adapt activities to meet the needs of children at varying developmental stages, ensuring inclusion and engagement for all.
• Create a welcoming, prepared environment that encouraged independence, curiosity, and social connection.

• Wanting to broaden my international teaching experience beyond Montessori, I joined Witty International School in Kennedy Town as Lead Preschool Teacher, delivering its integrated bilingual curriculum for children aged 2–6. In this role, I:
• Led the preschool programme, overseeing daily classroom operations, lesson planning, and the coordination of teaching assistants.
• Delivered core subjects — English language, mathematics, science, and social studies — within a structured syllabus aligned to the school’s moral, intellectual, physical, social, and aesthetic development goals.
• Integrated bilingual learning, teaching in English while collaborating with Mandarin-speaking colleagues to ensure cohesive dual-language instruction.
• Modelled the school’s WITTY values — Wisdom, Intelligence, Thinker, Talent, Yearnful — through classroom culture and learning activities.
• Maintained strong home–school cooperation, providing parents with regular progress updates and strategies to support learning at home.
• Monitored and assessed progress, keeping detailed records and tailoring instruction to meet individual needs.
• Fostered a safe, stimulating environment that encouraged focus, respect, and active participation.
• Skills Demonstrated:
• Leadership in early years education
• Academic curriculum planning and delivery
• English as an Additional Language (EAL) support
• Parent engagement and communication
• Classroom organisation and team coordination

• Worked as a preschool teacher at Peekaboo International Preschool, the oldest bilingual school in Shanghai’s French Concession, teaching in the English/Chinese stream for children aged 18 months to 6 years.
• Key Contributions & Achievements:
• Delivered a blended curriculum combining elements of the French, British, and Chinese national frameworks, integrated with Montessori and Steiner principles.
• Planned and facilitated structured lessons in English across literacy, numeracy, science, and creative arts, ensuring alignment with developmental milestones.
• Collaborated with bilingual colleagues to provide a cohesive learning experience and support children’s acquisition of both English and Mandarin.
• Adapted teaching strategies to meet the needs of a culturally and linguistically diverse student body.
• Engaged parents through regular progress updates, workshops, and open-classroom activities to strengthen home–school connections.
• Created a nurturing, stimulating classroom environment that encouraged curiosity, independence, and social confidence.
• Skills Demonstrated:
• Cross-curricular early years teaching
• Bilingual/multilingual education
• Curriculum adaptation and integration
• Parent engagement and communication
• Montessori and Steiner-inspired practice

• Worked as a teaching assistant to the head teacher in a class of 5-year-olds at The Nest Creative Children’s House, an early years setting in Shanghai’s Xuhui District that provided a safe, nurturing environment to prepare children for the transition from home to school.
• Key Contributions & Responsibilities:
• Supported daily classroom activities, including preparing materials, setting up learning areas, and assisting with lesson delivery.
• Worked closely with the Head Teacher to implement the class plan, ensuring smooth transitions between activities and maintaining a positive learning environment.
• Provided individual support to children, reinforcing instructions, guiding tasks, and encouraging participation.
• Assisted with behaviour management, helping to maintain a respectful and focused classroom atmosphere.
• Supervised play and learning times, both indoors and outdoors, ensuring safety and engagement.
• Helped with record-keeping, including attendance, progress notes, and preparation of student work for display or portfolios.
• Facilitated parent communication by relaying messages and supporting open-classroom activities.
• Skills Demonstrated:
• Early years classroom support
• Child supervision and safety
• Collaboration with lead educators
• Behaviour management assistance
• Preparation of learning materials