Faces of Reading

In those early weeks, being open about how I felt and what I needed made a real difference – it allowed me to show up with confidence. It helped that colleagues in my wider network were hugely supportive too – genuinely excited to hear about my little one and how he’s settled with us.

Working part time can be intense. You have to be laser-focused and well-planned to get everything done, and there’s often limited time for the 'nice stuff' in the flurry of emails and meetings. But it’s worth it – especially knowing I still have a job I love when my son starts school in September, in a workplace that supports the realities of family life.

I am the person who takes charge of mooting in the Law School. This is similar to a mock trial where students play the part of a lawyer, and lecturers or practising barristers play the part of judges. It is very popular.

I also share responsibilities for the Erasmus programme in the Law Department. We are looking to expand the reach of the programme to beyond Europe, creating as many high-quality partnerships around the world as we can.

I have always enjoyed teaching law. It's an amazing thing to have fresh minds come at things you have been teaching and studying for decades. You just never know what a student will say or think, and that's very exciting.

In the last few years, I have set aside a couple of hours each week for informal coffee and questions in a University cafe. Students come along and chat about anything they find interesting or do not understand. I find that this can often be more productive time than formal seminars and lectures.

When the TAEDS courses closed down in 2018, I started lecturing initially for BA Education Studies and more recently became the SEND Pathway Lead for the PGCE students specialising in SEN education.

Since 2017, I have been working for the Institution-Wide Language Programme, within the Department of Languages and Culture, where I have taught BSL at all three stages with its linguistics and history, and had very positive feedback.

I'm originally from London and my parents were from the Middle East; my father was born in Egypt and my mother in Syria. I remember seeing Arabic, French and Hebrew being spoken. I knew a little, however I fully absorbed the Middle Eastern culture, particularly cooking.

I'm the only deaf person in my family. My family never learned any sign language, so I relied on lip reading. I've had some fantastic students; most aren't deaf, but they have a passion for teaching and learning sign language.

A lot of my students have become teachers, usually in special needs education. Others have become interpreters, actors and drama therapists. I'd like to think I've played a small part in their career choices.

The thing I enjoy most about Reading is the School I work in, both the staff and the students. Everyone is supportive and friendly and will stop to have a chat. We do our work but we also do have time to catch-up as well. Because I’m the Programmes Director, I also get involved with the Reading University Construction Society (RUCS), as well as the University's Ghana Student Society.

I’ve been given the opportunity to grow in what I do, and I think Reading gives everyone that opportunity – you just have to be yourself, and take it. Regardless of where you come from, grasp the opportunity and go with it.