Since August 2026
Instructor since August 2026
Depending on the student's level, the objectives to be achieved, but also their strengths and weaknesses, we establish a working method together.
Most often, the lesson focuses on identifying and clarifying grammar points that need review (inversion, enjambment, tenses, agreement, Dutch syntax, etc.), and on practice exercises. I also frequently assign small homework assignments for the following lesson, as language learning requires consistent effort.
If possible, we end the lesson with a short conversation on the topic of the day.
Most often, the lesson focuses on identifying and clarifying grammar points that need review (inversion, enjambment, tenses, agreement, Dutch syntax, etc.), and on practice exercises. I also frequently assign small homework assignments for the following lesson, as language learning requires consistent effort.
If possible, we end the lesson with a short conversation on the topic of the day.
CEB, CE1d, Central Jury.
Listening to and analyzing the student's difficulty, providing help with work methods and planning if necessary, explanations and small homework assignments if necessary (for example, when the school does not give homework).
Passionate about teaching, I always seek the most suitable explanation for my students. My goal is to make mathematics more concrete and therefore simpler for my students.
I regularly identify a previously learned concept that hasn't been fully grasped and needs to be reviewed. Sometimes, I see signs of a possible learning disability (dyscalculia or other); in this case, I discuss it with the parents and suggest the possibility of consulting a specialist (psychologist, speech therapist, etc.). Occasionally, I also notice a difficulty my student has that requires more intensive practice (e.g., quantities, logical-mathematical reasoning, Euclidean division, etc.).
Statistics (Higher Education, Psychology, Medicine, ...).
Descriptive statistics (mean, mode, median, box-plot, variance, standard deviation, ...) and statistical inference (Normal, Gauss, Chi-square, ANOVA, ...).
Listening to and analyzing the student's difficulty, providing help with work methods and planning if necessary, explanations and small homework assignments if necessary (for example, when the school does not give homework).
Passionate about teaching, I always seek the most suitable explanation for my students. My goal is to make mathematics more concrete and therefore simpler for my students.
I regularly identify a previously learned concept that hasn't been fully grasped and needs to be reviewed. Sometimes, I see signs of a possible learning disability (dyscalculia or other); in this case, I discuss it with the parents and suggest the possibility of consulting a specialist (psychologist, speech therapist, etc.). Occasionally, I also notice a difficulty my student has that requires more intensive practice (e.g., quantities, logical-mathematical reasoning, Euclidean division, etc.).
Statistics (Higher Education, Psychology, Medicine, ...).
Descriptive statistics (mean, mode, median, box-plot, variance, standard deviation, ...) and statistical inference (Normal, Gauss, Chi-square, ANOVA, ...).
Chimie:
CE1d
Programme Sciences de Base (Sciences 2 ou 3h/semaine) : 3ème, 4ème, 5ème, 6ème secondaire
Programme Sciences Générales (Scicences fortes, 3 ou 4h/semaine) : 3ème, 4ème, 5ème (6ème sur demande)
Physique:
CE1d
Programme Sciences de Base (Sciences 2 ou 3h/semaine) : 3ème jusqu'à la réthorique.
Programme Sciences Générales (Sciences 3 ou 4h/semaine) : 3ème jusqu'à la 5éme secondaire
Biologie:
CE1d
CE1d
Programme Sciences de Base (Sciences 2 ou 3h/semaine) : 3ème, 4ème, 5ème, 6ème secondaire
Programme Sciences Générales (Scicences fortes, 3 ou 4h/semaine) : 3ème, 4ème, 5ème (6ème sur demande)
Physique:
CE1d
Programme Sciences de Base (Sciences 2 ou 3h/semaine) : 3ème jusqu'à la réthorique.
Programme Sciences Générales (Sciences 3 ou 4h/semaine) : 3ème jusqu'à la 5éme secondaire
Biologie:
CE1d
Bijlessen words and leerling of students en zijn doelen aangepast.
Ik ben franstalig, werk al tien jaar als bijleraar, en een paar jaren als bijleraar Frans. (Ik werk natuurlijk meestal met franstalige leerlingen en studenten).
Ik ben niet perfect tweetalig maar mijn level is tot bare toe altijd voldoende gebleken.
Ik heb al met scholieren, leerlingen, studentsen en volwassenen gewerkt.
Ik ben franstalig, werk al tien jaar als bijleraar, en een paar jaren als bijleraar Frans. (Ik werk natuurlijk meestal met franstalige leerlingen en studenten).
Ik ben niet perfect tweetalig maar mijn level is tot bare toe altijd voldoende gebleken.
Ik heb al met scholieren, leerlingen, studentsen en volwassenen gewerkt.
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