Since February 2020
Instructor since February 2020
Translated by Google
Go from 04/
From 43 € /h
I have been giving private math lessons for 30 years.
But I don't just explain the lessons and show how to solve the exercises.
Besides, I never give the solutions to the exercises: it is the student who finds them by himself and of course, I put him on the right track, when it is necessary.
My lessons are always very concrete: I explain each vocabulary word, I place each lesson in its historical context (in a few words) and I always give exercises related to the student's interests, so that he understands the usefulness of using the lesson in everyday life or in his future professional life.
I also provide a coaching service in parallel, to motivate students to work and organize themselves as best they can, so that they quickly become independent and work more efficiently, which allows them to have to work less, to obtain even better results.
To give you an idea of what I manage to do with my students thanks to my methods, when a student in the final year of high school has an average of between 02/20 & 06/20 6 months before the baccalaureate, he gets between 14/20 & 18/20 on the day of the exam. Most of my students get a mention thanks to their results in mathematics, which allows them to integrate more easily into the grandes écoles, beyond the feeling of pride in the work accomplished.
I take the example of the Baccalaureate, but I don't only give lessons to final year students: I give lessons up to Bac+2 level (BTS/DUT).
But I don't just explain the lessons and show how to solve the exercises.
Besides, I never give the solutions to the exercises: it is the student who finds them by himself and of course, I put him on the right track, when it is necessary.
My lessons are always very concrete: I explain each vocabulary word, I place each lesson in its historical context (in a few words) and I always give exercises related to the student's interests, so that he understands the usefulness of using the lesson in everyday life or in his future professional life.
I also provide a coaching service in parallel, to motivate students to work and organize themselves as best they can, so that they quickly become independent and work more efficiently, which allows them to have to work less, to obtain even better results.
To give you an idea of what I manage to do with my students thanks to my methods, when a student in the final year of high school has an average of between 02/20 & 06/20 6 months before the baccalaureate, he gets between 14/20 & 18/20 on the day of the exam. Most of my students get a mention thanks to their results in mathematics, which allows them to integrate more easily into the grandes écoles, beyond the feeling of pride in the work accomplished.
I take the example of the Baccalaureate, but I don't only give lessons to final year students: I give lessons up to Bac+2 level (BTS/DUT).
Extra information
I ask each student to trust me and respect my work: when he has work to hand in for the next class, he can perfectly tell me that he didn't succeed, if he shows me what he tried to do, but he finds a lame excuse not to admit that he didn't do anything, it's obvious that he won't succeed.
I respect my students and I am ready to help them, even when they have difficulty getting started or have not found the energy to do what I asked and we can also work on that, but I have to be able to trust him.
It's very rare that a student doesn't respect my work, but when it happens, I prefer to stop the lessons and devote my energy to those who play the game.
I also don't give "support" lessons, so that a student just reaches the average once in a while: I make sure that each student soars and progresses quickly.
Usually, a student who never manages to get the average gets it after the 4th course and never falls below it again.
What drives me, what makes me passionate about my job, is that my students progress and quickly reach the top, while quickly becoming independent.
This requires extra work and doing, in addition to schoolwork, at least 1 exercise per day, so that in the next class, what we have done together is very fresh in his mind and he comes to class with relevant questions.
The lessons last 2 hours, which allows me to have him review the course (it is very important that he knows it inside out) and to do exercises that go beyond the direct application of the course.
It's better to take 2 hours of lessons per week and succeed quickly than 1 hour per week and struggle for months...
Because it is quite obvious that at the beginning, we will have to spend a little time filling in the gaps, before catching up on school lessons, then going beyond them and preparing the student for the lessons at middle school or high school to seem to them to be a simple revision of what we have seen together.
The student must finally accept that I operate with complete transparency, because I regularly inform the parents of the evolution of his level and his behavior.
I respect my students and I am ready to help them, even when they have difficulty getting started or have not found the energy to do what I asked and we can also work on that, but I have to be able to trust him.
It's very rare that a student doesn't respect my work, but when it happens, I prefer to stop the lessons and devote my energy to those who play the game.
I also don't give "support" lessons, so that a student just reaches the average once in a while: I make sure that each student soars and progresses quickly.
Usually, a student who never manages to get the average gets it after the 4th course and never falls below it again.
What drives me, what makes me passionate about my job, is that my students progress and quickly reach the top, while quickly becoming independent.
This requires extra work and doing, in addition to schoolwork, at least 1 exercise per day, so that in the next class, what we have done together is very fresh in his mind and he comes to class with relevant questions.
The lessons last 2 hours, which allows me to have him review the course (it is very important that he knows it inside out) and to do exercises that go beyond the direct application of the course.
It's better to take 2 hours of lessons per week and succeed quickly than 1 hour per week and struggle for months...
Because it is quite obvious that at the beginning, we will have to spend a little time filling in the gaps, before catching up on school lessons, then going beyond them and preparing the student for the lessons at middle school or high school to seem to them to be a simple revision of what we have seen together.
The student must finally accept that I operate with complete transparency, because I regularly inform the parents of the evolution of his level and his behavior.
Location
At student's location :
- Around Saint-Gratien, France
At teacher's location :
- Presse D'or, Boulevard Georgette Agutte, Saint-Gratien, France
Online from France
About Me
Actually, I've been teaching since... first grade!
I've always loved helping others, it's in my blood.
Sometimes the teachers would say to the whole class: "We'll do as Bertrand says, it's better."
In fact, I have always known how to pass on my knowledge.
I have never claimed to be what I am not: neither a great researcher nor a great scientist! I do not have the Fields Medal for mathematics and have not filed any patents.
But I have always had the teaching instinct.
At the age of 18, I gave my first professional mathematics lessons, while I was still in high school. The girl progressed so much, while her mother thought she was "lost for studies", that the following year, I could have given lessons to the whole village.
That's kind of what I did, actually.
In 2003, I was hired by the Maxicours company to create DVD boxes of mathematics lessons for 1ère S and 1ère ES students.
In order to test me, the recruiter gave me the task of completing a 20-minute course on derivation, which covered all the formulas in the course.
I did not follow the proposed plan at all: I found a method, consistent with the program, which allows the student to go much faster, without being burdened with useless formulas.
I was hired immediately, on my initiative and the quality of my approach.
Today and since 2013, I work for myself, as an entrepreneur.
Master the course at your fingertips
If you want to express yourself in another language and you just learn vocabulary lists by heart, you will never be able to hold a conversation.
Because you will lack knowledge of syntax, grammar and conjugation.
If I made my students do a lot of exercises without them understanding the lesson, at some point they would find themselves completely lost.
The solution is not to make them do hundreds of exercises in all styles until they succeed, because the day they come across an original exercise, they will be lost.
The solution is to review the course so that it is perfectly understood and assimilated.
As long as the student does not know the course inside out, he will run the risk of finding himself stuck in an exercise which will require a little more thought or whose wording will give little indication.
Today I insist a lot on the course and I explain everything:
👉 what each math vocabulary word means
👉 why this part of mathematics was created
👉 where does it come from
👉 what is it for
👉 how to use it
Most people who are not interested in mathematics simply do not know what use it will be to them: "I am not going to do integral calculus to buy my baguette!"
In reality, there are many situations in our daily life in which mathematics is useful.
The exercises I create for my students are, for the most part, concrete applications in areas that interest them.
I place the student at the heart of the course
It's nothing to say that I adapt my lessons to each student!
I'm really interested in each of them, in who they are, in what they like.
And they feel it.
This creates a climate of trust between us.
And because I adapt my way of presenting mathematical concepts and I create exercises linked to what they like, they feel involved.
I ask them for complete transparency: if they have difficulty getting started with work, getting organized, finding their motivation again, we talk about it calmly and I help them get back on their feet.
I am very demanding about the quality of the work provided and the seriousness that the student must demonstrate, but I am also able to listen to them, to help them as best I can.
Psychology is an important part of my teaching.
Restoring trust
How many people say they are "useless", "stupid" - to put it politely - "good for nothing"...
I show them that, on the contrary, they are intelligent and capable of feats they don't even imagine possible.
I don't flatter them: that would be the worst thing to do, to flatter them and then put them in situations of failure!
They realize for themselves what they are capable of doing.
For this reason, I never give them the solution to the exercises: it is much more profitable for them if they find it themselves. My role is to put them on the right track.
So they succeed on their own.
Very often, I guide them so that they find the course formulas themselves.
The student is the one who holds the reins of the course.
I teach each of my students to be proactive: the student must take charge of his or her school life and must not let himself or herself be disturbed by external elements.
So, he must know precisely:
✅ where he is in his classes
✅ what are his difficulties
✅ what topics will be covered by the next DS
✅ when it will take place
✅ what he needs to work on as a priority
Of course, he has to do the exercises that I give him to do.
But once the exercises are corrected, it's up to him to tell me what he needs to work on as a priority.
Obviously, I monitor each student and I know exactly where they are, but I entrust them with the reins of the course, to teach them to be independent.
The goal of pedagogy is not that the student needs his crutch all his life: it is that he is sufficiently autonomous so that the teacher can step aside.
Progress is felt from the 5th session
In 95% of cases, students who have an average of less than 06/20 at the start of the course gain 4 points from the first month.
Because it takes 4 courses to fill in the gaps, consolidate the basics and have a solid foundation on which to build.
So far, all my students who have between 02/20 & 06/20 6 months before the baccalaureate, obtain between 12/20 & 19/20 in mathematics on the day of the exam:
✅ 90% of them have between 14/20 & 18/20
✅ the most stressed get a 12/20
✅ those who start the course above average get 19/20
✅ Most of them get a mention... Thanks to their grade in mathematics!
I've always loved helping others, it's in my blood.
Sometimes the teachers would say to the whole class: "We'll do as Bertrand says, it's better."
In fact, I have always known how to pass on my knowledge.
I have never claimed to be what I am not: neither a great researcher nor a great scientist! I do not have the Fields Medal for mathematics and have not filed any patents.
But I have always had the teaching instinct.
At the age of 18, I gave my first professional mathematics lessons, while I was still in high school. The girl progressed so much, while her mother thought she was "lost for studies", that the following year, I could have given lessons to the whole village.
That's kind of what I did, actually.
In 2003, I was hired by the Maxicours company to create DVD boxes of mathematics lessons for 1ère S and 1ère ES students.
In order to test me, the recruiter gave me the task of completing a 20-minute course on derivation, which covered all the formulas in the course.
I did not follow the proposed plan at all: I found a method, consistent with the program, which allows the student to go much faster, without being burdened with useless formulas.
I was hired immediately, on my initiative and the quality of my approach.
Today and since 2013, I work for myself, as an entrepreneur.
Master the course at your fingertips
If you want to express yourself in another language and you just learn vocabulary lists by heart, you will never be able to hold a conversation.
Because you will lack knowledge of syntax, grammar and conjugation.
If I made my students do a lot of exercises without them understanding the lesson, at some point they would find themselves completely lost.
The solution is not to make them do hundreds of exercises in all styles until they succeed, because the day they come across an original exercise, they will be lost.
The solution is to review the course so that it is perfectly understood and assimilated.
As long as the student does not know the course inside out, he will run the risk of finding himself stuck in an exercise which will require a little more thought or whose wording will give little indication.
Today I insist a lot on the course and I explain everything:
👉 what each math vocabulary word means
👉 why this part of mathematics was created
👉 where does it come from
👉 what is it for
👉 how to use it
Most people who are not interested in mathematics simply do not know what use it will be to them: "I am not going to do integral calculus to buy my baguette!"
In reality, there are many situations in our daily life in which mathematics is useful.
The exercises I create for my students are, for the most part, concrete applications in areas that interest them.
I place the student at the heart of the course
It's nothing to say that I adapt my lessons to each student!
I'm really interested in each of them, in who they are, in what they like.
And they feel it.
This creates a climate of trust between us.
And because I adapt my way of presenting mathematical concepts and I create exercises linked to what they like, they feel involved.
I ask them for complete transparency: if they have difficulty getting started with work, getting organized, finding their motivation again, we talk about it calmly and I help them get back on their feet.
I am very demanding about the quality of the work provided and the seriousness that the student must demonstrate, but I am also able to listen to them, to help them as best I can.
Psychology is an important part of my teaching.
Restoring trust
How many people say they are "useless", "stupid" - to put it politely - "good for nothing"...
I show them that, on the contrary, they are intelligent and capable of feats they don't even imagine possible.
I don't flatter them: that would be the worst thing to do, to flatter them and then put them in situations of failure!
They realize for themselves what they are capable of doing.
For this reason, I never give them the solution to the exercises: it is much more profitable for them if they find it themselves. My role is to put them on the right track.
So they succeed on their own.
Very often, I guide them so that they find the course formulas themselves.
The student is the one who holds the reins of the course.
I teach each of my students to be proactive: the student must take charge of his or her school life and must not let himself or herself be disturbed by external elements.
So, he must know precisely:
✅ where he is in his classes
✅ what are his difficulties
✅ what topics will be covered by the next DS
✅ when it will take place
✅ what he needs to work on as a priority
Of course, he has to do the exercises that I give him to do.
But once the exercises are corrected, it's up to him to tell me what he needs to work on as a priority.
Obviously, I monitor each student and I know exactly where they are, but I entrust them with the reins of the course, to teach them to be independent.
The goal of pedagogy is not that the student needs his crutch all his life: it is that he is sufficiently autonomous so that the teacher can step aside.
Progress is felt from the 5th session
In 95% of cases, students who have an average of less than 06/20 at the start of the course gain 4 points from the first month.
Because it takes 4 courses to fill in the gaps, consolidate the basics and have a solid foundation on which to build.
So far, all my students who have between 02/20 & 06/20 6 months before the baccalaureate, obtain between 12/20 & 19/20 in mathematics on the day of the exam:
✅ 90% of them have between 14/20 & 18/20
✅ the most stressed get a 12/20
✅ those who start the course above average get 19/20
✅ Most of them get a mention... Thanks to their grade in mathematics!
Education
Bac D (Mathematics & Natural Sciences)
DUT Civil Engineering, Climate Engineering & Building Equipment
Training in:
✅ pedagogy
✅ coaching
✅ organization
✅ ...
DUT Civil Engineering, Climate Engineering & Building Equipment
Training in:
✅ pedagogy
✅ coaching
✅ organization
✅ ...
Experience / Qualifications
30 years of experience
My students call me "the miracle worker" because I literally transform them: in a few weeks they go from "bad at math" to "Thanks to you, I love math and my middle school or high school teacher congratulates me on my results and encourages me to keep going."
Parents who see their children become enthusiastic, gain confidence and succeed can't believe it.
But I don't have a magic wand: my methods work because I have a long experience in the field and because I am passionate about teaching.
My students call me "the miracle worker" because I literally transform them: in a few weeks they go from "bad at math" to "Thanks to you, I love math and my middle school or high school teacher congratulates me on my results and encourages me to keep going."
Parents who see their children become enthusiastic, gain confidence and succeed can't believe it.
But I don't have a magic wand: my methods work because I have a long experience in the field and because I am passionate about teaching.
Age
Children (7-12 years old)
Teenagers (13-17 years old)
Adults (18-64 years old)
Seniors (65+ years old)
Student level
Beginner
Intermediate
Advanced
Duration
120 minutes
The class is taught in
French
English
Skills
Availability of a typical week
(GMT -05:00)
New York
At teacher's location and via webcam
At student's home
Mon
Tue
Wed
Thu
Fri
Sat
Sun
00-04
04-08
08-12
12-16
16-20
20-24
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