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1 philosophy teacher in Monaco

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1 philosophy teacher in Monaco

Luke - United Kingdom209 AED
209 AEDFirst Class History graduate from the University of Cambridge offering tuition in History GCSE/IGCSE, A Level, and Oxbridge applications.
Trusted teacher: Having been home-tutored (as opposed to attending a regular school) throughout GCSEs and A Levels, I have a deep personal experience of works and what doesn't in regard to tutoring. The most important aspect of teaching for me is flexibility: I strive to adjust my teaching style according to how you like to learn, whether that is through images, through debate, through listening, or through games (which is still totally possible at A Level!). I think the best way to teach is to start with the student. What do you find difficult? What do you enjoy? What motivates you? Having answered these questions, I will then tailor the subject matter to the student. I can cater for almost any historical interest you may have, whether that is the ancient Spartans, the history of medieval Islamic philosophy, or twentieth century Indian politics. The average length of a lesson is around an hour. The first few minutes will centre around getting to know you or your child, followed by a a tailored lesson on an area both of us feel best suits your needs, and finally ending in a game-based revision of what has been covered. How do I help with GCSEs? I teach the general historical narrative in an engaging way through interactive games to provide the general background to students. I help students develop the core elements required in an A* IGCSE/GCSE performance: an understanding of causation, historical analysis, and historical evidence. In basic terms, why stuff happens and how we can judge if it really did happen! I also tackle the most common barrier to excellent exam performance: essay-writing technique. Throughout I ensure that students become or remained enthused by history through including unusual characters and stories that would not be included in the classroom, often the icing on the cake that secures an A* grade. How do I help with A Levels? I negotiate the difficult transition from GCSE to A Level History by encouraging students to dive deeper into the past and the issues one confronts when studying it. I help students with the hardest element in the transition, essay-writing technique, by giving detailed feedback on their essays and tips on planning. I advise students how they can quickly and effectively respond to complex primary and secondary sources. I also can teach more specifically to ancient history (having achieved an A* in Ancient History A Level alongside the standard History A Level), covering Sparta, Athens, and Rome. How do I help with Oxbridge applications? I encourage students to reflect deeply on the study of history in a way that I have learnt while at Cambridge. I inform students of the type of questions they will be asked at interview and how they can tackle them. I help students preparing for the Aptitude Tests by broadening their horizons of study to areas and times that excite Oxbridge fellows.
World history · History · Philosophy
Marguerite - Paris, France185 AED
185 AEDExperienced teacher and substitute in a Parisian high school offers courses in French / History / Philosophy / English
Trusted teacher: I am a teacher in private lessons in French, History, Philosophy and English and in French in a Parisian high school. I offer private lessons for college and high school students. My journey : - Hypokhâgne and Khâgne at Lycée Janson de Sailly - Khûbe at Lycée Molière - Master 1 in French Literature at the Sorbonne (mention Bien) - Master 2 in Theater and other arts at the Sorbonne-Nouvelle and the ENS (mention Bien) - Trained at the Jacques Lecoq International School (bilingual English - French actor training in three years) My method: It is about understanding the psychology of the student, deconstructing negative mechanisms (anxiety about the subject, refusal to delve deeper, disinterest or discouragement, etc.) and restoring an enthusiastic relationship with the subject. My classes are relaxed and humor and people have their place but they remain rigorous and demanding to allow the student to feel at ease and to flourish without ever compromising on the quality of the teaching . Benevolence and high standards are the key words of my method. Through the study of my subjects, I try to build a course adapted to the needs and the personality of the student with a long-term vision in order to give adolescents and young adults all the keys to pursue an education. ambitious and in line with their professional desires. Thus, they can understand their interest in the subject, the importance of a good general culture and a good expression, essential in any field. The study of one or more of my subjects then has a decisive and very beneficial impact on the whole of schooling. Feel free to contact me for more information !
French · Philosophy · World history
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Lucas Echeverry - Paris, France101 AED
101 AEDLiving courses in Philosophy and History of Philosophy, academic support and initiation for adults
We will start from the texts and themes of the program in question (high school program or courses taken at the university). From there, it will be a question of developing a deep and conceptually rigorous reading capacity of the text. This work will be done together between the student and the professor, trying to identify the key points through dialogue - issues, thesis, argumentative path, etc. - the author in question. Following this, it is essential to move on to personal work where the student will be confronted with the writing and production of a philosophical thought. This precise exercise will obviously depend on the time that the student will want to invest in the course as well as his strengths and what he needs to improve. It will therefore be a question of writing short introductions of text or essay commentary, short dialogues, detailed plans, short essays, etc. I am in fact convinced that philosophy, like any other skill, is also and above all learned through concrete practice and confrontation with specific exercises. I hope that through this methodology we will reach the precise objectives that the student sets out for himself, by means of a living philosophy and active teaching. The method is obviously open to change, which means that the main driving force of the whole course will be the dialogue and continuous exchange between the student and the teacher. Only in this way, I hope, we really learn to philosophize and we can therefore understand what philosophy is about.
Philosophy · Humanities
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