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Since April 2017
Instructor since April 2017
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Support courses in home economics.
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From 18.56 € /h
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Hello,

I give support courses in economics and management for students (Economics and Accounting) and university students in:

- General, Analytical and Corporate Accounting;

- Diagnosis and financial analysis;

- Financial and statistical mathematics;

- Economy and organization of companies;

- Execution of end of studies projects;

- Business English ;

- And others.

Rachid.
Location
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At student's location :
  • Around Casablanca, Morocco
About Me
Hello ;

I give support courses in economics and management for students (Economics and Accounting) and university students in:

- General, Analytical and Corporate Accounting;

- Diagnosis and financial analysis;

- Financial and statistical mathematics;

- Economy and organization of companies;

- Execution of end of studies projects;

- Business English ;

- And others ;

For further information please contact me: zero six - seventy - one - eight - eighty - four - sixty six.

Rasheed
Education
Hello ;

I give support courses in economics and management for students (Economics and Accounting) and university students in:

- General, Analytical and Corporate Accounting;

- Diagnosis and financial analysis;

- Financial and statistical mathematics;

- Economy and organization of companies;

- Execution of end of studies projects;

- Business English ;

- And others ;

For further information please contact me: zero six - seventy - one - eight - eighty - four - sixty six.

Rasheed
Experience / Qualifications
Hello ;

I give support courses in economics and management for students (Economics and Accounting) and university students in:

- General, Analytical and Corporate Accounting;

- Diagnosis and financial analysis;

- Financial and statistical mathematics;

- Economy and organization of companies;

- Execution of end of studies projects;

- Business English ;

- And others ;

For further information please contact me: zero six - seventy - one - eight - eighty - four - sixty six.

Rasheed
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
60 minutes
120 minutes
The class is taught in
French
English
Availability of a typical week
(GMT -04:00)
New York
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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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Fatna
During my profesionnal experiences in pedagogic management and business administration, I have my approach of projects in teaching in order to perform the technical skills and softt skills of the students.
I have some pedagogic projects of entrepreneuship for students in order to improve their ability to solve some probelematics by computing science

Modelling and live modelling
As the expert, the teacher will demonstrate - or ”model” - what they expect the student’s work to look like. This might involve using pre-prepared examples to dissect with the class, as well as “live modelling” (completing a task in front of the class, perhaps using a visualiser). When live modelling, the teacher may also model the thinking process behind the task, and take input from the students.

Prepared models could be examples of student work that the teacher has chosen. This could be something that the teacher uses in the middle of a lesson, as a student produces it, or from a previous lesson.

Low-stakes quizzing
”Low-stakes quizzes” are a type of informal assessment that is conducted frequently, and has no bearing on the students’ final assessed mark for a unit or course. Students’ responses will instead be used to inform teaching. Questions are usually multiple-choice or closed-answer.

Scaffolding
Scaffolding involves offering targeted support to help students complete independent work. This might take the form of sentence prompts, mind maps, essay plans or teacher-led explanations of the thought processes behind an idea. Types of scaffolds vary depending on the phase or focus of the class.

Questioning
Questioning occurs in both teacher-centred and child-centred approaches, but the types of questions may differ. With a teacher-led approach, questioning may be used primarily to monitor students’ understanding and correct misconceptions. Types of questioning technique might include: cold-call questioning, dialogic questioning, oral-drill questions, open questions, closed questions and questioning using the Bloom’s Taxonomy of remembering, applying and evaluating.
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Similar classes
arrow icon previousarrow icon next
verified badge
Fatna
During my profesionnal experiences in pedagogic management and business administration, I have my approach of projects in teaching in order to perform the technical skills and softt skills of the students.
I have some pedagogic projects of entrepreneuship for students in order to improve their ability to solve some probelematics by computing science

Modelling and live modelling
As the expert, the teacher will demonstrate - or ”model” - what they expect the student’s work to look like. This might involve using pre-prepared examples to dissect with the class, as well as “live modelling” (completing a task in front of the class, perhaps using a visualiser). When live modelling, the teacher may also model the thinking process behind the task, and take input from the students.

Prepared models could be examples of student work that the teacher has chosen. This could be something that the teacher uses in the middle of a lesson, as a student produces it, or from a previous lesson.

Low-stakes quizzing
”Low-stakes quizzes” are a type of informal assessment that is conducted frequently, and has no bearing on the students’ final assessed mark for a unit or course. Students’ responses will instead be used to inform teaching. Questions are usually multiple-choice or closed-answer.

Scaffolding
Scaffolding involves offering targeted support to help students complete independent work. This might take the form of sentence prompts, mind maps, essay plans or teacher-led explanations of the thought processes behind an idea. Types of scaffolds vary depending on the phase or focus of the class.

Questioning
Questioning occurs in both teacher-centred and child-centred approaches, but the types of questions may differ. With a teacher-led approach, questioning may be used primarily to monitor students’ understanding and correct misconceptions. Types of questioning technique might include: cold-call questioning, dialogic questioning, oral-drill questions, open questions, closed questions and questioning using the Bloom’s Taxonomy of remembering, applying and evaluating.
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