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Private lessonsPhilosophyPhilosophy in Manhattan

3 philosophy teachers in Manhattan

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3 philosophy teachers in Manhattan

Nadège - Finland136 SAR
136 SARTo progress in French and in philosophy with a professional of the particular course (more than 10 years of experience at your service!)
Trusted teacher: Presentation : Already a twelfth grade in private class ... It is completely by chance that I started in this activity at the exit of the college, not wishing to pass the CAPES immediately and finally, I found the job that suits me in every way. Each new student is a new adventure: human, cultural, psychological. The private lesson is a space of exchange where one can answer in a perfectly adapted way to the problems (sometimes to the distress ...) of a young adult in the making. After practicing in Marseille and Rennes, I live today in Finland! But I do not intend to stop my job that I always practice with passion and I'm looking for students who want to work by webcam, to complete my schedule. The advantages of the course by webcam are numerous for the student: - Relax at home in a familiar environment. - Quick exchange of documents: in my subjects, one always needs an unexpected text which invites itself according to the conversation! - Flexibility of the organization - Ludo-educational use of the web etc. CV COURSES - Since 2011: Teacher in private lessons in my account - From 2007 to 2011, Teacher Acadomia / Anacours / Completude / Legendre (2013): private lessons - From 2007 to 2011, Acadomia teacher: intensive internships (French, philosophy, methodology of high school work, orientation) - 2010: Educational consulting for Acadomia (creation of new services, analysis of teaching aids etc ...) OTHER 2018: Orthographic and syntactic corrections of the military history book "Les dragons, from the origins to 1918" by Nicolas Bretegnier and Eugène Lelièpvre, published by Epopée 2013: Orthographic and syntactic corrections of Claude-Louis Moreau's book on political philosophy "Réinvestir le politique", published by Éditions L'Harmattan, collection "contemporary issues". License in Modern Literature (Mention AB) obtained at the University of Provence in 2007 METHOD - Identification of gaps: “I’m bad at French anyway!” Unfortunately, many students take their bad grades as inevitable, or even as a personal judgment. They then feel helpless and devalued. To return to success, it is essential to understand the reasons for failure, and to fill in the gaps, little by little, but with determination! - Methodological approach to disciplines: In French (or in philosophy), the student often thinks that there is nothing to do! The lack of working method is unfortunately the first factor of failure. Over the course of the courses we will ensure that we re-establish a working method conducive to success in the subject, and of course, we will focus on the methodology specific to each type of exercise requested (dissertation, commentary, etc.) - Content developed to develop the student's curiosity and reconcile him with the subject: without active collaboration from the student, the private lesson is in vain. This is why it is important to stimulate it rather than force it to eat. However, let's not hide it: as in all subjects, there are daunting stages (I have sincere compassion for high school students who are faced with learning and identifying the registers of texts by example !) - Adapted and individualized educational supports: this is one of the advantages of private lessons! The teacher adapts and invents on a daily basis. I wouldn't want to work myself with a support that I would have grown tired of, anyway! - Working method entirely based on exchange and building student confidence. Private lessons are a special time in school life. It’s not just “school after school.” The student must face his shortcomings, must accept his errors as well as his weaknesses. In a teenager's life, it's like being exposed. How could he do it if he doesn't trust the person charged with helping him? As a teacher, I am always sincere with my students: I tell them their weaknesses, but I show them their strengths. I try to show them that a grade, whether good or bad, is just a snapshot, a snapshot of their knowledge of a particular subject at a given time. It's part of my mission to show them that I don't judge them, and that I rely on facts (a copy, an exercise, a school report, etc.) to improve a situation that just needs to be improved. improve ! - Great experience with “Dys”: over the years, word of mouth meant that I had more and more “dys” students. Putting labels is often sterile, so I concentrate with them, as with others, on the essential and I try to distinguish between what is part of the traditional gap and what is something else. I would just say that the confidence and absence of judgment that I spoke of above is more than crucial here! One thing is certain: a dys can make you succeed in French or in philosophy (and in general, in high school) despite the difficulties! Superior : Methodology of the dissertation, the structuring of a writing, the synthesis of documents, correction of dissertations and internship reports, preparation for various competitions (notably paramedical, business schools, etc.) - Monitoring of students who have dropped out of school (medical reasons, precociousness, independent baccalaureate candidates, etc.)
French · Philosophy
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