


Trusted teacher
from116.64QAR/ h
Mentoring and business administration of pedagogic teaching
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.
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.
Extra information
project businessLocation
At student's location: Around Casablanca, Morocco






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General info
Age: | Children (7-12 years old) Teenagers (13-17 years old) Adults (18-64 years old) Seniors (65+ years old) |
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Student level: | Beginner Intermediate Advanced |
Duration: | 60 minutes 120 minutes |
The class is taught in: | French, English |
70.95QAR/ h
Life and Earth Sciences and French courses
Skilled and experienced, I am a science and life sciences tutor and have taught for 3 years. Are you having difficulty with your biology and life sciences classes and want to improve your grades and pass your national exams?
Rigorous methodology, mastery of scientific knowledge, interpretation of documents and time management in exams are my strong points to keep your results satisfactory.
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Send a message explaining your needs and Fatna will reply soon:
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from 116.64 QARAt student's home
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If you are not satisfied after your first lesson, Apprentus will find you another instructor or will refund your first lesson.
Online reputation
- Instructor since April 2021
- Google connected
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from 116.64 QARAt student's home
Good-fit Instructor Guarantee
If you are not satisfied after your first lesson, Apprentus will find you another instructor or will refund your first lesson.
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