Yousri
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    from22.60USD/ h

    Lessons and Test Prep from Algebra through Calculus.

    Some students believe that they are not mathematically gifted; therefore incapable of learning mathematics. I believe the contrary, that all students with motivation sustained by the teacher and confidence in their mathematical skills are essential to the student’s success in the classroom.

    I include reflection in my daily practices to encourage students to be reflective, while developing their ability to learn and innovate. In my opinion, reflection is fundamental for students to be able to manage complex thinking processes and outcomes adequately. Reflective practices aid learners to expand their understanding of concepts by creating new connections and relating different ideas; and can guide them to understand themselves as learners by maximizing their strengths and minimizing their weaknesses. To support my students to become independent and reflective learners, I consider two complementary types of reflection: Reflecting on what is being accomplished to support deeper understanding of the concepts; and making learning itself an object of reflection to support student self-regulation and independent learning.

    I refer to the Socratic Method, Bloom’s Taxonomy of Critical Thought and Howard Gardner’s Multiple Intelligences when I am creating my daily lesson plans to assure that I teach to a variety of learning styles. By teaching to these learning styles and presenting the concept in the ways stated above, I create an atmosphere where success for the student is probable. I consider success to be more likely because not only am I presenting information multiple ways, but I am also encouraging students who understand the material to help others who do not; therefore giving the students a view of the material from their peers. Creating this success is the first step in motivation. I believe that once the students understand that math is a subject that they can understand, their confidence and motivation will increase therefore making them more apt to put forth more effort in the math classroom.

    Location

    At teacher's location: Rue Habib Thameur, La Goulette, Tunisie
    Online via webcam

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    General info

    Skills:
    Age:
    Teenagers (13-17 years old)
    Adults (18-64 years old)
    Seniors (65+ years old)
    Student level:
    Beginner
    Intermediate
    Advanced
    Duration:
    60 minutes
    90 minutes
    120 minutes
    The class is taught in:French, English

    About Me

    Translated using Google Translate. Click to view original.
    (French)

    My goal is to guide learners to become confident, responsible to themselves, responsible to others and respectful. I take reflection into account in my daily practices, in order to encourage students to reflect, while developing their capacity to learn and innovate. In my opinion, reflection is fundamental for students to be able to properly manage complex thought processes and their results. To help my students become independent and reflective, I consider two types of complementary reflection: Reflect on what is accomplished to promote a deeper understanding of the concepts; and make learning itself an object of reflection to support student self-regulation and independent learning.

    One of my goals too is to help my students take risks in their own learning, and not to see mistakes as failures, but as a way to progress. I am still convinced that a culture of classroom learning must be created in order for students to feel emotionally secure and become effective critical and creative thinkers. This must be taken into account so that students learn to see mistakes as a learning opportunity and not as something to fear; which allows them to acquire and appreciate qualities such as empathy and tolerance of various opinions and resilience in the face of adversity. Such qualities have positive effects on academic and life outcomes.

    (English)

    Some students believe that they are not mathematically gifted; therefore incapable of learning mathematics. I believe the contrary, that all students with motivation sustained by the teacher and confidence in their mathematical skills are essential to the student's success in the classroom.

    As an educator, it's extremely important to recognize individual strengths and be able to support all learners.
    I am always convinced to create a culture of learning in classrooms so students feel emotionally safe and become effective critical and creative thinkers. This needs to be recognized so that students learn to see making mistakes as a learning opportunity and not something to be feared; thus, allowing them to gain and appreciate qualities like empathy and tolerance of various opinions and resilience to adversity. In addition, Encouraging engagement and autonomy is a great way to help students understand the purpose of what they are learning to their lives.

    I refer to the Socratic Method, Bloom's Taxonomy of Critical Thought and Howard Gardner's Multiple Intelligences when I am creating my daily lesson plans to assure that I teach to a variety of learning styles. By teaching to these learning styles and presenting the concept in the ways stated above, I create an atmosphere where success for the student is likely. I consider success to be more likely because not only am I presenting information multiple ways, but I am also encouraging students who understand the material to help others who do not; therefore giving the students a view of the material from their peers. Creating this success is the first step in motivation. I believe that once the students understand that math is a subject that they can understand, their confidence and motivation will increase therefore making them more apt to put forth more effort in the math classroom.

    Education

    Translated using Google Translate. Click to view original.
    (French)

    Master of Mathematics, June 2002. The Ohio State University - Columbus, Ohio. USA.

    After having lived abroad: Canada, United States, Kuwait, United Arab Emirates and Morocco, I learned to appreciate the diversity and to appreciate the contribution of each. The years I have spent teaching have shaped my outlook on life and helped me become a generous person. The qualities I am proud of include the following:

    • Exceptional personal and professional integrity.
    • Respect for work ethics.
    • Special attention to my colleagues, my students and their parents.
    • Planning, classroom practice, high level assessment and conduct.
    • Innovation and visionary ideas.
    • Ability to adapt quickly to new policies and new environments.

    These qualities (previously mentioned) were praised by elders, peers and staff, in particular Ms. Joanne, assistant director, Al Akhawayn School of Ifrane, 2011-2013 "I find that Mr. Bramli is a competent teacher, a good leader, I also consider him a colleague on whom we can count. Mr. Bramli's excellence in teaching, direction and meeting the needs of each student makes him an exceptional teacher in the field of education.

    (English)
    Bachelor of Science; Major: Mathematics, June 2002.
    The Ohio State University - Columbus, OH. USA

    Through living abroad: Canada, USA, Kuwait, UAE, and Morocco, I gained an appreciation for diversity and I learned how to appreciate what everyone else brings in. My years spent teaching shaped my outlook on life and helped me become a better person and teacher. Some of the qualities I pride myself on having are:
    • Outstanding personal and professional integrity.
    • Exceptional work ethic.
    • Caring approach to colleagues, students and parents.
    • High standards of planning, classroom practice, assessment, and conduct.
    • Innovation and visionary ideas.
    • Ability to adapt quickly to new policies and environments.

    It is these qualities that have garnered plaudits from seniors, peers and staff such as: ... I find Mr. Bramli to be an extremely competent teacher, an excellent leader, and consider him a colleague that can be relied upon in any situation. Mr. Bramli's excellence in teaching, leading, and addressing the needs of each student makes him an outstanding professional in the field of education ... (Joanne Wyrick, Assistant Director, Al Akhawayn School of Ifrane, 2011-2013)

    Experience / Qualifications

    Translated using Google Translate. Click to view original.
    (French)

    Al Akhawayn School of Ifrane - Ifrane, Morocco. 08/2008 - 01/2020
    Head of the mathematics department and high school math teacher.
    • Coordinator of the review, development and revision of all mathematics programs and related educational materials and documents, including instructional guides, lesson plans and instructional plans, for the purpose of '' improve student achievement.
    • Research on curricula, student assessment documents and methodologies to provide additional information and / or recommendations.
    • Assessment and recommendation of professional development needs.
    • Preparation of exams, tests and assignments, including grading systems.
    • Teaching of algebra, geometry, Differential and integral calculus, differential equations, sequences and series, probability and statistics.
    • Design and implementation of lesson plans that incorporate the Socratic method, allowing students to think for themselves by answering their questions with questions, rather than answers, and encouraging divergent rather than convergent thinking.
    • Integration of team-centered learning techniques to improve everyone's learning experience and promote a sense of belonging through common learning objectives.
    • Integration of various technologies such as graphing calculators and GeoGebra to facilitate experimental, problem-oriented learning and research in mathematics, in the classroom and at home. Students can use a computer algebra system and an interactive geometric system simultaneously; in doing so, they can enhance their cognitive abilities in the best possible way.
    • Creation of a pleasant atmosphere and arrangement of physical space for optimal learning while maintaining high expectations regarding the behavior of students.
    • Provide constructive feedback and advice to students who are experiencing academic and personal difficulties.
    • Keeping accurate and complete records and reporting progress or lack of progress to parents in a timely manner.
    • Attend all staff meetings and professional development workshops.

    International School of Choueifat - Sharjah, UAE. 08 / 2005-06 / 2008
    Elementary and secondary math teacher.
    • Teaching of mathematics in primary for the 5th and 6th years, algebra for the 7th year, algebra and geometry for the 8th year.
    • Teaching concepts using the SABIS point system which is based on the alternation in each lesson between oral work, individual work and group work, so that it is difficult for students to disconnect .
    • Maintaining excellent classroom management skills and an ability to keep students on the job.
    • Develop the academic skills, learning techniques, interpersonal skills and personality of the students, while instilling in them high ethical, moral and civic values in a multicultural setting.
    • Mark the exams of the department.
    • Participation in various extracurricular activities.
    • Attend all staff meetings and professional development workshops.

    Dasman Model School - Al Sharq, Kuwait. 08/2003 - 06/2005
    Math teacher in middle and high school.
    • Teaching of mathematics in primary for the 6th year, algebra for the 7th year, algebra and geometry for the 8th and 9th years.
    • Design and implementation of lesson plans, which incorporate the Socratic method, allowing students to think for themselves by answering their questions with questions, instead of answers, and encouraging divergent rather than convergent thinking.
    • Incorporation of team-centered learning techniques to enhance everyone's learning experience and promote a sense of community through common learning objectives.
    • Maintaining excellent classroom management skills and an ability to keep students on the job.
    • Develop the academic skills, learning techniques, interpersonal skills and personality of the students, while instilling in them high ethical, moral and civic values in a multicultural setting.
    • Participation in various extracurricular activities.
    • Attend all staff meetings and professional development workshops.

    The Ohio State University - Columbus, OH. 09/2000 - 06/2003
    Associate teacher.

    • Teaching of algebra and trigonometry, differential and integral calculus and differential equations on a quarterly basis.
    • Design and implementation of lesson plans, which incorporate the Socratic method, allowing students to think for themselves by answering their questions with questions, rather than answers, and encouraging divergent rather than convergent thinking .
    • Creation of an environment conducive to learning through individual instruction during weekly office hours.
    • Preparation, administration and correction of tests.
    • Administration and correction of departmental exams.

    Johns Hopkins University Center for Talented Youth - Baltimore, MD. USA.
    06/2002 - 07/2002 and 06/2003 - 07/2003
    Math instructor.

    • Teaching of mathematical logic, set theory, function theory, graph theory and group theory.
    • Design and implementation of lesson plans, which incorporate the Socratic method, allowing students to think for themselves by answering their questions with questions, rather than answers, and encouraging divergent rather than convergent thinking .
    • Incorporation of team-centered learning techniques to enhance everyone's learning experience and to promote a sense of belonging to the community through common learning objectives.
    • Creation of a positive atmosphere and arrangement of the physical environment of the classroom for optimal learning while maintaining high expectations regarding student behavior.
    • Keeping detailed and precise records on the performance of my students, including participation in class, test work, skills mastered, relevant questions or comments and strengths or weaknesses.
    • Schedule time for individual interviews with students, if necessary.
    • Helps ensure the health and safety of all students.
    • Take steps to educate students about the possibilities of cheating, plagiarism and other forms of academic dishonesty and to minimize them.
    • Involvement of my associate professor as much as possible in class activities, lesson planning and student evaluation.
    • Supervision and orientation of my teaching assistant.
    • Attendance at all meetings called.
    • Organization of parent-teacher conferences.

    (English)

    Al Akhawayn School of Ifrane - Ifrane, Morocco. 08/2008 - 01/2020
    Math Department Chair & Secondary Math Teacher
    • Coordinated the review, development, and revision of all mathematics programs and related curriculum documents and materials, including curriculum guides, course outlines, and teaching plans for the purpose of enhancing student achievement.
    • Researched curriculum and student assessment materials, and methodologies for the purpose of providing additional information and / or recommendations.
    • Communicated with and obtained feedback from students in a manner that enhances student learning and understanding.
    • Analyzed the principles of student growth, development, and learning, and apply them appropriately.
    • Evaluated and recommended professional development needs.
    • Observed classroom instruction and provided feedback and assistance to teachers to facilitate improvement and innovation.
    • Advised, assisted, and consulted with teachers and director on enrollment of new students.
    • Prepared examinations, tests and assignments to include mark schemes and grade boundaries. Ensured that the resulting data is accurate and reliable, assessed results and suggested strategies for improvement.
    • Teach Pre-Algebra, Algebra, Geometry, Pre-Calculus, AP Calculus, and / or AP Statistics for Grades 7 to 12 using The Art of Problem Solving series.
    • Design and implement lesson plans, which incorporate the Socratic method, enabling students to think for themselves by responding to their questions with questions, instead of answers, and encouraging divergent thinking rather than convergent.
    • Incorporate team-centered learning techniques to boost everyone's learning experience and to promote a sense of community through shared learning goals.
    • Incorporate various technologies such as GeoGebra and Texas Instruments Graphing Calculators to help with experimental, problem-oriented and research-oriented learning of mathematics, both in the classroom and at home. Students can simultaneously use a computer algebra system and an interactive geometric system; by doing this, they can increase their cognitive abilities in the best way.
    • Measure learning outcomes through the use of class discussions, quizzes, exams, and projects.
    • Create a positive atmosphere and arrange the physical environment of the classroom for optimum learning while maintaining high expectations for student behavior.
    • Provide constructive feedback and guidance to students experiencing educational and personal challenges.
    • Demonstrate concern for student's well-being and positive self-esteem.
    • Maintain accurate and complete records and report progress or lack thereof to parents in a timely manner.
    • Participate in various extracurricular activities.
    • Attends all staff meetings and professional development workshops.

    International School of Choueifat - Sharjah, UAE 08/2005 - 06/2008
    Primary and Secondary Math Teacher
    • Taught Primary Math for grades 5 and 6, Algebra 1 for grade 7, Algebra 2 and Geometry 1 for grade 8.
    • Taught concepts by using The SABIS Point System with each lesson alternating frequently between oral work, individual work, and group work in such a way that it is difficult for students to switch off.
    • Maintained excellent classroom management skills and an ability to keep students on task.
    • Advised, motivated, helped, and coached students who fell behind in their work.
    • Developed students' academic competencies, learning techniques, interpersonal skills, and personalities in addition to instilling high ethical, moral, and civic values in a multicultural setting.
    • Marked departmental exams.
    • Participated in various extracurricular activities.
    • Attended all staff meetings and professional development workshops.

    Dasman Model School - Al Sharq, Kuwait. 08/2003 - 06/2005
    Middle and High School Math Teacher
    • Taught Primary Math for grade 6, Pre-Algebra for grade 8, Algebra 1 for grade 9, and Algebra 2 and Geometry 1 for grade 10.
    • Designed and implemented lesson plans, which incorporate the Socratic method, enabling students to think for themselves by responding to their questions with questions, instead of answers, and encouraging divergent thinking rather than convergent.
    • Incorporated team-centered learning techniques to boost everyone's learning experience and to promote a sense of community through shared learning goals.
    • Developed unit-based projects that are centered on real-world situations.
    • Maintained accurate and complete records and reported progress or lack thereof to parents in a timely manner.
    • Measured learning outcomes through the use of class discussions, quizzes, exams, and projects.
    • Created a positive atmosphere and arranged the physical environment of the classroom for optimum learning while maintaining high expectations for student behavior.
    • Provided constructive feedback and guidance to students experiencing educational and personal challenges.
    • Demonstrated concern for student's well-being and positive self-esteem.
    • Participated in various extracurricular activities.
    • Attended all staff meetings and professional development workshops.
    • Coached the high school football team.

    The Ohio State University - Columbus, OH. 09/2000 - 06/2003
    Teaching Associate
    • Instructed college algebra and trigonometry, business math, pre-calculus, and calculus on quarterly basis.
    • Designed and implemented lesson plans, which incorporate the Socratic method, enabling students to think for themselves by responding to their questions with questions, instead of answers, and encouraging divergent thinking rather than convergent.
    • Created environment conductive to learning through individual instruction in weekly office hours.
    • Prepared, administered, and marked quizzes.
    • Administered, and marked departmental exams.
    • Certificate of recognition award by The Department of Mathematics.

    Johns Hopkins University Center for Talented Youth - Baltimore, MD
    06/2002 - 07/2002 and 06/2003 - 07/2003
    Mathematics Instructor
    • Instructed mathematical logic, set theory, function theory, graph theory, and group theory.
    • Designed and implemented lesson plans, which incorporate the Socratic method, enabling students to think for themselves by responding to their questions with questions, instead of answers, and encouraging divergent thinking rather than convergent.
    • Incorporated team-centered learning techniques to boost everyone's learning experience and to promote a sense of community through shared learning goals.
    • Created a positive atmosphere and arranged the physical environment of the classroom for optimum learning while maintaining high expectations for student behavior.
    • Kept detailed and accurate records of my students' performance, including class participation, quiz or test work, skills mastered, insightful questions or comments, and strengths or weaknesses.
    • Scheduled time as necessary for individual conferences with students.
    • Assisted in ensuring the health and safety of all students.
    • Took steps to educate students about and to minimize opportunities for cheating, plagiarism, and other forms of academic dishonesty.
    • Involved my associate instructor as fully as possible in class activities, class planning, and evaluation of students.
    • Supervised and guided my instructional assistant. Ensured that she has an appropriate workload, and offered her the opportunity to participate in lesson design and develop pedagogical skills.
    • Attended all meetings called by the site director, academic dean, subject area coordinator, or program manager or assistant program manager, including the weekly instructional staff meetings
    • Conducted parent-teacher conferences during the last week of the session.

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    Availability of a typical week

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    19  Monday at 19:00  Tuesday at 19:00  Wednesday at 19:00  Thursday at 19:00  Friday at 19:00    
    20  Monday at 20:00  Tuesday at 20:00  Wednesday at 20:00  Thursday at 20:00  Friday at 20:00    
    21              
    22              
    23              
    from $22.60At teacher's location
    from $22.60Online via webcam

    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.

    Online reputation

    • Instructor since February 2020
    • Phone number verified
    • Google connected

    Availability of a typical week

    MonTueWedThuFriSatSun
    7              
    8              
    9              
    10            Saturday at 10:00  
    11            Saturday at 11:00  
    12            Saturday at 12:00  
    13            Saturday at 13:00  
    14  Monday at 14:00  Tuesday at 14:00  Wednesday at 14:00  Thursday at 14:00  Friday at 14:00  Saturday at 14:00  
    15  Monday at 15:00  Tuesday at 15:00  Wednesday at 15:00  Thursday at 15:00  Friday at 15:00  Saturday at 15:00  
    16  Monday at 16:00  Tuesday at 16:00  Wednesday at 16:00  Thursday at 16:00  Friday at 16:00  Saturday at 16:00  
    17  Monday at 17:00  Tuesday at 17:00  Wednesday at 17:00  Thursday at 17:00  Friday at 17:00  Saturday at 17:00  
    18  Monday at 18:00  Tuesday at 18:00  Wednesday at 18:00  Thursday at 18:00  Friday at 18:00  Saturday at 18:00  
    19  Monday at 19:00  Tuesday at 19:00  Wednesday at 19:00  Thursday at 19:00  Friday at 19:00    
    20  Monday at 20:00  Tuesday at 20:00  Wednesday at 20:00  Thursday at 20:00  Friday at 20:00    
    21              
    22              
    23              
    from $22.60At teacher's location
    from $22.60Online via webcam

    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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    Marko
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    I can teach you mathematics - basics or advanced. I also can prepare you for GRE test. Math is all about practise and good teachers, so if you have both that should not be a problem for you. I have always been excellent in math and I really like it and I would like to help people. I can solve different type of problems and help you to understand it better. Math is mostly just practicing, but if you have a good teachers, as I had, then you can save a lot of time in that way.

    Rudi
    Maths and Physics Tutoring(igcse,EJU,IB,Algebra,Precalculus,Calculus)
    Hi everyone, I am an experienced Maths and Physics tutor with about 15 years of (class)teaching and tutoring experience. I hold a M.Sc. and PhD in Physics both awarded with highest honours(certificates available on request). I will be more than happy to help you solve your maths and physics problems and help you become a successful student.

    Gajanan
    preAlgebra, Algebra 1, Geometry, Algebra 2, College Algebra, PreCalculus, AP Calculus AB and BC, IB AA AI HL SL EDXCEL IGCSE Maths
    I have been tutoring since last 17 years. I have experience tutoring preAlgebra, Algebra 1, Geometry, Algebra 2, College Algebra, PreCalculus, AP Calculus AB and BC, IB Mathematics: Analysis and approaches HL SL, IB Mathematics: applications and interpretation HL SL Calculus 2 and Calculus 3. I also tutor and run summer camps to help students succeed on the PSAT (Math), SAT (Math) and ACT (Math and Science) tests, AMC including helping some students score a perfect score and achieving National Merit Status. I also tutor K-12 mathematics, including: FAMAT, MCAT, PSAT, SAT, SSAT, SCAT (School and College Ability Test), AQA (IGCSE Maths, AS A Level) CIE (IGCSE Maths, AS A Level); EDXCEL (IGCSE Maths, AS A Level), OCR (IGCSE Maths, AS A Level), GCSE, European Baccalaureate (EB) maths, VCE (Math Method unit 1 and Unit 2), HPAT, GAMSAT (Section 1, 2, and 3), GRE (Math), GMAT (Math), Math Honors, UCAT AP Statistics I am also willing to take a look at and help with problems and topics not explicitly mentioned above! I look forward to helping you understand math. In the past year, many of my students have scored 790 or 800 on SAT Math! I have been the beneficiary of a lot of intelligent and patient instructors who. I aspire to help students build confidence in their own abilities and show them how to self-correct and evaluate. Further, because a lot of mathematics courses can make things seem arbitrary and mysterious, I try to show why things work the way they do (as needed and as time permits). My ultimate goal is to put myself out of business by making it possible for my students to continue learning without my help.