A learning difficulty to overcome or long-term support for your child?

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For children in Nursery, Primary or Middle School, tutoring can take different forms:
1) Support (primary, college) to overcome a specific difficulty over several sessions (reading, spelling, scanning, calculations, English, etc.)
2) Regular support over time (primary, middle school): monitoring throughout the program to consolidate skills and aim for progress, support for a foreign child, learning to read,
3) Specific preparation (primary, middle school): writing a presentation, speaking in public, preparing for tests, organizing your work, etc.
4) for early childhood: developing knowledge of sounds, numbers, introduction to reading. We can sometimes go very far depending on the child by developing the notions of addition and subtraction.
5) Learning to read: consolidate fluent reading or even fully develop learning to read. Bring a learning that aims at the same time a fast reading but also a good comprehension of the texts.

The methods and tools I use:
• Evaluation of the child in his knowledge and his ability to learn
• Proposal of objectives and timetable
• Use of French pedagogical manuals (“Tools for French”, “Tools for Maths”...), combined with more specific methods and tools (Montessori, Singapore method in maths,...)
• Bring the concept, by cutting by level of difficulty according to the student
• Propose written and oral exercises/games
• Aim to freeze and systematize knowledge to enable the child to achieve autonomy.
- For early childhood: pedagogy focused mainly on games and fun activities. Use of suitable Montessori-type materials.

Tutoring cannot be reduced to support for evening homework, it is an active approach for the child to gain self-confidence and pleasure in learning.

Extra information

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Holder of a Master 2 in Educational Sciences, I am interested in each educational challenge that the child is confronted with.
Unlock blockages, accompany the progress of a student in his school program or allow him to discover himself in the preparation of a presentation and, finally, to take pleasure in playing with knowledge.
I am also passionate about the role of early childhood learning. I like to bring young students on a discovery that is both fun and advanced in French, reading and mathematics/digitization.

Do not hesitate to contact me to tell me about your child and his needs.

Location

At student's location: Around Lausanne, Switzerland

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General info

French

Fsl, School

Grammar

Tutoring

Age:	Infants (0-3 years old) Preschool children (4-6 years old) Children (7-12 years old) Teenagers (13-17 years old)
Student level:	Beginner Intermediate Advanced
Duration:	45 minutes 60 minutes 90 minutes 120 minutes
The class is taught in:	French, English

About Me

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Hello,

My name is Claire, and academic support has been at the heart of my work for several years. With a Master's degree in Educational Sciences, I specialize in supporting students with diverse backgrounds, whether they have a temporary blockage or ADHD, HPI, or “dys” disorders.

Why this specialization?

Some students often have an intuitive approach; their curiosity and out-of-the-box thinking make every encounter stimulating. My experience has led me to work with students who, despite their abilities, encounter difficulties in the traditional school setting.

Several elements can explain these obstacles:

• In a class, approximately 30% of students have an “atypical” profile (ADHD, HPI, “dys”, etc.). These students have their own way of assimilating a concept. They have a greater need to manipulate, hear several times, reformulate or even visualize/make sense of information.

• A lack of self-confidence: No student is “unskilled,” yet repeated difficulties can lead to a loss of motivation and a feeling of failure. For example, a child with reading difficulties may dread reading aloud in class, for fear of stumbling over words in front of their classmates. They will naturally avoid the exercise and become trapped in their difficulty.

• Understanding how we learn is key: learning to know ourselves and identifying what works for us is an essential step, but it is not always easy without support. A student may have difficulty carrying out dual-tasking work. If they are not aware of their sticking points, they will not be able to implement strategies to carry out exercises or assessments in good conditions.

Why private lessons?

This is a question I am often asked: why not teach in a classroom? I like being confronted with the diversity of ages and levels. I really see the positive impacts of private lessons because I easily spot what is stuck and I can adjust immediately. Each student leads me to enrich my knowledge and refine my methods, it is an enriching exchange! As a mother, I know the difficulty we can encounter as parents in managing our children's schooling. Being a parent is not being the teacher or the professor of your child, the reality of everyday life and parent-child relationships do not allow this dynamic. However, a student with a learning difficulty needs support with specific methods, outside the walls of the school.

.........................................

Hello

My name is Claire, and academic support has been at the heart of my work for several years. I hold a Master's degree (Master 2) in Educational Sciences and have specialized in helping students with a variety of learning profiles, whether they are experiencing a temporary block or have ADHD, are gifted (HPI), or have learning difficulties such as dyslexia or other “dys” disorders.

Why This Specialization?

Some students learn intuitively—their curiosity and their unique way of thinking make every session stimulating. Through my experience, I've worked with many students who, despite strong abilities, face challenges within the traditional school system.

Several factors can explain these obstacles:

• Around 30% of students have an “atypical” profile (ADHD, gifted, dys disorders...). These students each have their own way of understanding new concepts. They often need hands-on experiences, repetition, reformulation, or visual aids to make sense of information.

• A lack of self-confidence: No student is “non-academic.” However, repeated difficulties can lead to a loss of motivation and a feeling of failure. For example, a child struggling with reading might dread reading aloud in class for fear of stumbling over words in front of classmates. This can lead to avoidance and reinforce the difficulty.

• Understanding how we learn is key: Learning to understand oneself and identify what works is an essential step—but not always easy without guidance. A student might struggle with multitasking. Without recognizing this challenge, it's difficult to develop strategies to complete exercises or assessments under good conditions.

Why Private Tutoring?

I'm often asked: why not teach in a classroom? I enjoy working with a variety of ages and levels. I truly see the benefits of one-on-one tutoring, where I can quickly identify what's not working and adapt right away. Every student helps me grow in my methods and knowledge—it's a truly enriching exchange.

As a mother myself, I also understand how hard it can be for parents to manage their child's schooling. Being a parent is not the same as being a teacher. The reality of family dynamics often doesn't allow for that role. And yet, students who struggle in school often need support with specific methods—outside the classroom setting.

Education

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Master 2 science of education, Lyon Lumière University

Degree in communication and press relations

Graduate of the chamber of commerce in marketing, visual merchandising

I also speak fluent English (lived 5 in the United States and 2 years in England)

Experience / Qualifications

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What types of support?

1. Targeted support (primary, secondary, etc.): overcoming a specific difficulty (reading, spelling, math, English, etc.).

2. Regular support: monitoring throughout the year to strengthen skills and organization.

3. Specific preparation: presentations, speaking engagements, personalized assessments.

4. Early childhood: introduction to reading, sounds and numbers.

5. Learning to read: progressive acquisition for fluent reading and good comprehension.

Methods and tools

1. Creation of personalized educational materials

I don't just use pre-existing textbooks or tools. I also create personalized course materials, broken down into steps and perfectly adapted to each student. The idea is for the student to leave with clear, structured material that facilitates memorization and revision. Since the knowledge is cross-curricular, depending on the year's objectives, I can combine certain learnings.

2. Adapted assessments and progression

• Implementation of evolving tests to monitor progress and adjust learning methods.

• Work on exercises of increasing difficulty to consolidate acquired skills.

3. Organization of work and structuring of sessions

I often invite parents or students to attend two sessions per week. This allows us to introduce a concept, let it mature, and then reuse it while maintaining a regular dynamic.

Concrete example from a French course:

• Session 1: 30 min on a key concept, 10 min on work organization, 20 min on practical exercises.

• Session 2: 20 min of learning assessment, 40 min of reading and text comprehension.

This approach avoids cognitive overload and promotes progressive and effective learning.

4. Development of autonomy

Beyond knowledge, I teach the student to organize themselves better:

• Structure your lessons to facilitate revisions.

• Plan your revisions to avoid doing everything at the last minute.

• Manage your time and stress when faced with supervised assessments and homework.

I also work on strategies to avoid careless mistakes, quickly understand instructions and optimize time management during exams.

Pricing and monitoring

Over the course of my various experiences, I have come to understand that it is necessary for students to leave with a written, organized course, especially for children with ADHD. It is often difficult for them to summarize the course and extract the essential information.
Two-stage pricing

Each session includes two essential aspects:

1. The lesson with the student, a moment of exchange and active learning.

2. Advance preparation, essential for adapting the course to the specific needs of the student.

What does this bring?

• Truly personalized monitoring

• Educational flexibility: The sessions and their durations adapt to the progress and difficulties encountered.

• In-depth work: Designing suitable materials requires significant preparation time, which is essential to ensure the effectiveness of the sessions.

Let's be honest: I'm not Mary Poppins :) learning takes time, patience and effort.
I don't have any magic powers, but my goal is clear: to enable each student to gain autonomy in their learning, while benefiting from a structured and caring framework to overcome their difficulties.

..................................

What kind of support do I offer?

1. Targeted support (primary & middle school): to overcome a specific difficulty (reading, spelling, math, English, etc.).

2. Ongoing academic support: weekly sessions throughout the year to strengthen skills and organization.

3. Special preparation: help with oral presentations, public speaking, and customized evaluations.

4. Early childhood learning: introduction to reading, sounds, and numbers.

5. Reading acquisition: step-by-step support for fluent reading and solid comprehension.

Methods and Tools

1. Creation of personalized teaching materials

I don't rely only on textbooks or ready-made resources. I create customized lesson materials, broken down into clear steps and perfectly suited to each student. The goal is for the student to leave each session with a clear, structured handout to help with memorization and review. Since knowledge is interconnected, I often combine subjects based on yearly goals.

2. Tailored evaluations and progress tracking

• I use evolving assessments to track progress and adjust learning methods.

• Exercises progress in difficulty to build long-term understanding and confidence.

3. Structured sessions and work organization

I often recommend two sessions per week. This allows a concept to be introduced, absorbed, and reused while maintaining a steady rhythm.

Example of a French lesson:

• Session 1: 30 min on a key concept, 15 min of work planning, 15 min of practice exercises.

• Session 2: 20 min review, 40 min of reading and text comprehension.

This approach avoids cognitive overload and supports progressive, effective learning.

4. Building independence

Beyond knowledge, I teach students how to be more organized:

• How to structure their notes to ease revision.

• How to plan study time to avoid last-minute cramming.

• How to manage time and stress during tests and supervised work.

We also work on strategies to avoid careless mistakes, quickly understand instructions, and manage time effectively during exams.

Pricing and Follow-up

Over the years, I've learned how important it is—especially for students with ADHD—to leave each lesson with a written, organized summary. These students often struggle to synthesize what was covered in class or extract the essentials.

A two-part pricing structure

Each session includes two essential components:

1. The lesson with the student—a time for active learning and exchange.

2. Preparation before hand, which is crucial to tailor the session to the student's unique needs.

What does this provide?

• Truly personalized follow-up

• Flexible teaching: lesson content and duration adjust to progress and challenges.

• In-depth work: crafting tailored resources takes time but is key to an effective session.

Let's be honest: I'm not Mary Poppins :) Learning takes time, patience, and effort. I don't have magic powers—but I do have a clear goal: to help each student become more independent in their learning, in a structured and supportive environment that empowers them to overcome their difficulties.

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Availability of a typical week

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