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This teacher has a fast response time and rate, demonstrating a high quality of service to their students.
Since August 2023
Instructor since August 2023
Translated by Google
Normalien d'Ulm,
From 84 € /h
Student in 4th year of ENS Ulm in mathematics as well as gluer in PSI* and MP at Lycée Louis-le-Grand, and in PCSI and MP at Lycée Pierre-Gilles-de-Gennes, I put at your disposal my knowledge and my experience from my career.
Course location:
The courses take place by videoconference, using the Teams software. I use:
- my Mac computer (microphone and webcam working)
- a Samsung graphic tablet in the format of an A4 sheet allowing me to write the course that I give to the student so that he/she keeps a written record and that I send systematically at the end of the course.
The videoconference format offers several advantages:
- more availability for me and my student by operating remotely
- no risk linked to transport (delay)
- possibility to record the course and the explanations
- shared folder allowing me to send interesting documents to the student in real time.
Course of a lesson:
The course begins with a discussion with the student to identify and prioritize the points he wishes to work on.
During the session, two formats are possible:
- "short lesson" for the student, rereading of his lesson, explanation of definitions and theorems, resumption of demonstrations by highlighting the most important proofs and clarifying the intuitions behind these proofs. Simple but striking examples of my invention make it possible to illustrate and reinforce the memorization of the lesson by the student;
- resolution of new exercises, chosen by the student or that I suggest to him. During the time of reflection, I prepare the possible solutions and especially I observe its strong points and its difficulties in the resolution of the problem. If he has difficulties I give him indications and not the complete solution. So I avoid simply giving an answer key that the student will end up "learning by heart". If he finally wants a correction of the exercise, I take care to explain to him the whole process of the solution, even if it means repeating steps that are not clear, and I give a written record of the solution to the student.
Within a course, it is of course natural to go back and forth between these two formats.
At the end of the session, I discuss with him the points he can improve and make personalized suggestions. The student can ask me for exercises or send me his course documents to prepare for the next session.
What I propose:
- courses at all levels in mathematics, physics-chemistry and computer science;
- preparation for competitions at all levels (X, ENS, Centrale, Mines-Ponts, CCINP or e3a // HEC, ESSEC, ESCP and other business schools);
-preparation for the requirements of the preparation from high school ("Prépa à la Prépa" format). Preparation for the Terminale general competition (I obtained a mention there thanks to an independent preparation), for the National Mathematics Olympiads, for the Animath Cup ...
I am proficient in Python, OCaml, C and SQL computer languages.
Do not hesitate to contact me if you need any information!
Course location:
The courses take place by videoconference, using the Teams software. I use:
- my Mac computer (microphone and webcam working)
- a Samsung graphic tablet in the format of an A4 sheet allowing me to write the course that I give to the student so that he/she keeps a written record and that I send systematically at the end of the course.
The videoconference format offers several advantages:
- more availability for me and my student by operating remotely
- no risk linked to transport (delay)
- possibility to record the course and the explanations
- shared folder allowing me to send interesting documents to the student in real time.
Course of a lesson:
The course begins with a discussion with the student to identify and prioritize the points he wishes to work on.
During the session, two formats are possible:
- "short lesson" for the student, rereading of his lesson, explanation of definitions and theorems, resumption of demonstrations by highlighting the most important proofs and clarifying the intuitions behind these proofs. Simple but striking examples of my invention make it possible to illustrate and reinforce the memorization of the lesson by the student;
- resolution of new exercises, chosen by the student or that I suggest to him. During the time of reflection, I prepare the possible solutions and especially I observe its strong points and its difficulties in the resolution of the problem. If he has difficulties I give him indications and not the complete solution. So I avoid simply giving an answer key that the student will end up "learning by heart". If he finally wants a correction of the exercise, I take care to explain to him the whole process of the solution, even if it means repeating steps that are not clear, and I give a written record of the solution to the student.
Within a course, it is of course natural to go back and forth between these two formats.
At the end of the session, I discuss with him the points he can improve and make personalized suggestions. The student can ask me for exercises or send me his course documents to prepare for the next session.
What I propose:
- courses at all levels in mathematics, physics-chemistry and computer science;
- preparation for competitions at all levels (X, ENS, Centrale, Mines-Ponts, CCINP or e3a // HEC, ESSEC, ESCP and other business schools);
-preparation for the requirements of the preparation from high school ("Prépa à la Prépa" format). Preparation for the Terminale general competition (I obtained a mention there thanks to an independent preparation), for the National Mathematics Olympiads, for the Animath Cup ...
I am proficient in Python, OCaml, C and SQL computer languages.
Do not hesitate to contact me if you need any information!
Extra information
Normalien student in the fourth year in the mathematics department, my teaching experience began during the preparatory classes, where I gave voluntary courses in computer science in OCaml.
After the preparation, I was admitted to X and Ulm with 20/20:
- writing physics
- and at the prestigious Ulm mathematics oral exam,
as well as at all the schools of Mines-Ponts (with 20 oral maths).
Subsequently, I helped several students in preparation during confinement by offering them original and adapted exercises, which they had generally not studied in class. This allowed me, not only to pass on my knowledge, but also to consolidate it and to have a new angle on it.
In my opinion, teaching is lifelong learning, both for the student and for the teacher!
Here are some of my teaching experiences, past and present:
- during my years of MPSI-MP preparatory classes, the computer option was not available in my high school, so I worked on it independently and I taught it on a voluntary basis for two hours a week to a few students in my class also wishing to follow it. I researched and developed the course materials, exercises and corrected homework best suited to their progress;
- since this year, I have been giving glue to the Louis-le-Grand and Pierre-Gilles-de-Gennes high schools. Each week, I develop boards of ten to fifteen exercises, adapted to their level and to the format of a glue, in order to be able to question them and evaluate them as accurately as possible. At the end of the session, I systematically explain the methods and ideas for solving the questions that could not be solved during the colle and I take stock with the student of his strengths and the things to improve for that he can take advantage of this hour. I absolutely ensure that there is no gray area when leaving the room, even if it means changing the angle of the explanation and producing new intuitive reasoning.
After the preparation, I was admitted to X and Ulm with 20/20:
- writing physics
- and at the prestigious Ulm mathematics oral exam,
as well as at all the schools of Mines-Ponts (with 20 oral maths).
Subsequently, I helped several students in preparation during confinement by offering them original and adapted exercises, which they had generally not studied in class. This allowed me, not only to pass on my knowledge, but also to consolidate it and to have a new angle on it.
In my opinion, teaching is lifelong learning, both for the student and for the teacher!
Here are some of my teaching experiences, past and present:
- during my years of MPSI-MP preparatory classes, the computer option was not available in my high school, so I worked on it independently and I taught it on a voluntary basis for two hours a week to a few students in my class also wishing to follow it. I researched and developed the course materials, exercises and corrected homework best suited to their progress;
- since this year, I have been giving glue to the Louis-le-Grand and Pierre-Gilles-de-Gennes high schools. Each week, I develop boards of ten to fifteen exercises, adapted to their level and to the format of a glue, in order to be able to question them and evaluate them as accurately as possible. At the end of the session, I systematically explain the methods and ideas for solving the questions that could not be solved during the colle and I take stock with the student of his strengths and the things to improve for that he can take advantage of this hour. I absolutely ensure that there is no gray area when leaving the room, even if it means changing the angle of the explanation and producing new intuitive reasoning.
Location
Online from France
About Me
Patient teacher, I try to adapt myself to the maximum to the student, leave him time to propose his ideas. If you make mistakes, it does not matter, on the contrary it is an opportunity to dialogue to take you naturally towards the path of the solution.
In my opinion, teaching is lifelong learning, both for the student and for the teacher!
In my opinion, teaching is lifelong learning, both for the student and for the teacher!
Education
Normalien student in the fourth year in the mathematics department, my teaching experience began during the preparatory classes, where I gave voluntary courses in computer science in OCaml.
After the preparation, I was admitted to X and Ulm with 20/20:
- writing physics
- and at the prestigious Ulm mathematics oral exam,
as well as at all the schools of Mines-Ponts (with 20 oral maths).
After the preparation, I was admitted to X and Ulm with 20/20:
- writing physics
- and at the prestigious Ulm mathematics oral exam,
as well as at all the schools of Mines-Ponts (with 20 oral maths).
Experience / Qualifications
Here are some of my teaching experiences, past and present:
- during my years of MPSI-MP preparatory classes, the computer option was not available in my high school, so I worked on it independently and I taught it on a voluntary basis for two hours a week to a few students in my class also wishing to follow it. I researched and developed the course materials, exercises and corrected homework best suited to their progress;
- Subsequently, I helped several prep students during confinement by offering them original and adapted exercises, which they had not generally studied in class. This allowed me, not only to pass on my knowledge, but also to consolidate it and to have a new angle on it.
- since this year, I have been giving glue to the Louis-le-Grand and Pierre-Gilles-de-Gennes high schools. Each week, I develop boards of ten to fifteen exercises, adapted to their level and to the format of a glue, in order to be able to question them and evaluate them as accurately as possible. At the end of the session, I systematically explain the methods and ideas for solving the questions that could not be solved during the colle and I take stock with the student of his strengths and the things to improve for that he can take advantage of this hour. I absolutely ensure that there is no gray area when leaving the room, even if it means changing the angle of the explanation and producing new intuitive reasoning.
- during my years of MPSI-MP preparatory classes, the computer option was not available in my high school, so I worked on it independently and I taught it on a voluntary basis for two hours a week to a few students in my class also wishing to follow it. I researched and developed the course materials, exercises and corrected homework best suited to their progress;
- Subsequently, I helped several prep students during confinement by offering them original and adapted exercises, which they had not generally studied in class. This allowed me, not only to pass on my knowledge, but also to consolidate it and to have a new angle on it.
- since this year, I have been giving glue to the Louis-le-Grand and Pierre-Gilles-de-Gennes high schools. Each week, I develop boards of ten to fifteen exercises, adapted to their level and to the format of a glue, in order to be able to question them and evaluate them as accurately as possible. At the end of the session, I systematically explain the methods and ideas for solving the questions that could not be solved during the colle and I take stock with the student of his strengths and the things to improve for that he can take advantage of this hour. I absolutely ensure that there is no gray area when leaving the room, even if it means changing the angle of the explanation and producing new intuitive reasoning.
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
The class is taught in
French
English
German
Availability of a typical week
(GMT -05:00)
New York
Online via webcam
Mon
Tue
Wed
Thu
Fri
Sat
Sun
00-04
04-08
08-12
12-16
16-20
20-24
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