Teacher for 20 years, holder of a master's degree in English, having lived in an English-speaking country for 5 years, I give, at the learner's choice, general English lessons, reverse pedagogy lessons (see explanations below ) or English conversation lessons. I am indeed keen to offer the learner a course that meets their expectations and needs as best as possible. Because it is not easy to dare to express yourself in a foreign language, I like to work in a caring atmosphere, without judgment, sometimes speaking French when it reassures the learner. Keep in mind that the most important thing is practicing oral comprehension/expression. An hour of conversation lessons allows you to practice the language orally for an hour, with only brief corrections of your errors and a quick reminder of the vocabulary/grammar you are missing. If you wish to go more in-depth into grammar, vocabulary and written comprehension, it is advisable to favor courses lasting 1h30 to 2h to reserve a minimum of 1h for practicing expression and oral comprehension. You then have two options: 1. In a one-hour general English course, allow 15 minutes of grammar, 15 minutes of written comprehension and vocabulary, 15 minutes of oral expression and 15 minutes of listening comprehension. So plan on a two-hour course if you want to have a minimum of 1 hour of oral expression/comprehension (30 minutes of each). 2. If you want to opt for a more economical solution, you can also count on a 1h30 course and follow a reverse teaching course. You will then have one hour of lessons in the presence of the teacher during which you will concentrate solely on practice (conversation and oral comprehension). You will also have around an hour of work at home which will be more focused on theory (grammar, vocabulary, written expression and written comprehension). This is a self-paced course and you have an answer key to help you spot any errors. It is of course appropriate to ask your questions about time in the presence of the teacher, but these are more questions of a practical nature because they are then guided by your individual difficulties. It is the complete opposite of a traditional course where the theory is seen in class (in the form of general explanations by the teacher, which are the same for all learners) and the practice is worked on at home (although often in the form of application exercises, without always having the possibility of benefiting from answers to one's questions because the time devoted to theory allows little to answer the learners' questions): this is why we speak of inverted pedagogy. A reverse pedagogy course requires more preparation time and you will therefore be charged thirty minutes of preparation time for the independent course. Only courses in flipped teaching are accompanied by work to be done at home.

A teacher for 20 years, holding French as a second language certification, I give, at the learner's choice, general French courses, reverse pedagogy courses (see explanations below) or French conversation courses. I am indeed concerned with offering the learner a course that best meets their expectations and needs. Because it is not easy to dare to express yourself in a foreign language, I like to work in a caring atmosphere, without judgment, sometimes speaking French when it reassures the learner. Keep in mind that the most important thing is practicing oral comprehension/expression. An hour of conversation class allows you to practice the language orally for an hour, with only brief corrections of your mistakes and a quick reminder of the vocabulary/grammar you are missing. If you want to go deeper into grammar, vocabulary and written comprehension, it is advisable to choose classes lasting 1h30 to 2h to reserve a minimum of 1h for practicing oral expression and comprehension (if your budget allows it, of course). You then have two options: 1. In a one-hour general French course, expect 15 minutes of grammar and written expression, 15 minutes of written comprehension and vocabulary, 15 minutes of oral expression and 15 minutes of oral comprehension. Therefore, plan on a two-hour course if you want to have a minimum of 1 hour of oral expression/comprehension (30 minutes of each). 2. If you want to opt for a more economical solution, you can also plan on a 1h30 course and follow a course in reverse pedagogy. You will then have one hour of class in the presence of the teacher during which you will focus only on practice (conversation and oral comprehension). You will also have about an hour of work at home which will be more oriented towards theory (grammar, vocabulary, written expression and written comprehension). This is an independent course and you have an answer key to help you identify any mistakes you may have. It is of course possible to ask your questions about the time in the presence of the teacher, but these are more questions focused on your individual difficulties. This is the complete opposite of a traditional course where the theory is seen in class (in the form of general explanations by the teacher, which are the same for all learners) and the practice is worked on at home (often in the form of application exercises, without always having the possibility of receiving answers to your questions): this is why we are talking about reverse pedagogy. A course in reverse pedagogy requires more preparation time and you will therefore be billed for thirty minutes of preparation for the independent course. Only courses in inverted pedagogy are accompanied by a work program to be completed at home. On a general French course, the homework will not exceed 2 or 3 exercises.

A teacher for 20 years, with a master's degree in literature, I give French lessons for students up to the ninth grade, or for adults who need to improve their spelling or writing (writing reports, administrative letters, summaries, CVs, cover letters, etc.). I am concerned with offering the learner a course that best meets their expectations and needs. Because learning means confronting obstacles and this can be destabilizing, I like to work in a caring, empathetic, supportive, relaxed and non-judgmental atmosphere to allow the learner to feel confident. To facilitate memorization, I very regularly use mental images that associate a letter with an image to fix things in memory. After having been a school teacher for more than 15 years and having developed my own approach to learning to read, I can also help students who have difficulty learning to read. I can also teach reading to children who are not yet readers at all, starting from the Early Years of Kindergarten: contrary to popular belief, the best age to learn to read is from 3 to 6 years old. We will rely on the "Planet of the Alphas" method and on Montessori pedagogy, which have in common that they are phonographic methods, to avoid all the obstacles to learning to read created by the global and syllabic methods.

A teacher for 20 years, with a scientific baccalaureate, I give mathematics lessons for students up to the third year. I am concerned with offering the learner a course that best meets their expectations and needs. Because learning means confronting obstacles and this can be destabilizing, I like to work in a caring, empathetic, supportive, relaxed and non-judgmental atmosphere, to allow the learner to feel confident. Each math session is divided into two parts: - A learning time which focuses on a specific concept, which begins with a brief reminder of the theoretical bases before concentrating mainly on application exercises allowing the theoretical knowledge to be put into practice; - A time for review and in-depth study which allows you to revisit concepts seen during previous sessions so as not to forget them and which provides the opportunity to go further to fully understand the subtleties specific to each concept. Throughout my teaching career, I have used various alternative methods (Montessori, Freinet, etc.) and various tools that facilitate the understanding or memorization of concepts. I may use such tools if the need arises. Some will be primarily based on manipulation to allow students to concretely represent concepts that may seem too abstract to them when presented on paper. Others, such as Multimalin, will be based on mental images and will promote the memorization of multiplication tables by associating a story with each multiplication that allows the child to visually represent the multiplication and its result.