The French Baccalaureate exams require a thorough preparation of the curriculum and the issues of the subject, and it is difficult to know the authors and the method of the exams in force. That is why I propose a methodical preparation for the exercises of the dissertation, the stylistic commentary, as well as the grammar questions asked in the oral baccalaureate. But at the same time, I am able to lend my help to college students as well as students. Indeed, my three years of literary preparatory class specializing in Modern Letters allowed me to become familiar with the various practices and ways of working that I am inclined to apprehend. But this is obviously inseparable from a course based on discussion and exchange, and the pleasure of understanding progressively, building confidence in oneself and one's abilities. Working in the literary field is not easy. But taking classes outside the school context allows you to take the time to revisit the fundamentals when necessary, but also to work more freely and relaxed on the points on which the students want to revisit.

The ancient languages that I teach, namely Latin and Ancient Greek, are languages that, at first glance, may seem difficult to learn. It is true that they are not simple if the right methods are not used. It seems to me that in teaching them, my first objective would be to show that there is nothing insurmountable, and that everyone has qualities that allow him to confront both ancient languages and Greco-Roman cultures and civilizations. I therefore propose a methodical approach. The advantage of such courses, outside the purely academic context, is that one can progress at a slower pace without being ineffective. It will therefore be necessary to take the time to explain again what has not necessarily been understood, and to value what has already been acquired in order to ensure the progress of the pupil.

Trials of philosophy are hard times to face. They require great qualities of reflection and abstraction. And one can quickly feel overwhelmed by the concepts to be treated and the exercises to be practiced. That is why I propose a methodical approach that is intended to be reassuring, particularly for the baccalaureate. That is to say, I will do my best to value your strengths, because you necessarily have them, and develop them over the weeks to guarantee you a progression that allows you to confront the expectations of the exercises of the dissertation and of the explanation of the text, with which my years of study in the preparatory literary class have familiarized me. I don't pretend to replace a real teacher, and I think that's a good thing. This allows us to work in a form of proximity, and to escape from the overly strict framework that is usually found in high school or faculty classes. A good mood is in order, because I think it can be an advantage.