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Teacher with French as a second language certification gives French as a foreign language courses at all levels
From 36.62 £ /h
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.
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.
Location
At student's location :
- Around Caen, France
At teacher's location :
- Boulevard des Belles Portes, Hérouville-Saint-Clair, France
Online from France
About Me
My name is Gregory. Teacher for more than 20 years, I like to share knowledge and transmit knowledge. I exercise this profession with passion, dynamism and enthusiasm. You can also count on my thoroughness, my patience, my ability to manage my time, my sense of pedagogy and organization, as well as my ability to be proactive in solving problems.
I have taught to all audiences (from children to adults), in all kinds of contexts (in schools, at universities, for charities or in European Institutions), in private lessons and in group lessons. . I learned to adapt to any type of profile and situation.
Specialized in language teaching, I can give lessons in English and French as a foreign language at all levels. I have a master's degree in English and have taught English for 4 years. I am currently giving English lessons in a MJC. I also gave French as a foreign language lessons for 6 years. In language lessons, I attach great importance to oral expression because it is above all by speaking that one learns to speak a foreign language and to free oneself from one's inhibitions.
Due to my literary and scientific background, I can also provide lessons in French, history-geography, mathematics, physical sciences or SVT at primary and secondary level. I have also been a teacher in primary, nursery and elementary school for 16 years and in college (in England) for 3 years. I can also provide homework help or tutoring for primary or middle school students.
Finally, I can help children who have difficulty learning to read, or help parents who wish to teach their children in kindergarten or CP to read. When I was a kindergarten teacher, I indeed developed my own approach, inspired by Montessori pedagogy and the Planet of the Alphas, to allow all children to learn to read easily.
Whatever the subject I teach, I attach great importance to identifying the needs, expectations and difficulties of the learner in order to offer him a tailor-made course. Everyone learns differently and I use my knowledge of various pedagogies (Freinet, Montessori, etc.) to adapt the approach to the learner's way of learning. I make sure to continually value his progress and to work in a caring, relaxed and friendly atmosphere to put him in a favorable position for learning. In my school career, I myself have sometimes had difficulty concentrating in the face of teachers who are too serious, who often offer off-putting activities and who do not seek to involve their students. This is why I make sure to put humor in my lessons, to make the learner an actor in his learning and to offer fun activities because a good lesson is above all a LIVING lesson.
I have taught to all audiences (from children to adults), in all kinds of contexts (in schools, at universities, for charities or in European Institutions), in private lessons and in group lessons. . I learned to adapt to any type of profile and situation.
Specialized in language teaching, I can give lessons in English and French as a foreign language at all levels. I have a master's degree in English and have taught English for 4 years. I am currently giving English lessons in a MJC. I also gave French as a foreign language lessons for 6 years. In language lessons, I attach great importance to oral expression because it is above all by speaking that one learns to speak a foreign language and to free oneself from one's inhibitions.
Due to my literary and scientific background, I can also provide lessons in French, history-geography, mathematics, physical sciences or SVT at primary and secondary level. I have also been a teacher in primary, nursery and elementary school for 16 years and in college (in England) for 3 years. I can also provide homework help or tutoring for primary or middle school students.
Finally, I can help children who have difficulty learning to read, or help parents who wish to teach their children in kindergarten or CP to read. When I was a kindergarten teacher, I indeed developed my own approach, inspired by Montessori pedagogy and the Planet of the Alphas, to allow all children to learn to read easily.
Whatever the subject I teach, I attach great importance to identifying the needs, expectations and difficulties of the learner in order to offer him a tailor-made course. Everyone learns differently and I use my knowledge of various pedagogies (Freinet, Montessori, etc.) to adapt the approach to the learner's way of learning. I make sure to continually value his progress and to work in a caring, relaxed and friendly atmosphere to put him in a favorable position for learning. In my school career, I myself have sometimes had difficulty concentrating in the face of teachers who are too serious, who often offer off-putting activities and who do not seek to involve their students. This is why I make sure to put humor in my lessons, to make the learner an actor in his learning and to offer fun activities because a good lesson is above all a LIVING lesson.
Education
Professional school teacher diploma
Date of issue: Sep 2005
Complementary certification of French as a second language
Date of issue: June 2005
Qualified Teacher Status
Date of issue: June 2001
Certificate of Proficiency in English
Date of issue: June 2000
Master's degree in Foreign Languages, Literatures and Civilizations English Option
Date of issue: Dec. 1999
Bachelor's degree in Foreign Languages, Literature and Civilizations English option
Date of issue: Dec. 1997
Baccalaureate C
Date of issue: Sep 1994
Date of issue: Sep 2005
Complementary certification of French as a second language
Date of issue: June 2005
Qualified Teacher Status
Date of issue: June 2001
Certificate of Proficiency in English
Date of issue: June 2000
Master's degree in Foreign Languages, Literatures and Civilizations English Option
Date of issue: Dec. 1999
Bachelor's degree in Foreign Languages, Literature and Civilizations English option
Date of issue: Dec. 1997
Baccalaureate C
Date of issue: Sep 1994
Experience / Qualifications
Web Content Writer
One Small Town Organization, South Africa
Jan 2022 - present
English teacher
MJCI of Colleville-Montgomery Hermanville-sur-mer, Normandy
Sep 2022 - today
School teacher
Alfred Richer nursery school, Cuverville, Normandy
Sep 2007 - Aug 2021
French as a foreign language teacher
Terre des Hommes Association, Hérouville-Saint-Clair, Normandy
Sept. 2017 - June 2018
English teacher
International square of the University of Caen, Normandy
Apr 2016 - Jun 2018
School teacher
Clos Herbert nursery school, Caen, Normandy
Sep 2006 - Aug 2007
School teacher
Giberville, Hermanville sur Mer, Mondeville and Lion sur Mer, Normandy
Sep 2005 - Aug 2006
French as a foreign language teacher
European Commission, European Parliament, SCIC, NATO, Alliance Française de Bruxelles, Belgium
Jul. 2002 - Dec. 2003
Course Director
Alliance Française of Dublin, Ireland
Jul. 2001 - Jun. 2002
French as a foreign language teacher
Allerton Grange High School, Leeds, England
August 2000 - June 2001
French assistant
Leicester Grammar School and Allerton Grange High School, Leeds and Leicester, England
Sept. 1997 - June 2000
One Small Town Organization, South Africa
Jan 2022 - present
English teacher
MJCI of Colleville-Montgomery Hermanville-sur-mer, Normandy
Sep 2022 - today
School teacher
Alfred Richer nursery school, Cuverville, Normandy
Sep 2007 - Aug 2021
French as a foreign language teacher
Terre des Hommes Association, Hérouville-Saint-Clair, Normandy
Sept. 2017 - June 2018
English teacher
International square of the University of Caen, Normandy
Apr 2016 - Jun 2018
School teacher
Clos Herbert nursery school, Caen, Normandy
Sep 2006 - Aug 2007
School teacher
Giberville, Hermanville sur Mer, Mondeville and Lion sur Mer, Normandy
Sep 2005 - Aug 2006
French as a foreign language teacher
European Commission, European Parliament, SCIC, NATO, Alliance Française de Bruxelles, Belgium
Jul. 2002 - Dec. 2003
Course Director
Alliance Française of Dublin, Ireland
Jul. 2001 - Jun. 2002
French as a foreign language teacher
Allerton Grange High School, Leeds, England
August 2000 - June 2001
French assistant
Leicester Grammar School and Allerton Grange High School, Leeds and Leicester, England
Sept. 1997 - June 2000
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
90 minutes
120 minutes
The class is taught in
French
English
Skills
Reviews
Availability of a typical week
(GMT -05:00)
New York
At teacher's location and via webcam
At student's home
Mon
Tue
Wed
Thu
Fri
Sat
Sun
00-04
04-08
08-12
12-16
16-20
20-24
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.
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.
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.
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.
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