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Since August 2026
Instructor since August 2026
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Accounting, economics, management, commerce and marketing courses – Baccalaureate, Preparatory and Higher Education
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From 19 £ /h
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I offer private lessons in accounting, economics, management, commerce and logistics, intended for high school students, students in preparatory classes and students in higher education.

My method is based primarily on understanding and practical application, rather than rote learning. Each lesson is tailored to the student's level, curriculum, and objectives: reviewing material, understanding a chapter, preparing for an assignment or exam, exercises, case studies, or further study.

My professional experience of over 7 years within large international groups also allows me to bring a practical dimension to the teaching. Concepts such as cost, profitability, strategy, negotiation, management, performance, and business operations can thus be illustrated by real-world situations.

The course is generally organized into four stages:

1. Understanding: identifying poorly understood concepts and reviewing the fundamentals.
2. Explain: make the concept simple using concrete examples.
3. Practice: exercises, applications and case studies adapted to the student's level.
4. Mastery: correction, methodology and verification that the student can reproduce the reasoning independently.

Lessons can be one-off to address a specific difficulty or regular as part of support over several weeks or months.
Extra information
Before our first lesson, please let me know your level, the subject matter, your objectives, and, if possible, the chapter or exercises you wish to work on. You can also prepare your course materials, exercises, homework, or past papers so that the session can be tailored to your specific needs.
Location
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At student's location :
  • Around Casablanca, Morocco
About Me
Having graduated from ESC Rennes in Purchasing & Logistics and holding a double degree from the University of Navarra, I have been working for more than 7 years in large international groups, in the banking, insurance, industry and logistics sectors.

Alongside my professional career, I have already had the opportunity to support high school graduates and students in preparatory classes, particularly in subjects related to economics, management and business.

In my professional activity, I put into practice daily concepts of management, economics, commerce, cost analysis, negotiation and performance management.

This dual perspective, academic and professional, allows me to go beyond theory: I like to explain a concept through concrete examples so that the student understands not only how to solve an exercise, but above all why they reason in this way.

Patient, attentive and pedagogical, I adapt to the objectives of each individual: refresher courses, improvement of results, preparation for the baccalaureate, support in preparatory classes or in-depth study of a subject.

My goal is simple: to enable each student to understand, progress and gain autonomy and confidence.
Education
Specialized Master's in Purchasing & Logistics from Rennes School of Business (France). Double international degree in Maritime Logistics from the University of Navarra (Spain). Higher education at a business school with a focus on management, economics, commerce, strategy, and leadership.
Experience / Qualifications
Over 7 years of professional experience within large international groups in banking, insurance, industry, and logistics. Experience in economic analysis, management, negotiation, cost analysis, business case development, and performance management. I have also tutored high school and university students and provided training within companies.
Age
Teenagers (13-17 years old)
Adults (18-64 years old)
Student level
Beginner
Intermediate
Advanced
Duration
60 minutes
90 minutes
120 minutes
The class is taught in
French
Arabic
English
Spanish
Availability of a typical week
(GMT -04:00)
New York
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At student's home
Mon
Tue
Wed
Thu
Fri
Sat
Sun
00-04
04-08
08-12
12-16
16-20
20-24
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Modelling and live modelling
As the expert, the teacher will demonstrate - or ”model” - what they expect the student’s work to look like. This might involve using pre-prepared examples to dissect with the class, as well as “live modelling” (completing a task in front of the class, perhaps using a visualiser). When live modelling, the teacher may also model the thinking process behind the task, and take input from the students.

Prepared models could be examples of student work that the teacher has chosen. This could be something that the teacher uses in the middle of a lesson, as a student produces it, or from a previous lesson.

Low-stakes quizzing
”Low-stakes quizzes” are a type of informal assessment that is conducted frequently, and has no bearing on the students’ final assessed mark for a unit or course. Students’ responses will instead be used to inform teaching. Questions are usually multiple-choice or closed-answer.

Scaffolding
Scaffolding involves offering targeted support to help students complete independent work. This might take the form of sentence prompts, mind maps, essay plans or teacher-led explanations of the thought processes behind an idea. Types of scaffolds vary depending on the phase or focus of the class.

Questioning
Questioning occurs in both teacher-centred and child-centred approaches, but the types of questions may differ. With a teacher-led approach, questioning may be used primarily to monitor students’ understanding and correct misconceptions. Types of questioning technique might include: cold-call questioning, dialogic questioning, oral-drill questions, open questions, closed questions and questioning using the Bloom’s Taxonomy of remembering, applying and evaluating.
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Similar classes
arrow icon previousarrow icon next
verified badge
Fatna
During my profesionnal experiences in pedagogic management and business administration, I have my approach of projects in teaching in order to perform the technical skills and softt skills of the students.
I have some pedagogic projects of entrepreneuship for students in order to improve their ability to solve some probelematics by computing science

Modelling and live modelling
As the expert, the teacher will demonstrate - or ”model” - what they expect the student’s work to look like. This might involve using pre-prepared examples to dissect with the class, as well as “live modelling” (completing a task in front of the class, perhaps using a visualiser). When live modelling, the teacher may also model the thinking process behind the task, and take input from the students.

Prepared models could be examples of student work that the teacher has chosen. This could be something that the teacher uses in the middle of a lesson, as a student produces it, or from a previous lesson.

Low-stakes quizzing
”Low-stakes quizzes” are a type of informal assessment that is conducted frequently, and has no bearing on the students’ final assessed mark for a unit or course. Students’ responses will instead be used to inform teaching. Questions are usually multiple-choice or closed-answer.

Scaffolding
Scaffolding involves offering targeted support to help students complete independent work. This might take the form of sentence prompts, mind maps, essay plans or teacher-led explanations of the thought processes behind an idea. Types of scaffolds vary depending on the phase or focus of the class.

Questioning
Questioning occurs in both teacher-centred and child-centred approaches, but the types of questions may differ. With a teacher-led approach, questioning may be used primarily to monitor students’ understanding and correct misconceptions. Types of questioning technique might include: cold-call questioning, dialogic questioning, oral-drill questions, open questions, closed questions and questioning using the Bloom’s Taxonomy of remembering, applying and evaluating.
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