Associate professor gives SES and economics courses - BAC and HIGHER - Landévant - Private lessons

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Associate professor gives SES and economics courses - BAC and HIGHER

From 20.53 £ /h

The courses are adapted to the needs of each student, individualized.
I am here to support you, to help you, at your own pace and whatever your level and your “connection” with the SES!
- Complete assessment: level of knowledge, working methods, methodology of written baccalaureate exams, methodology of expectations of the SES program, organization of the week
- Defining your objectives and priorities together
- Individualized work, adapted to your situation: revisions, preparation of assessments, in-depth study, methodological work
- My approach is based on a global, holistic understanding of how you function: educational history, work habits, lifestyle (sleep, diet, etc.), your projects, your motivations and your "drivers" (sport, art, etc.).
- Help with the construction of the orientation project

Thank you!

Location

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At student's location :

Around Landévant, France

Online from France

Age

Teenagers (13-17 years old)

Adults (18-64 years old)

Seniors (65+ years old)

Student level

Beginner

Intermediate

Advanced

Duration

90 minutes

120 minutes

The class is taught in

French

English

Skills

Economics for students

Economics for adults

Availability of a typical week

(GMT -05:00)

New York

Online 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

I have been teaching mathematics and economics for almost 5 years, which are a real passion of mine.

Very invested in my teaching activity, I am happy to offer my students quality knowledge in order to best guide them through the winding paths that lead upwards, towards success.

The approach I propose aims to reconcile my student with mathematics or economics and give him (again) a taste for these subjects.
However, this approach goes much further: allowing my students to develop a critical mind as well as increasing their ability to argue and write.

Working on the presentation of written texts, care, spelling and syntax constitutes work on form which will contribute to the student's progress in maths, economics and also in all other disciplines.

Secondly, learning to construct an argument and become intellectually clear constitutes in-depth work.

My vision of teaching goes in these two concurrent directions.

And the fun in all this?

I am convinced that students have a rather biased view of mathematics: "All you have to do is apply the formulas," I often hear. The same goes for economics: "All you have to do is learn it by heart."

Big mistake: formulas or definitions are the submerged surface of the course, and knowing the formulas or definitions is useless if you don't understand them. A course goes far beyond a few formulas: There is a whole context, hypotheses to take into account.

The pleasure comes from the ability to feel the concepts and manage to make them one's own.
Learn to play with numbers, examples and, in a very general way, with the concepts encountered.

The first step will be to familiarize the student with a completely new way of understanding these concepts and to teach them how to REASON. On the one hand, this is the only way to enjoy learning, but it is also the only way to really progress (contrary to what bad teachers will have you believe and who will try to sell you a dream by erasing the "effort of reasoning" from the equation. The magic eraser only exists in the land of YES YES).
In no case do I want to create learned monkeys.

In this sense, this approach is NOT designed for everyone:

- I expect respectful and pleasant people. You don't order a math "teacher" the same way you order a pizza. My time is precious, and if I select you, I would expect respect and kindness from you.

- I expect work from you: Private lessons only make sense if you continue at home what you have done with me.

- Finally, I expect you to be ready to... Learn (Organization, discipline and methodology will be the key words of our adventure)

To people who have the sincere desire (and the courage) to undertake this process of change.

To them I send my most sincere wishes for success.

Your coach.
Helder

I have been teaching mathematics and economics for almost 5 years, which are a real passion of mine.

Very invested in my teaching activity, I am happy to offer my students quality knowledge in order to best guide them through the winding paths that lead upwards, towards success.

The approach I propose aims to reconcile my student with mathematics or economics and give him (again) a taste for these subjects.
However, this approach goes much further: allowing my students to develop a critical mind as well as increasing their ability to argue and write.

Working on the presentation of written texts, care, spelling and syntax constitutes work on form which will contribute to the student's progress in maths, economics and also in all other disciplines.

Secondly, learning to construct an argument and become intellectually clear constitutes in-depth work.

My vision of teaching goes in these two concurrent directions.

And the fun in all this?

I am convinced that students have a rather biased view of mathematics: "All you have to do is apply the formulas," I often hear. The same goes for economics: "All you have to do is learn it by heart."

Big mistake: formulas or definitions are the submerged surface of the course, and knowing the formulas or definitions is useless if you don't understand them. A course goes far beyond a few formulas: There is a whole context, hypotheses to take into account.

The pleasure comes from the ability to feel the concepts and manage to make them one's own.
Learn to play with numbers, examples and, in a very general way, with the concepts encountered.

The first step will be to familiarize the student with a completely new way of understanding these concepts and to teach them how to REASON. On the one hand, this is the only way to enjoy learning, but it is also the only way to really progress (contrary to what bad teachers will have you believe and who will try to sell you a dream by erasing the "effort of reasoning" from the equation. The magic eraser only exists in the land of YES YES).
In no case do I want to create learned monkeys.

In this sense, this approach is NOT designed for everyone:

- I expect respectful and pleasant people. You don't order a math "teacher" the same way you order a pizza. My time is precious, and if I select you, I would expect respect and kindness from you.

- I expect work from you: Private lessons only make sense if you continue at home what you have done with me.

- Finally, I expect you to be ready to... Learn (Organization, discipline and methodology will be the key words of our adventure)

To people who have the sincere desire (and the courage) to undertake this process of change.

To them I send my most sincere wishes for success.

Your coach.
Helder

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