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Since August 2017
Instructor since August 2017
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Native speaker and qualified, experienced teacher to help you learn / improve your French (grammar, conversation skills, culture, etc.)
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From 55.52 £ /h
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I taught History, Geography and History of Arts in French high schools for almost 10 years. A qualified teacher (Agrégation d'Histoire), I have a lot of experience teaching teenagers, and I can help students who learn French as a foreign language, as well as francophone students from LFZ.
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At student's location :
  • Around Zürich (Kreis 3) / Sihlfeld, Switzerland
About Me
Associate Professor of History, I taught for 7 years in France, in various high schools in the Paris region and at the Lycée International de Luynes (Aix-en-Provence). I was in charge of the European classes as well as the students of the British International Section (OIB). So I have not only the experience of high school requirements, but also the habit of international students, expatriates, bilinguals, etc., whose needs are sometimes specific, especially with regard to their link with their (s) culture (s) of origin and their orientation after the baccalaureate.
My training in History naturally led me to the teaching of History-Geography, but I also studied Philosophy at the Sorbonne. Besides, having taught in Great Britain and the United States, I have a perfect command of English.
I also have experience teaching art in high school. A graduate of Fémis (one of the two major public film schools in France), I have always pursued activities related to cinema, alongside my teaching and research occupations. In particular, I was a member for several years of the FIDMarseille selection committee, then of the Visions du Réel festival in Nyon. In high school, I was for several years a teacher and coordinator of the History of Arts option.
Based in Zürich, I dedicate myself to teaching in a bilingual German / English establishment, to my personal artistic projects and to my children.
Education
1998 - 2000: Literary preparatory classes at Lycée La Bruyère, Versailles.
2000 - 2006: Ecole Normale Supérieure (ENS LSH, Lyon)
2003 - 2004: Bachelor of Philosophy, University Paris 1 - Sorbonne
2004 - 2005: Master of Modern History
2005 - 2006: Master of Contemporary History, EHESS, Paris.
2006 - 2009: Doctoral studies, EHESS (Cross History of the French Cinematheque and MoMA from the 1930s to the 1960s).
2006 - 2010: Studies at the Fémis, realization department
Experience / Qualifications
Associate Professor
Certifications in Cinema, History of Arts and DNL English.
7 years of high school experience
3 years of experience in higher education (King's College London and Sciences-Po Paris)
Age
Children (7-12 years old)
Teenagers (13-17 years old)
Student level
Beginner
Intermediate
Advanced
Duration
60 minutes
The class is taught in
French
English
Skills
French for adults
Fsl
School
Availability of a typical week
(GMT -05:00)
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
French teacher graduated from the Agrégation d'Histoire, a former student of the Ecole Normale Supérieure Lettres & Sciences Humaines, gives classes for French or French-speaking students following their secondary education in Zurich.

In business for several years in an international high school in France, but also in higher (King's College, London, Science-Po Paris) I master perfectly the objectives and methods of the baccalaureate and post-baccalaureate issues, in France or internationally.

I offer courses for all student profiles, refresher courses in one or more subjects, advanced studies and the preparation of specific exams (eg admission tests at Sciences-Po). Help with revision, exercises, methodology, white oral, intensive pre-re-entry courses, etc., I adapt to the needs of each student.

Do not hesitate to contact me, whether for a one-off help or for a long-term supervision.
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Hello

My name is Claire, and academic support has been at the heart of my work for several years. I hold a Master’s degree (Master 2) in Educational Sciences and have specialized in helping students with a variety of learning profiles, whether they are experiencing a temporary block or have ADHD, are gifted (HPI), or have learning difficulties such as dyslexia or other “dys” disorders.


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I’m often asked: why not teach in a classroom?

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What does this provide?

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Let’s be honest: I’m not Mary Poppins :) Learning takes time, patience, and effort. I don’t have magic powers—but I do have a clear goal: to help each student become more independent in their learning, in a structured and supportive environment that empowers them to overcome their difficulties.
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Hello

My name is Claire, and academic support has been at the heart of my work for several years. I hold a Master’s degree (Master 2) in Educational Sciences and have specialized in helping students with a variety of learning profiles, whether they are experiencing a temporary block or have ADHD, are gifted (HPI), or have learning difficulties such as dyslexia or other “dys” disorders.


Why This Specialization?

Some students learn intuitively—their curiosity and their unique way of thinking make every session stimulating. Through my experience, I’ve worked with many students who, despite strong abilities, face challenges within the traditional school system.


Several factors can explain these obstacles:

• Around 30% of students have an “atypical” profile (ADHD, gifted, dys disorders...). These students each have their own way of understanding new concepts. They often need hands-on experiences, repetition, reformulation, or visual aids to make sense of information.

• A lack of self-confidence: No student is “non-academic.” However, repeated difficulties can lead to a loss of motivation and a feeling of failure. For example, a child struggling with reading might dread reading aloud in class for fear of stumbling over words in front of classmates. This can lead to avoidance and reinforce the difficulty.

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Why Private Tutoring?

I’m often asked: why not teach in a classroom?

I enjoy working with a variety of ages and levels. I truly see the benefits of one-on-one tutoring, where I can quickly identify what’s not working and adapt right away. Every student helps me grow in my methods and knowledge—it’s a truly enriching exchange.


As a mother myself, I also understand how hard it can be for parents to manage their child’s schooling. Being a parent is not the same as being a teacher. The reality of family dynamics often doesn’t allow for that role. And yet, students who struggle in school often need support with specific methods—outside the classroom setting.


What kind of support do I offer?

1. Targeted support (primary & middle school): to overcome a specific difficulty (reading, spelling, math, English, etc.).

2. Ongoing academic support: weekly sessions throughout the year to strengthen skills and organization.

3. Special preparation: help with oral presentations, public speaking, and customized evaluations.

4. Early childhood learning: introduction to reading, sounds, and numbers.

5. Reading acquisition: step-by-step support for fluent reading and solid comprehension.


Methods and Tools


1. Creation of personalized teaching materials


I don’t rely only on textbooks or ready-made resources. I create customized lesson materials, broken down into clear steps and perfectly suited to each student. The goal is for the student to leave each session with a clear, structured handout to help with memorization and review. Since knowledge is interconnected, I often combine subjects based on yearly goals.


2. Tailored evaluations and progress tracking

• I use evolving assessments to track progress and adjust learning methods.

• Exercises progress in difficulty to build long-term understanding and confidence.


3. Structured sessions and work organization


I often recommend two sessions per week. This allows a concept to be introduced, absorbed, and reused while maintaining a steady rhythm.


Example of a French lesson:

• Session 1: 30 min on a key concept, 15 min of work planning, 15 min of practice exercises.

• Session 2: 20 min review, 40 min of reading and text comprehension.


This approach avoids cognitive overload and supports progressive, effective learning.


4. Building independence


Beyond knowledge, I teach students how to be more organized:

• How to structure their notes to ease revision.

• How to plan study time to avoid last-minute cramming.

• How to manage time and stress during tests and supervised work.


We also work on strategies to avoid careless mistakes, quickly understand instructions, and manage time effectively during exams.


Pricing and Follow-up


Over the years, I’ve learned how important it is—especially for students with ADHD—to leave each lesson with a written, organized summary. These students often struggle to synthesize what was covered in class or extract the essentials.


A two-part pricing structure


Each session includes two essential components:

1. The lesson with the student—a time for active learning and exchange.

2. Preparation beforehand, which is crucial to tailor the session to the student’s unique needs.


What does this provide?

• Truly personalized follow-up

• Flexible teaching: lesson content and duration adjust to progress and challenges.

• In-depth work: crafting tailored resources takes time but is key to an effective session.


Let’s be honest: I’m not Mary Poppins :) Learning takes time, patience, and effort. I don’t have magic powers—but I do have a clear goal: to help each student become more independent in their learning, in a structured and supportive environment that empowers them to overcome their difficulties.
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