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Trusted teacher
This teacher has a fast response time and rate, demonstrating a high quality of service to their students.
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Since April 2019
Instructor since April 2019
Dutch/NT2 lessons with a certified and experienced teacher
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From 80.7 C$ /h
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Hello,

Are you looking for help with the Dutch language and culture? Do you need to learn Dutch as a second language for work or to make life in BE/NL easier? Do you need to speak Dutch with your partner or family?
Look no further, I can help you with this, and more! I specialise in teaching Dutch at level A1-A2-B1.

I am a professional teacher in Dutch, passionate about communication, and a specialist in education.
In my private lessons, I use materials as 'Nederlands in Gang', and 'Nederlands in Actie', but I also customise lessons for my students. Just tell me what your goal is, and I'll make it happen!

My students say I'm very structured, positive, and helpful!
Don't hesitate to contact me to talk about your needs and how I can help you.
Hope to hear from you soon!

Hoi!
Hebben jij of je partner hulp nodig met Nederlandse lessen voor:
- school,
- werk,
- integratie in BE of NL,
- een geplande terugkeer naar NL of BE,
- of gewoon om met vrienden / familie thuis te praten?
Dan kan ik je helpen!

Ik ben docent Nederlands, met een passie voor communicatie en specialist in onderwijs.
Ik gebruik materialen als Nederlands in Gang/in Actie, maar ik maak ook lessen op maat voor mijn studenten. Vertel me wat je wilt bereiken, en ik zorg ervoor!

Aarzel niet om contact met mij op te nemen om uw behoeften te bespreken en hoe ik jou kan helpen.
Ik hoop snel van je te horen!
Location
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At student's location :
  • Around London, United Kingdom
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At teacher's location :
  • Hargrave Road, London N19 5SH, UK
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Online from United Kingdom
About Me
Experienced teacher in different area's (Dutch as a 2nd language, Business, Marketing, Media, Communications) with a demonstrated history of working in diverse education industries (higher education, primary education, museums, adult education).
Skilled in Teaching, Writing, Text Editing, Dutch, Tutoring.
Passionate about working with different (age-culture-professional-interests) groups within an educational setting.
Education
- Certificate of Specific Teacher Training Programme: Dutch for non Dutch speakers at Het Perspectief, Gent (BE)
- Master’s degree in Communication Sciences at University of Ghent (BE)
- Advanced master’s degree in the additional Studies of Culture and Communication, option Film and Audiovisual Culture at Catholic University of Brussels (BE)
- Certificate in Advanced English - C2 at Cambridge English Language Assessment (part of University of Cambridge), Brussels (BE)
Experience / Qualifications
- Teacher IBDP Dutch A Language and Literature / Dutch A SSST @ International School London, UK & @ Lanterna Education, online worldwide
- Teacher Dutch/NT2 @ Kings College Language Center, UK: adult language education
- Teacher Dutch/NT2 @ Cactus Language Courses Londen, UK: adult language education
- Teacher Dutch and linguist/validator @ CLL (Language Centres, Belgium): online adult language education/ creation and validation of VLE.
- Teacher Dutch language and culture @ Forening for Undervisning I det Nederlanske Sprog (Funs), Copenhagen (DK): teaching Dutch to group 5/7/8 primary & VO1 (Secondary 1)
- Freelance experience in online tutoring Dutch as a 2nd language (kids and adults).
- Teacher in the area of Dutch as a 2nd language – Communication and Journalism & Media Programme at University Arteveldehogeschool, Ghent (BE): introductory course in Dutch as a 2nd language for foreign students; organizing and introducing Dutch film evenings.
- Volunteering teacher in the area of Dutch as a 2nd language at Elementary School ‘Blaisantnest’, Ghent (BE): teaching Dutch as a 2nd language to parents of foreign origin.
- Educational staff member @ Museum of Contemporary Art, Antwerp (M HKA) (BE): guiding different (age) groups in different languages in the Museum, organizing workshops for children in the Museum, starting up the project ‘Skoop!’ (workshops about audiovisual education for children/students), writing and directing the ‘Skoop!’- a publication for teachers.
-Teacher in the area of Media, Marketing and Communications - Bachelor in Communication Management and Journalism @ University College Arteveldehogeschool, Ghent (BE): teaching and responsibility for several courses (Communication, Marketing, Media, Film), author of the books ‘Marketing. The basics’ and ‘Focus on Media’, developing digital learning platforms for both books, introducing students into college, organizing guest lectures in the area of media and marketing, organizing events and seminars, student counseling, coaching (dissertation and work placement).
- Associate lecturer in Business and Digital Marketing, and Academic Skills - Arden University London: online and face-to-face teaching, developing courses, dissertation supervision, ...
Age
Teenagers (13-17 years old)
Adults (18-64 years old)
Seniors (65+ years old)
Student level
Beginner
Intermediate
Duration
60 minutes
90 minutes
120 minutes
The class is taught in
English
Dutch
French
Skills
Dutch for adults
School
Reviews
Availability of a typical week
(GMT -05:00)
New York
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At teacher's location and via webcam
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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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Daniel
Areas of Historical Expertise
1. Europe in The Long Nineteenth Century
– The Music, Politics and Culture of France and Germany in The Long Nineteenth Century (1776–1914)

2. Medieval and Early Modern History
– The Political, Economic and Military History of Anglo-Saxon England 827–1066
– The Norman Conquest and The Plantagenets 1066–1216
– Tudor History (1509–1603), The Stuarts (1603–1649), The English Civil War (1642–1649), The Commonwealth (1649–1659), and The Restoration of Charles II (1660–1685)
– The Crusades (1095–1204)

3. Ancient History and Classical History
A. Roman History
– Republican Rome from the First Punic War to Caesar's Crossing of the Rubicon 264 BC – 49 BC
– Caesar's Civil War, The Second Triumvirate, and The Second Roman Civil War 49 BC – 29 BC

B. Ancient Greece and Classical Philosophy
– The Homeric World
– The Persian Wars 499–449 BC
– The Pelopponesian War 431–404 BC
– Thucydides
– Pre-Socratic Philosophy (Thales, Heraclitus, Parmenides, and so on)
– Plato
– Aristotle
– Ancient Greek Stoicism
– Epicureanism
– Skepticism
– Democritus and the Classical Metaphysics of Atomism
– Ethics, Metaphysics, Epistemology and Ontology in Ancient and Classical Greece
– Sophocles and Classical Tragedy

4. Methods of Historical Research
– Methods of Primary Source Analysis
– Secondary Source Analysis
– Techniques and Strategies of Exegesis
– Techniques of Cultural History
– Ethnography
– Sociological and Anthropological Methods
– Qualitative and Quantitative Research
– Score Studies and Techniques of Music Historiography
– Numismatics
– Military Strategy and War Studies

5. Philosophies of History and Historiography
– Positivism
– The New Historicism
– The New Materialism
– Marxist Historiography
– Actor Network Theory
– The History of Technology
– Critical Theory
– Philosophies of History

Ability of Students
– Academic level: Beginner through to GCSE, A-Level, and Undergraduate students in Music, History, and Philosophy

Approach to Teaching
– I favour a structured approach to teaching. I devise lesson plans in advance of every lesson, catered to the student's specific needs.
– Academic lessons tend to be structured around specific sections of the syllabus, or particular topics that students require help with.
– I employ a seminar style format. I flesh out ideas with the aid of quotations, other audio-visual resources, and analytical commentary which my students can use to develop essays, essay plans, revision tools, and exam revision packs.
– I use Powerpoint to provide students with a variety of resources and visual stimuli.
– I structure my lesson plans with a view to providing short points of rest or temporary closure, in which students are able to ask questions about the content. I am also happy for students to interrupt the flow of the lesson if a burning question arises.

Lesson Structure
– Academic lessons tend to be 45–60 minutes in length, but I can adapt my teaching schedule to provide students with additional support if needed.

Academic Credentials
– I am studying for a PhD in Music at the University of Cambridge.
– I hold an MPhil in Music from the University of Cambridge, where I specialised in Historical Musicology and Musical Aesthetics.
– I have a first-class music degree (74.4%) from the University of Manchester, where I won three Hargreaves Prizes for Academic Achievement. I studied violin with Julia Hanson (formerly of the RNCM) and Sophie Rosa (soloist, former teacher at the RNCM and Cheethams School of Music).
– I hold a distinction (92%) for an ATCL Diploma in Violin Performance.

Professional Credentials
1. Teaching
– I have over a year's experience working as a freelance academic tutor with many different organisations and online education platforms.
– I have worked as an Assistant Music Teacher, which involved teaching Music A-Level students.
– I have worked as a Violin Teacher for 8 years (since I was 17). I have taught a variety of students, from beginners starting their instrumental training, to more advanced performers looking to improve their technical facility and performance skills.

2. Violinist, Recording Musician
– I have an extensive portfolio of performing credits on documentary films. Recent highlights include the BAFTA-nominated score for the BBC docuseries on Ghislaine Maxwell and Jeffrey Epstein 'House of Maxwell' (BBC2, 2022), and 'Sir Alex Ferguson: Never Give In' (Netflix) (Passion Pictures / Universal Pictures) (2021).
– I have extensive experience as an orchestral musician and chamber music performer. I led the University of Cambridge Experimental Music Ensemble (CUEME) when I was studying for my masters degree at the University of Cambridge. I also led the University of Manchester Chamber Orchestra in the second year of my undergraduate degree at the University of Manchester, and premiered a good deal of new music with The Eskandari String Quartet.
– I have performed at the West Road Concert Hall (University of Cambridge), the Lee Tseng Hall (Wolfson College Cambridge), Buxton International Festival, Manchester International Festival, and the Bridgewater Hall.
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Eilidh
Setswana is a rich, rhythmic language spoken in Botswana, South Africa, Zimbabwe and Namibia. Belonging to the Bantu family, it closely resembles other languages in the region.
I have found learning Setswana through several terrific teachers, thorough textbooks and daily life enriching.

Growing up in Botswana, speaking this beautiful and intricate language, or at least making an effort to do so, can transform the way you live in Botswana.
I have taught semester-long regular beginners Setswana lessons to children aged 7-12 and adults, with strong emphasis on understanding grammar by breaking it down into “formulas” for how to form tenses and sentences. I teach these and vocabulary through a mix of traditional explanatory lectures, practice exercises and creative games, accompanied by study techniques I have found very useful for learning foreign languages. I have also worked as a trained English tutor, and study linguistics at university, both of which have shaped me to better understand and teach language.

Each class will consist of grammar formulas (eg: basic conjugation in the present tense: linking pronoun [for the human noun class group, for example: ke=I, o=you, o=him/her, re=we, le=you plural, ba=they] + “tla” [as in “will”] + verb), some vocabulary words, spoken or written exercises or games to go through together and longer practice exercises to build independent confidence.

My teaching materials I use I developed whilst living in Botswana, and have already been used with my aforementioned classes. I hope they can help you too !
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Contact Katheline
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Similar classes
arrow icon previousarrow icon next
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Daniel
Areas of Historical Expertise
1. Europe in The Long Nineteenth Century
– The Music, Politics and Culture of France and Germany in The Long Nineteenth Century (1776–1914)

2. Medieval and Early Modern History
– The Political, Economic and Military History of Anglo-Saxon England 827–1066
– The Norman Conquest and The Plantagenets 1066–1216
– Tudor History (1509–1603), The Stuarts (1603–1649), The English Civil War (1642–1649), The Commonwealth (1649–1659), and The Restoration of Charles II (1660–1685)
– The Crusades (1095–1204)

3. Ancient History and Classical History
A. Roman History
– Republican Rome from the First Punic War to Caesar's Crossing of the Rubicon 264 BC – 49 BC
– Caesar's Civil War, The Second Triumvirate, and The Second Roman Civil War 49 BC – 29 BC

B. Ancient Greece and Classical Philosophy
– The Homeric World
– The Persian Wars 499–449 BC
– The Pelopponesian War 431–404 BC
– Thucydides
– Pre-Socratic Philosophy (Thales, Heraclitus, Parmenides, and so on)
– Plato
– Aristotle
– Ancient Greek Stoicism
– Epicureanism
– Skepticism
– Democritus and the Classical Metaphysics of Atomism
– Ethics, Metaphysics, Epistemology and Ontology in Ancient and Classical Greece
– Sophocles and Classical Tragedy

4. Methods of Historical Research
– Methods of Primary Source Analysis
– Secondary Source Analysis
– Techniques and Strategies of Exegesis
– Techniques of Cultural History
– Ethnography
– Sociological and Anthropological Methods
– Qualitative and Quantitative Research
– Score Studies and Techniques of Music Historiography
– Numismatics
– Military Strategy and War Studies

5. Philosophies of History and Historiography
– Positivism
– The New Historicism
– The New Materialism
– Marxist Historiography
– Actor Network Theory
– The History of Technology
– Critical Theory
– Philosophies of History

Ability of Students
– Academic level: Beginner through to GCSE, A-Level, and Undergraduate students in Music, History, and Philosophy

Approach to Teaching
– I favour a structured approach to teaching. I devise lesson plans in advance of every lesson, catered to the student's specific needs.
– Academic lessons tend to be structured around specific sections of the syllabus, or particular topics that students require help with.
– I employ a seminar style format. I flesh out ideas with the aid of quotations, other audio-visual resources, and analytical commentary which my students can use to develop essays, essay plans, revision tools, and exam revision packs.
– I use Powerpoint to provide students with a variety of resources and visual stimuli.
– I structure my lesson plans with a view to providing short points of rest or temporary closure, in which students are able to ask questions about the content. I am also happy for students to interrupt the flow of the lesson if a burning question arises.

Lesson Structure
– Academic lessons tend to be 45–60 minutes in length, but I can adapt my teaching schedule to provide students with additional support if needed.

Academic Credentials
– I am studying for a PhD in Music at the University of Cambridge.
– I hold an MPhil in Music from the University of Cambridge, where I specialised in Historical Musicology and Musical Aesthetics.
– I have a first-class music degree (74.4%) from the University of Manchester, where I won three Hargreaves Prizes for Academic Achievement. I studied violin with Julia Hanson (formerly of the RNCM) and Sophie Rosa (soloist, former teacher at the RNCM and Cheethams School of Music).
– I hold a distinction (92%) for an ATCL Diploma in Violin Performance.

Professional Credentials
1. Teaching
– I have over a year's experience working as a freelance academic tutor with many different organisations and online education platforms.
– I have worked as an Assistant Music Teacher, which involved teaching Music A-Level students.
– I have worked as a Violin Teacher for 8 years (since I was 17). I have taught a variety of students, from beginners starting their instrumental training, to more advanced performers looking to improve their technical facility and performance skills.

2. Violinist, Recording Musician
– I have an extensive portfolio of performing credits on documentary films. Recent highlights include the BAFTA-nominated score for the BBC docuseries on Ghislaine Maxwell and Jeffrey Epstein 'House of Maxwell' (BBC2, 2022), and 'Sir Alex Ferguson: Never Give In' (Netflix) (Passion Pictures / Universal Pictures) (2021).
– I have extensive experience as an orchestral musician and chamber music performer. I led the University of Cambridge Experimental Music Ensemble (CUEME) when I was studying for my masters degree at the University of Cambridge. I also led the University of Manchester Chamber Orchestra in the second year of my undergraduate degree at the University of Manchester, and premiered a good deal of new music with The Eskandari String Quartet.
– I have performed at the West Road Concert Hall (University of Cambridge), the Lee Tseng Hall (Wolfson College Cambridge), Buxton International Festival, Manchester International Festival, and the Bridgewater Hall.
verified badge
Eilidh
Setswana is a rich, rhythmic language spoken in Botswana, South Africa, Zimbabwe and Namibia. Belonging to the Bantu family, it closely resembles other languages in the region.
I have found learning Setswana through several terrific teachers, thorough textbooks and daily life enriching.

Growing up in Botswana, speaking this beautiful and intricate language, or at least making an effort to do so, can transform the way you live in Botswana.
I have taught semester-long regular beginners Setswana lessons to children aged 7-12 and adults, with strong emphasis on understanding grammar by breaking it down into “formulas” for how to form tenses and sentences. I teach these and vocabulary through a mix of traditional explanatory lectures, practice exercises and creative games, accompanied by study techniques I have found very useful for learning foreign languages. I have also worked as a trained English tutor, and study linguistics at university, both of which have shaped me to better understand and teach language.

Each class will consist of grammar formulas (eg: basic conjugation in the present tense: linking pronoun [for the human noun class group, for example: ke=I, o=you, o=him/her, re=we, le=you plural, ba=they] + “tla” [as in “will”] + verb), some vocabulary words, spoken or written exercises or games to go through together and longer practice exercises to build independent confidence.

My teaching materials I use I developed whilst living in Botswana, and have already been used with my aforementioned classes. I hope they can help you too !
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