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Since March 2015
Instructor since March 2015
Translated by Google
Mathematics and Economics for Middle and High School Students
From 59.99 C$ /h
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
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
Location
At student's location :
- Around Brech, France
Online from France
About Me
Did you know that when I started five years ago, I decided that I would not necessarily be the number one tutoring service on the complexity of the concepts taught, nor on the need for precise reasoning.
I wanted above all to propose to my future students to spend a pleasant moment and share their stories in a studious setting and in a relaxed atmosphere that would make learning easy.
Over these years, I realized that every student asks only 3 things, that we listen to it, that we understand and explain it (several times if necessary). I helped dozens of students to whom I gave confidence, methods of work and learning, to whom I helped to regain self-confidence, to remove certain blockages and to find again the taste for work.
Each pupil is unique, each pupil carries in him a lived experience of his own and that must be understood to be able to help him. Mathematics will always remain mathematics independently of students. My students are constantly changing, even from one week to the next. Pedagogy, empathy and benevolence are my watchwords.
I wanted above all to propose to my future students to spend a pleasant moment and share their stories in a studious setting and in a relaxed atmosphere that would make learning easy.
Over these years, I realized that every student asks only 3 things, that we listen to it, that we understand and explain it (several times if necessary). I helped dozens of students to whom I gave confidence, methods of work and learning, to whom I helped to regain self-confidence, to remove certain blockages and to find again the taste for work.
Each pupil is unique, each pupil carries in him a lived experience of his own and that must be understood to be able to help him. Mathematics will always remain mathematics independently of students. My students are constantly changing, even from one week to the next. Pedagogy, empathy and benevolence are my watchwords.
Education
Master of Arts in Economics (Honors) at the University of the West of England
Master of Arts in Economics (Bac + 3) at the University of West England
Scientific Baccalaureate at Lycée Charles Lepierre in Lisbon
Master of Arts in Economics (Bac + 3) at the University of West England
Scientific Baccalaureate at Lycée Charles Lepierre in Lisbon
Experience / Qualifications
Since 2015 I have accompanied, helped and encouraged more than 120 middle and high school students throughout Morbihan in mathematics and economics and social sciences.
Age
Teenagers (13-17 years old)
Student level
Beginner
Intermediate
Advanced
Duration
90 minutes
120 minutes
The class is taught in
French
English
Spanish
Portuguese
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
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