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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 August 2023
Instructor since August 2023
Programming and Web Development Course - Computer Engineer
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From 28.89 C$ /h
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Computer engineer, with 2 years of experience in individual teaching, I specialize in programming in Python, C, JAVA, as well as in web development (HTML, CSS, JS, PHP) and object-oriented programming. I offer workshops specially designed for rapid progress.

My background also includes 2 years of tutoring with students from JUNIA, EMSI and preparatory classes.
Extra information
Computer (Windows, MAC OS, Linux)
Location
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At student's location :
  • Around Casablanca, Morocco
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Online from Morocco
About Me
As a computer engineer, I am convinced that computer science is much more than just an academic discipline; it is a future-oriented profession that is shaping our world at a breathtaking pace. Technology is the driving force propelling our society forward, and as an engineer, I've had the opportunity to immerse myself in the heart of this digital revolution.

However, my passion goes beyond just software development or solving complex problems. What motivates me the most is passing on these skills and understanding to the next generation of innovators and leaders. I firmly believe that every student possesses unlimited potential, and as a teacher, I am committed to guiding them throughout their journey, starting from where they are and leading them to their ultimate destination.
Education
My academic journey led me to embark on an exciting adventure within the National School of Computer Science and Systems Analysis (ENSIAS) after successfully completing my studies in preparatory classes. This significant step in my education acted as a catalyst for my profound understanding of computer science and its practical applications.
Experience / Qualifications
Throughout my academic and professional journey, I've had the privilege of participating in various computer development and programming projects, which have enriched my understanding of computer science and bolstered my technical skills.

Among them, I've worked on the design and implementation of complex software systems, ranging from creating database management applications to developing interactive web solutions. These projects have allowed me to apply my theoretical knowledge to real-world problems and refine my programming skills in languages such as Python, Java, and PHP.
Age
Teenagers (13-17 years old)
Adults (18-64 years old)
Student level
Beginner
Intermediate
Advanced
Duration
60 minutes
The class is taught in
French
English
Arabic
Reviews
Availability of a typical week
(GMT -05:00)
New York
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Online 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
Do you want to level up in programming, networking, ethical hacking, or IT governance?

I’m here to guide you especially if you’re just starting out and need a clear roadmap to grow and find your place in the IT field. I’ve built a practical learning path for you, with free access to my own platform, where you’ll find well-structured resources to support you at every step.

What’s included:

- Hands-on slides, explained together
- Quizzes to test your knowledge
- Technical projects with my personal guidance

And everything you need to prepare for recognized certifications in the field.
Read more
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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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Contact Karim
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Mousab
The Word, Excel and PowerPoint office course aims to teach students the essential skills to effectively use these three popular applications in the Microsoft Office suite. This course is designed for beginners or those with basic knowledge of office software, and it provides a practical mastery of the key features offered by Word, Excel and PowerPoint. Here is a description of typical course content:

Microsoft Word:

Introduction to Microsoft Word and its user interface.
Creation, formatting and editing of text documents.
Using layout tools such as margins, alignment, tabs and bullets.
Inserting and modifying images, tables and objects in a document.
Using spelling and grammar checking features.
Creating document templates for repeated use.
Microsoft Excel:

Introduction to Microsoft Excel and its user interface.
Creation and management of spreadsheets.
Using formulas and functions to perform calculations.
Formatting data, cells and tables for professional presentation.
Creating graphs and charts to visualize data.
Using sorting, filtering, and search functions to analyze data.
Microsoft PowerPoint:

Introduction to Microsoft PowerPoint and its user interface.
Creating professional presentations with slides.
Adding text, images, graphics and media to slides.
Using transitions and animations to make presentations dynamic.
Effective oral presentation and use of notes and presenter mode.
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Learn to copy and paste data between Word, Excel and PowerPoint.
Using bindings to automatically update data in different applications.
Embedding objects and graphics into documents and presentations.
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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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