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Since June 2026
Instructor since June 2026
Comptabilité générale,trésorerie, contrôle de gestion
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From 43.03 C$ /h
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Cours de Comptabilité – Accompagnement personnalisé

Professionnelle de la finance et de la comptabilité avec une solide expérience en comptabilité générale, contrôle financier et reporting, je propose des cours de soutien et d'accompagnement en comptabilité pour les étudiants de tous niveaux (lycée, BTS, université, écoles de commerce et de gestion).

Mes cours ont pour objectif de vous aider à comprendre les concepts comptables, maîtriser les écritures comptables et réussir vos examens grâce à une approche pédagogique simple, structurée et adaptée à votre niveau.

Thèmes abordés :

Principes fondamentaux de la comptabilité ;
Enregistrement des opérations courantes ;
Comptabilité clients, fournisseurs et trésorerie ;
Travaux d'inventaire et opérations de clôture ;
Analyse des états financiers (bilan, compte de résultat, tableau des flux) ;
Comptabilité analytique et contrôle de gestion ;
Préparation aux examens et aux concours.

Ma méthode :

Explications claires et progressives ;
Exercices pratiques et études de cas ;
Aide à la résolution de travaux dirigés et d'examens ;
Accompagnement personnalisé selon vos objectifs et votre niveau.

Que vous souhaitiez renforcer vos bases, combler certaines difficultés ou préparer un examen, je vous accompagne avec rigueur et bienveillance pour développer votre compréhension et votre autonomie en comptabilité.
Location
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At student's location :
  • Around Casablanca, Morocco
Age
Teenagers (13-17 years old)
Adults (18-64 years old)
Student level
Beginner
Intermediate
Advanced
Duration
60 minutes
120 minutes
The class is taught in
English
French
Availability of a typical week
(GMT -04:00)
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
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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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Similar classes
arrow icon previousarrow icon next
verified badge
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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