Since February 2020
Instructor since February 2020
Translated by Google
35 years of experience - Specialist in preparatory courses & BTS (Advanced Vocational Training Certificate) - Approved Personal Services Provider (50% tax credit)
From 149 C$ /h
Your child can succeed in mathematics... provided they have the right method.
Bad grades are not inevitable.
Most students are not unintelligent. They simply accumulate gaps in their knowledge, work with an ineffective method, or lose confidence after several failures.
My role is to get them back on track through demanding, caring and fully personalized support.
⸻
For which students?
My main role is to support:
* middle and high school students who wish to fill in their gaps in knowledge;
* students whose results stagnate despite their efforts;
* students preparing for the Brevet or the Baccalaureate;
* ambitious students who are aiming for a distinction and wish to optimize their Parcoursup application.
⸻
My method
Every student is different.
So I start by precisely identifying his difficulties before building a suitable progression program.
We then work according to a simple method:
✓ understand the essential concepts;
✓ fill in the gaps in the correct order;
✓ acquire effective problem-solving methods;
✓ Learn to write correctly to gain points on tests and exams;
✓ Gradually develop autonomy.
The goal is not just to improve grades, but to enable the student to regain confidence and achieve lasting success.
⸻
What sets me apart
Solid teaching experience:
* 35 years of teaching experience;
* more than 750 students accompanied;
* mathematics teacher in a private school under contract;
* trainer for many years.
Fully personalized courses
I create exercises tailored to each student's level in order to focus the work on the concepts that are truly useful.
Follow-up between sessions
Students can ask me questions on WhatsApp between classes. I usually reply within 12 hours.
Communication with parents
Regular check-ins allow progress to be monitored, remaining difficulties to be identified and the work to be adjusted when necessary.
A working method
I also teach organizational, memorization and revision techniques so that the student gradually becomes independent.
⸻
The objectives
Depending on the student's initial level, the support provided can help to:
* to regain a solid foundation;
* regain confidence in one's abilities;
* to sustainably improve results;
* to calmly prepare for the Brevet or the Baccalaureate;
* aim for a distinction and strengthen your Parcoursup application.
Progress naturally depends on the student's involvement and the regularity of the work provided.
⸻
Terms and conditions
✔ Home-based lessons (eligible for a 50% tax credit according to current regulations)
✔ Lessons at my home
✔ Online classes
⸻
Because in mathematics, it's not the number of hours of work that makes the difference... It's the quality of the method.
Bad grades are not inevitable.
Most students are not unintelligent. They simply accumulate gaps in their knowledge, work with an ineffective method, or lose confidence after several failures.
My role is to get them back on track through demanding, caring and fully personalized support.
⸻
For which students?
My main role is to support:
* middle and high school students who wish to fill in their gaps in knowledge;
* students whose results stagnate despite their efforts;
* students preparing for the Brevet or the Baccalaureate;
* ambitious students who are aiming for a distinction and wish to optimize their Parcoursup application.
⸻
My method
Every student is different.
So I start by precisely identifying his difficulties before building a suitable progression program.
We then work according to a simple method:
✓ understand the essential concepts;
✓ fill in the gaps in the correct order;
✓ acquire effective problem-solving methods;
✓ Learn to write correctly to gain points on tests and exams;
✓ Gradually develop autonomy.
The goal is not just to improve grades, but to enable the student to regain confidence and achieve lasting success.
⸻
What sets me apart
Solid teaching experience:
* 35 years of teaching experience;
* more than 750 students accompanied;
* mathematics teacher in a private school under contract;
* trainer for many years.
Fully personalized courses
I create exercises tailored to each student's level in order to focus the work on the concepts that are truly useful.
Follow-up between sessions
Students can ask me questions on WhatsApp between classes. I usually reply within 12 hours.
Communication with parents
Regular check-ins allow progress to be monitored, remaining difficulties to be identified and the work to be adjusted when necessary.
A working method
I also teach organizational, memorization and revision techniques so that the student gradually becomes independent.
⸻
The objectives
Depending on the student's initial level, the support provided can help to:
* to regain a solid foundation;
* regain confidence in one's abilities;
* to sustainably improve results;
* to calmly prepare for the Brevet or the Baccalaureate;
* aim for a distinction and strengthen your Parcoursup application.
Progress naturally depends on the student's involvement and the regularity of the work provided.
⸻
Terms and conditions
✔ Home-based lessons (eligible for a 50% tax credit according to current regulations)
✔ Lessons at my home
✔ Online classes
⸻
Because in mathematics, it's not the number of hours of work that makes the difference... It's the quality of the method.
Extra information
If you trust me, you will achieve excellence, because I don't take on many students each year, so I can focus on your success. The price for in-home lessons is halved, as you benefit from a 50% tax deduction.
Location
At student's location :
- Around Saint-Gratien, France
Online from France
About Me
Actually, I've been teaching since... first grade!
I've always loved helping others, it's in my blood.
Sometimes the teachers would say to the whole class: "We'll do as Bertrand says, it's better."
In fact, I have always known how to pass on my knowledge.
I have never claimed to be what I am not: neither a great researcher nor a great scientist! I do not have the Fields Medal for mathematics and have not filed any patents.
But I have always had the teaching instinct.
At the age of 18, I gave my first professional mathematics lessons, while I was still in high school. The girl progressed so much, while her mother thought she was "lost for studies", that the following year, I could have given lessons to the whole village.
That's kind of what I did, actually.
In 2003, I was hired by the Maxicours company to create DVD boxes of mathematics lessons for 1ère S and 1ère ES students.
In order to test me, the recruiter gave me the task of completing a 20-minute course on derivation, which covered all the formulas in the course.
I did not follow the proposed plan at all: I found a method, consistent with the program, which allows the student to go much faster, without being burdened with useless formulas.
I was hired immediately, on my initiative and the quality of my approach.
Today and since 2013, I work for myself, as an entrepreneur.
Master the course at your fingertips
If you want to express yourself in another language and you just learn vocabulary lists by heart, you will never be able to hold a conversation.
Because you will lack knowledge of syntax, grammar and conjugation.
If I made my students do a lot of exercises without them understanding the lesson, at some point they would find themselves completely lost.
The solution is not to make them do hundreds of exercises in all styles until they succeed, because the day they come across an original exercise, they will be lost.
The solution is to review the course so that it is perfectly understood and assimilated.
As long as the student does not know the course inside out, he will run the risk of finding himself stuck in an exercise which will require a little more thought or whose wording will give little indication.
Today I insist a lot on the course and I explain everything:
👉 what each math vocabulary word means
👉 why this part of mathematics was created
👉 where does it come from
👉 what is it for
👉 how to use it
Most people who are not interested in mathematics simply do not know what use it will be to them: "I am not going to do integral calculus to buy my baguette!"
In reality, there are many situations in our daily life in which mathematics is useful.
The exercises I create for my students are, for the most part, concrete applications in areas that interest them.
I place the student at the heart of the course
It's nothing to say that I adapt my lessons to each student!
I'm really interested in each of them, in who they are, in what they like.
And they feel it.
This creates a climate of trust between us.
And because I adapt my way of presenting mathematical concepts and I create exercises linked to what they like, they feel involved.
I ask them for complete transparency: if they have difficulty getting started with work, getting organized, finding their motivation again, we talk about it calmly and I help them get back on their feet.
I am very demanding about the quality of the work provided and the seriousness that the student must demonstrate, but I am also able to listen to them, to help them as best I can.
Psychology is an important part of my teaching.
Restoring trust
How many people say they are "useless", "stupid" - to put it politely - "good for nothing"...
I show them that, on the contrary, they are intelligent and capable of feats they don't even imagine possible.
I don't flatter them: that would be the worst thing to do, to flatter them and then put them in situations of failure!
They realize for themselves what they are capable of doing.
For this reason, I never give them the solution to the exercises: it is much more profitable for them if they find it themselves. My role is to put them on the right track.
So they succeed on their own.
Very often, I guide them so that they find the course formulas themselves.
The student is the one who holds the reins of the course.
I teach each of my students to be proactive: the student must take charge of his or her school life and must not let himself or herself be disturbed by external elements.
So, he must know precisely:
✅ where he is in his classes
✅ what are his difficulties
✅ what topics will be covered by the next DS
✅ when it will take place
✅ what he needs to work on as a priority
Of course, he has to do the exercises that I give him to do.
But once the exercises are corrected, it's up to him to tell me what he needs to work on as a priority.
Obviously, I monitor each student and I know exactly where they are, but I entrust them with the reins of the course, to teach them to be independent.
The goal of pedagogy is not that the student needs his crutch all his life: it is that he is sufficiently autonomous so that the teacher can step aside.
Progress is felt from the 5th session
In 95% of cases, students who have an average of less than 06/20 at the start of the course gain 4 points from the first month.
Because it takes 4 courses to fill in the gaps, consolidate the basics and have a solid foundation on which to build.
So far, all my students who have between 02/20 & 06/20 6 months before the baccalaureate, obtain between 12/20 & 19/20 in mathematics on the day of the exam:
✅ 90% of them have between 14/20 & 18/20
✅ the most stressed get a 12/20
✅ those who start the course above average get 19/20
✅ Most of them get a mention... Thanks to their grade in mathematics!
I've always loved helping others, it's in my blood.
Sometimes the teachers would say to the whole class: "We'll do as Bertrand says, it's better."
In fact, I have always known how to pass on my knowledge.
I have never claimed to be what I am not: neither a great researcher nor a great scientist! I do not have the Fields Medal for mathematics and have not filed any patents.
But I have always had the teaching instinct.
At the age of 18, I gave my first professional mathematics lessons, while I was still in high school. The girl progressed so much, while her mother thought she was "lost for studies", that the following year, I could have given lessons to the whole village.
That's kind of what I did, actually.
In 2003, I was hired by the Maxicours company to create DVD boxes of mathematics lessons for 1ère S and 1ère ES students.
In order to test me, the recruiter gave me the task of completing a 20-minute course on derivation, which covered all the formulas in the course.
I did not follow the proposed plan at all: I found a method, consistent with the program, which allows the student to go much faster, without being burdened with useless formulas.
I was hired immediately, on my initiative and the quality of my approach.
Today and since 2013, I work for myself, as an entrepreneur.
Master the course at your fingertips
If you want to express yourself in another language and you just learn vocabulary lists by heart, you will never be able to hold a conversation.
Because you will lack knowledge of syntax, grammar and conjugation.
If I made my students do a lot of exercises without them understanding the lesson, at some point they would find themselves completely lost.
The solution is not to make them do hundreds of exercises in all styles until they succeed, because the day they come across an original exercise, they will be lost.
The solution is to review the course so that it is perfectly understood and assimilated.
As long as the student does not know the course inside out, he will run the risk of finding himself stuck in an exercise which will require a little more thought or whose wording will give little indication.
Today I insist a lot on the course and I explain everything:
👉 what each math vocabulary word means
👉 why this part of mathematics was created
👉 where does it come from
👉 what is it for
👉 how to use it
Most people who are not interested in mathematics simply do not know what use it will be to them: "I am not going to do integral calculus to buy my baguette!"
In reality, there are many situations in our daily life in which mathematics is useful.
The exercises I create for my students are, for the most part, concrete applications in areas that interest them.
I place the student at the heart of the course
It's nothing to say that I adapt my lessons to each student!
I'm really interested in each of them, in who they are, in what they like.
And they feel it.
This creates a climate of trust between us.
And because I adapt my way of presenting mathematical concepts and I create exercises linked to what they like, they feel involved.
I ask them for complete transparency: if they have difficulty getting started with work, getting organized, finding their motivation again, we talk about it calmly and I help them get back on their feet.
I am very demanding about the quality of the work provided and the seriousness that the student must demonstrate, but I am also able to listen to them, to help them as best I can.
Psychology is an important part of my teaching.
Restoring trust
How many people say they are "useless", "stupid" - to put it politely - "good for nothing"...
I show them that, on the contrary, they are intelligent and capable of feats they don't even imagine possible.
I don't flatter them: that would be the worst thing to do, to flatter them and then put them in situations of failure!
They realize for themselves what they are capable of doing.
For this reason, I never give them the solution to the exercises: it is much more profitable for them if they find it themselves. My role is to put them on the right track.
So they succeed on their own.
Very often, I guide them so that they find the course formulas themselves.
The student is the one who holds the reins of the course.
I teach each of my students to be proactive: the student must take charge of his or her school life and must not let himself or herself be disturbed by external elements.
So, he must know precisely:
✅ where he is in his classes
✅ what are his difficulties
✅ what topics will be covered by the next DS
✅ when it will take place
✅ what he needs to work on as a priority
Of course, he has to do the exercises that I give him to do.
But once the exercises are corrected, it's up to him to tell me what he needs to work on as a priority.
Obviously, I monitor each student and I know exactly where they are, but I entrust them with the reins of the course, to teach them to be independent.
The goal of pedagogy is not that the student needs his crutch all his life: it is that he is sufficiently autonomous so that the teacher can step aside.
Progress is felt from the 5th session
In 95% of cases, students who have an average of less than 06/20 at the start of the course gain 4 points from the first month.
Because it takes 4 courses to fill in the gaps, consolidate the basics and have a solid foundation on which to build.
So far, all my students who have between 02/20 & 06/20 6 months before the baccalaureate, obtain between 12/20 & 19/20 in mathematics on the day of the exam:
✅ 90% of them have between 14/20 & 18/20
✅ the most stressed get a 12/20
✅ those who start the course above average get 19/20
✅ Most of them get a mention... Thanks to their grade in mathematics!
Education
Bac D (Mathematics & Natural Sciences)
DUT Civil Engineering, Climate Engineering & Building Equipment
Training in:
✅ pedagogy
✅ coaching
✅ organization
✅ ...
DUT Civil Engineering, Climate Engineering & Building Equipment
Training in:
✅ pedagogy
✅ coaching
✅ organization
✅ ...
Experience / Qualifications
30 years of experience
My students call me "the miracle worker" because I literally transform them: in a few weeks they go from "bad at math" to "Thanks to you, I love math and my middle school or high school teacher congratulates me on my results and encourages me to keep going."
Parents who see their children become enthusiastic, gain confidence and succeed can't believe it.
But I don't have a magic wand: my methods work because I have a long experience in the field and because I am passionate about teaching.
My students call me "the miracle worker" because I literally transform them: in a few weeks they go from "bad at math" to "Thanks to you, I love math and my middle school or high school teacher congratulates me on my results and encourages me to keep going."
Parents who see their children become enthusiastic, gain confidence and succeed can't believe it.
But I don't have a magic wand: my methods work because I have a long experience in the field and because I am passionate about teaching.
Age
Teenagers (13-17 years old)
Adults (18-64 years old)
Student level
Beginner
Intermediate
Advanced
Duration
120 minutes
The class is taught in
French
English
Skills
Availability of a typical week
(GMT -04:00)
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
Similar classes
Contact Bertrand
1st lesson is backed
by our Good-fit Instructor Guarantee
by our Good-fit Instructor Guarantee
Similar classes
Good-fit Instructor Guarantee
Contact Bertrand