Trusted teacher
This teacher has a fast response time and rate, demonstrating a high quality of service to their students.
Since March 2018
Instructor since March 2018
Translated by Google
Social media coaching,
From 89.98 C$ /h
Develop your digital expertise.
Ready to turn your passion for digital into concrete expertise? I'm here to guide you every step of the way, teaching you the essential skills you need to succeed in this ever-evolving field.
My modules offer a dynamic and personalized exploration of your digital potential. Whether you want to launch solo or thrive within a group, you'll benefit from a customized learning experience tailored to your needs and aspirations.
specialist in Instagram, tiktok, YouTube, Facebook, linkendin, chatgpt, wordpress, YouTube.
Ready to turn your passion for digital into concrete expertise? I'm here to guide you every step of the way, teaching you the essential skills you need to succeed in this ever-evolving field.
My modules offer a dynamic and personalized exploration of your digital potential. Whether you want to launch solo or thrive within a group, you'll benefit from a customized learning experience tailored to your needs and aspirations.
specialist in Instagram, tiktok, YouTube, Facebook, linkendin, chatgpt, wordpress, YouTube.
Location
At student's location :
- Around Brussels, Belgium
At teacher's location :
- EnergyVision Charging Station, Woluwe-Saint-Pierre, Belgique
Online from Belgium
About Me
Rojo discovers the theater in Venezuela, his native country. Dramatic art fascinates her. She dedicates her studies to her passion, and obtains a degree in art history.
Education
a master's degree in cinema from renowned schools. Master 1 in film research - National Conservatory of Paris - Master 2 in writing and theater direction in Marseille, NLP in Brussels, positive psychology Spain-Madrid
Experience / Qualifications
Type or sector of activity Holistic COACHING: embracing the being in its entirety.
Physical, emotional, mental, spiritual and artistic
Management - Translation - Teaching
Spanish and medical French coach at the ULB Foundation school
since July
Coach and educator of French and Spanish European School III
French courses in high school (Mother tongue, L2 and L3)
Coach and facilitator of Spanish, French and English
Artistic theatre and language coach (Spanish, French, English)
Spanish, French and English coach
Physical, emotional, mental, spiritual and artistic
Management - Translation - Teaching
Spanish and medical French coach at the ULB Foundation school
since July
Coach and educator of French and Spanish European School III
French courses in high school (Mother tongue, L2 and L3)
Coach and facilitator of Spanish, French and English
Artistic theatre and language coach (Spanish, French, English)
Spanish, French and English coach
Age
Infants (0-3 years old)
Preschool children (4-6 years old)
Children (7-12 years old)
Teenagers (13-17 years old)
Adults (18-64 years old)
Seniors (65+ years old)
Student level
Beginner
Intermediate
Advanced
Duration
30 minutes
45 minutes
60 minutes
The class is taught in
French
English
Spanish
Skills
Availability of a typical week
(GMT -05:00)
New York
At teacher's location and 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
The reading aloud workshop is open to everyone, beginners or not, native French speakers or not, to learn or improve the art of reading aloud. This workshop allows you to address the technical aspects of reading aloud (meaning, breathing, rhythm, phrasing, musicality, etc.) but also to share your love of literature with other participants and to discover texts or authors.
The sessions begin with a physical and vocal warm-up, work on breathing and voice. Each participant comes with one or two texts of their choice. During the session, excerpts from these texts are read, one or more times. They are the subject of comments by the workshop facilitator. These comments come to enlighten the reader on the perception of his reading.
objectives:
It is about teaching the student to master a range of reading strategies to refine and expand throughout his life.
Once the learner reads fluently, strategies, such as establishing links between the text and his experience, anticipating what will follow, interpreting the implicit nature of the text, summarizing it, etc. will be addressed explicitly.
Advantages :
Explicit and functional teaching of reading in Spanish & French;
possibility of working on authentic texts, on literature albums reinforcing motivation through their emotional side;
pedagogical freedom of the teacher, who is not stuck by a framework imposed by a textbook;
reading and writing are considered together, which reinforces the learning of these two skills.
Our method in brief:
Discuss with the participants so that they know what “reading” is, and enrich their vocabulary to promote learning to read.
strengthen phonemic awareness. the pupil should be able to decompose a word heard into its successive phonemes;
link reading and writing (which concretizes the relationship between oral and written). Copies and dictations are not enough, children must be made very early on to produce small free sentences or those imitating a given structure.
Learning materials and supports:
To facilitate written production, gradually create a word bank displayed in class, organized thematically or alphabetically. Break down each word into syllables, observe the spelling... Tool words, which are common and often difficult, should be included as a priority. Each person can also have a "word box" whose content they will personalize in an emotional way;
choose various types of texts: narrative, informative, etc.;
propose various exercises of composition and variation of words and syllables using letters to manipulate, more concrete and mobilizing the kinesthetic memory;
create reading games to make learning more motivating and therefore more effective;
Become familiar with variations in writing (handwritten, printed, etc.).
The sessions begin with a physical and vocal warm-up, work on breathing and voice. Each participant comes with one or two texts of their choice. During the session, excerpts from these texts are read, one or more times. They are the subject of comments by the workshop facilitator. These comments come to enlighten the reader on the perception of his reading.
objectives:
It is about teaching the student to master a range of reading strategies to refine and expand throughout his life.
Once the learner reads fluently, strategies, such as establishing links between the text and his experience, anticipating what will follow, interpreting the implicit nature of the text, summarizing it, etc. will be addressed explicitly.
Advantages :
Explicit and functional teaching of reading in Spanish & French;
possibility of working on authentic texts, on literature albums reinforcing motivation through their emotional side;
pedagogical freedom of the teacher, who is not stuck by a framework imposed by a textbook;
reading and writing are considered together, which reinforces the learning of these two skills.
Our method in brief:
Discuss with the participants so that they know what “reading” is, and enrich their vocabulary to promote learning to read.
strengthen phonemic awareness. the pupil should be able to decompose a word heard into its successive phonemes;
link reading and writing (which concretizes the relationship between oral and written). Copies and dictations are not enough, children must be made very early on to produce small free sentences or those imitating a given structure.
Learning materials and supports:
To facilitate written production, gradually create a word bank displayed in class, organized thematically or alphabetically. Break down each word into syllables, observe the spelling... Tool words, which are common and often difficult, should be included as a priority. Each person can also have a "word box" whose content they will personalize in an emotional way;
choose various types of texts: narrative, informative, etc.;
propose various exercises of composition and variation of words and syllables using letters to manipulate, more concrete and mobilizing the kinesthetic memory;
create reading games to make learning more motivating and therefore more effective;
Become familiar with variations in writing (handwritten, printed, etc.).
If you want to know yourself, develop yourself and surpass yourself in French...
By revealing your personality and by valuing your natural gifts
By channeling your energy and overcoming your blockages
By controlling your emotions and trusting yourself
By developing your memory and your concentration
Knowing how to capture attention and share your convictions
By opening up to the world and listening to others
By appropriating a character, creating a story
Our workshops are for you
We offer creative and improvisation work.
Each exercise is designed to acquire both the linguistic and socio-cultural skills necessary for the development of a language.
We use literary authors or theatrical plays like a spine in which little by little we will intrude our own life. We will explore through theater, as in forum theater, a powerful technique of individual expression and collective reflection.
The method
The sessions are organized around warm-up exercises, improvisation games and interpretation.
Beyond the techniques of the game, the lessons are also intended to allow students to “compose” with their own personality...
Skills acquired at the end of our workshops;
construction of the character through written production: Familiarization with different techniques for organizing ideas (mind mapping, etc.); summaries of the play, interviews and proposed texts with the development of a plan based on the “introduction/development/conclusion” model;
The voice through oral production: Scenic improvisations based on dialogues; use of examples, anecdotes, references that spice up the discourse; listening to read texts, films, reading aloud, repeating dialog breathing, amplitude, diction, silence management, voice and articulation control (flow, breath, diction, expressiveness);
The body through bodily production: Use of space and presence through mime vocabulary, gesture on stage, management of the gaze (development of a panoramic vision), rhythms, gestures and motor skills;
Imagination through emotional understanding: Use of sensory memory, relaxation, concentration, expression of emotions and feelings by organizing the speech according to the expectations of the interlocutors, promoting listening.
For those who want to improve their French by expressing themselves... For those who want to find themselves in a multicultural atmosphere!
“The learner does not acquire two foreign ways of acting and communicating. He becomes multilingual and learns interculturality. The linguistic and cultural skills relating to each language are modified by knowledge of the other and contribute to intercultural awareness, skills and know-how. They allow the individual to develop a richer and more complex personality and to increase his capacity to learn other foreign languages and to open up to new cultural experiences. Learners are also made capable of mediation through interpretation and translation between speakers of two languages who cannot communicate directly. "CEFR, p. 40
By revealing your personality and by valuing your natural gifts
By channeling your energy and overcoming your blockages
By controlling your emotions and trusting yourself
By developing your memory and your concentration
Knowing how to capture attention and share your convictions
By opening up to the world and listening to others
By appropriating a character, creating a story
Our workshops are for you
We offer creative and improvisation work.
Each exercise is designed to acquire both the linguistic and socio-cultural skills necessary for the development of a language.
We use literary authors or theatrical plays like a spine in which little by little we will intrude our own life. We will explore through theater, as in forum theater, a powerful technique of individual expression and collective reflection.
The method
The sessions are organized around warm-up exercises, improvisation games and interpretation.
Beyond the techniques of the game, the lessons are also intended to allow students to “compose” with their own personality...
Skills acquired at the end of our workshops;
construction of the character through written production: Familiarization with different techniques for organizing ideas (mind mapping, etc.); summaries of the play, interviews and proposed texts with the development of a plan based on the “introduction/development/conclusion” model;
The voice through oral production: Scenic improvisations based on dialogues; use of examples, anecdotes, references that spice up the discourse; listening to read texts, films, reading aloud, repeating dialog breathing, amplitude, diction, silence management, voice and articulation control (flow, breath, diction, expressiveness);
The body through bodily production: Use of space and presence through mime vocabulary, gesture on stage, management of the gaze (development of a panoramic vision), rhythms, gestures and motor skills;
Imagination through emotional understanding: Use of sensory memory, relaxation, concentration, expression of emotions and feelings by organizing the speech according to the expectations of the interlocutors, promoting listening.
For those who want to improve their French by expressing themselves... For those who want to find themselves in a multicultural atmosphere!
“The learner does not acquire two foreign ways of acting and communicating. He becomes multilingual and learns interculturality. The linguistic and cultural skills relating to each language are modified by knowledge of the other and contribute to intercultural awareness, skills and know-how. They allow the individual to develop a richer and more complex personality and to increase his capacity to learn other foreign languages and to open up to new cultural experiences. Learners are also made capable of mediation through interpretation and translation between speakers of two languages who cannot communicate directly. "CEFR, p. 40
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