Trusted teacher
This teacher has a fast response time and rate, demonstrating a high quality of service to their students.
Since June 2021
Instructor since June 2021
Translated by Google
Master’s Degree in Educational Sciences – Exam Preparation (Written/
From 128.59 C$ /h
Hello, my name is Claire. I hold a Master’s Degree (M2) in Educational Sciences and have been supporting pupils and students for several years in French, methodology, and exam preparation.
My approach is based on two key principles:
- 100% personalized support thanks to tailor-made learning materials.
- Building autonomy and confidence through regular, structured work.
My areas of expertise:
- Exam preparation (middle school certificate, high school diploma, baccalaureate, competitive exams, oral assessments) → text commentary, literary analysis, essay writing, methodology.
- Academic organization & coaching → study planning, time management, revision methods, oral preparation.
- French (written & oral) → reading, grammar, spelling, writing, oral expression.
- Specialized support → confirmed expertise in working with ADHD, gifted (HPI), and dyslexic (DYS) profiles, using adapted methods. My role also includes a diagnostic approach: helping identify whether difficulties stem from attention issues, a particular learning profile, or simply methodological needs, in order to guide students and families toward the right tools.
Why my lessons make a difference ?
Each student benefits from a structured and personalized study plan:
1. Objectives are defined together at the start. The student receives clear goals and a detailed schedule over several weeks.
2. I create a shared online agenda, where students can track what needs to be prepared for the next session.
3. Teaching materials are sent in advance and adapted week by week.
4. Regular assessments are built into the process (after major sessions or at the end of a period, such as a trimester).
This approach allows students to:
1. Have a clear vision of their progress,
2. Gain precise benchmarks,
3. Work on both subject content and study methods within a structured framework.
Methods and tools:
- Personalized learning resources: summaries, worksheets, exercises tailored to each student’s needs.
- Regular assessments: to monitor progress and adjust methods.
- Structured organization: balance between learning concepts, practice exercises, and methodology.
- Fostering autonomy: learning how to plan revisions, organize study time, and manage stress.
A 100% online format:
- Accessible throughout Switzerland and internationally.
- Digital tools to share materials and track progress.
- Flexible scheduling and continuity, even when traveling.
Rates and support:
Each session includes two components:
1. The live online course – interactive and personalized.
2. The preparation beforehand – essential for adapting the lesson to the student.
My approach is based on two key principles:
- 100% personalized support thanks to tailor-made learning materials.
- Building autonomy and confidence through regular, structured work.
My areas of expertise:
- Exam preparation (middle school certificate, high school diploma, baccalaureate, competitive exams, oral assessments) → text commentary, literary analysis, essay writing, methodology.
- Academic organization & coaching → study planning, time management, revision methods, oral preparation.
- French (written & oral) → reading, grammar, spelling, writing, oral expression.
- Specialized support → confirmed expertise in working with ADHD, gifted (HPI), and dyslexic (DYS) profiles, using adapted methods. My role also includes a diagnostic approach: helping identify whether difficulties stem from attention issues, a particular learning profile, or simply methodological needs, in order to guide students and families toward the right tools.
Why my lessons make a difference ?
Each student benefits from a structured and personalized study plan:
1. Objectives are defined together at the start. The student receives clear goals and a detailed schedule over several weeks.
2. I create a shared online agenda, where students can track what needs to be prepared for the next session.
3. Teaching materials are sent in advance and adapted week by week.
4. Regular assessments are built into the process (after major sessions or at the end of a period, such as a trimester).
This approach allows students to:
1. Have a clear vision of their progress,
2. Gain precise benchmarks,
3. Work on both subject content and study methods within a structured framework.
Methods and tools:
- Personalized learning resources: summaries, worksheets, exercises tailored to each student’s needs.
- Regular assessments: to monitor progress and adjust methods.
- Structured organization: balance between learning concepts, practice exercises, and methodology.
- Fostering autonomy: learning how to plan revisions, organize study time, and manage stress.
A 100% online format:
- Accessible throughout Switzerland and internationally.
- Digital tools to share materials and track progress.
- Flexible scheduling and continuity, even when traveling.
Rates and support:
Each session includes two components:
1. The live online course – interactive and personalized.
2. The preparation beforehand – essential for adapting the lesson to the student.
Extra information
In person lessons can be held in Zurich
Location
At student's location :
- Around Zurich, Switzerland
Online from Switzerland
About Me
Academic support has been at the heart of my work for several years. With a Master's degree in Educational Sciences, I specialize in supporting students with diverse backgrounds, whether they have a temporary blockage or ADHD, HPI, or “dys” disorders.
Why this specialization?
Some students often have an intuitive approach; their curiosity and out-of-the-box thinking make every encounter stimulating. My experience has led me to work with students who, despite their abilities, encounter difficulties in the traditional school setting.
Several elements can explain these obstacles:
• In a class, approximately 30% of students have an “atypical” profile (ADHD, HPI, “dys”, etc.). These students have their own way of assimilating a concept. They have a greater need to manipulate, hear several times, reformulate or even visualize/make sense of information.
• A lack of self-confidence: No student is “unskilled,” yet repeated difficulties can lead to a loss of motivation and a feeling of failure. For example, a child with reading difficulties may dread reading aloud in class, for fear of stumbling over words in front of their classmates. They will naturally avoid the exercise and become trapped in their difficulty.
• Understanding how we learn is key: learning to know ourselves and identifying what works for us is an essential step, but it is not always easy without support. A student may have difficulty carrying out dual-tasking work. If they are not aware of their sticking points, they will not be able to implement strategies to carry out exercises or assessments in good conditions.
Why private lessons?
This is a question I am often asked: why not teach in a classroom? I like being confronted with the diversity of ages and levels. I really see the positive impacts of private lessons because I easily spot what is stuck and I can adjust immediately. Each student leads me to enrich my knowledge and refine my methods, it is an enriching exchange! As a mother, I know the difficulty we can encounter as parents in managing our children's schooling. Being a parent is not being the teacher or the professor of your child, the reality of everyday life and parent-child relationships do not allow this dynamic. However, a student with a learning difficulty needs support with specific methods, outside the walls of the school.
.........................................
Hello
My name is Claire, and academic support has been at the heart of my work for several years. I hold a Master's degree (Master 2) in Educational Sciences and have specialized in helping students with a variety of learning profiles, whether they are experiencing a temporary block or have ADHD, are gifted (HPI), or have learning difficulties such as dyslexia or other “dys” disorders.
Why This Specialization?
Some students learn intuitively—their curiosity and their unique way of thinking make every session stimulating. Through my experience, I've worked with many students who, despite strong abilities, face challenges within the traditional school system.
Several factors can explain these obstacles:
• Around 30% of students have an “atypical” profile (ADHD, gifted, dys disorders...). These students each have their own way of understanding new concepts. They often need hands-on experiences, repetition, reformulation, or visual aids to make sense of information.
• A lack of self-confidence: No student is “non-academic.” However, repeated difficulties can lead to a loss of motivation and a feeling of failure. For example, a child struggling with reading might dread reading aloud in class for fear of stumbling over words in front of classmates. This can lead to avoidance and reinforce the difficulty.
• Understanding how we learn is key: Learning to understand oneself and identify what works is an essential step—but not always easy without guidance. A student might struggle with multitasking. Without recognizing this challenge, it's difficult to develop strategies to complete exercises or assessments under good conditions.
Why Private Tutoring?
I'm often asked: why not teach in a classroom? I enjoy working with a variety of ages and levels. I truly see the benefits of one-on-one tutoring, where I can quickly identify what's not working and adapt right away. Every student helps me grow in my methods and knowledge—it's a truly enriching exchange.
As a mother myself, I also understand how hard it can be for parents to manage their child's schooling. Being a parent is not the same as being a teacher. The reality of family dynamics often doesn't allow for that role. And yet, students who struggle in school often need support with specific methods—outside the classroom setting.
Why this specialization?
Some students often have an intuitive approach; their curiosity and out-of-the-box thinking make every encounter stimulating. My experience has led me to work with students who, despite their abilities, encounter difficulties in the traditional school setting.
Several elements can explain these obstacles:
• In a class, approximately 30% of students have an “atypical” profile (ADHD, HPI, “dys”, etc.). These students have their own way of assimilating a concept. They have a greater need to manipulate, hear several times, reformulate or even visualize/make sense of information.
• A lack of self-confidence: No student is “unskilled,” yet repeated difficulties can lead to a loss of motivation and a feeling of failure. For example, a child with reading difficulties may dread reading aloud in class, for fear of stumbling over words in front of their classmates. They will naturally avoid the exercise and become trapped in their difficulty.
• Understanding how we learn is key: learning to know ourselves and identifying what works for us is an essential step, but it is not always easy without support. A student may have difficulty carrying out dual-tasking work. If they are not aware of their sticking points, they will not be able to implement strategies to carry out exercises or assessments in good conditions.
Why private lessons?
This is a question I am often asked: why not teach in a classroom? I like being confronted with the diversity of ages and levels. I really see the positive impacts of private lessons because I easily spot what is stuck and I can adjust immediately. Each student leads me to enrich my knowledge and refine my methods, it is an enriching exchange! As a mother, I know the difficulty we can encounter as parents in managing our children's schooling. Being a parent is not being the teacher or the professor of your child, the reality of everyday life and parent-child relationships do not allow this dynamic. However, a student with a learning difficulty needs support with specific methods, outside the walls of the school.
.........................................
Hello
My name is Claire, and academic support has been at the heart of my work for several years. I hold a Master's degree (Master 2) in Educational Sciences and have specialized in helping students with a variety of learning profiles, whether they are experiencing a temporary block or have ADHD, are gifted (HPI), or have learning difficulties such as dyslexia or other “dys” disorders.
Why This Specialization?
Some students learn intuitively—their curiosity and their unique way of thinking make every session stimulating. Through my experience, I've worked with many students who, despite strong abilities, face challenges within the traditional school system.
Several factors can explain these obstacles:
• Around 30% of students have an “atypical” profile (ADHD, gifted, dys disorders...). These students each have their own way of understanding new concepts. They often need hands-on experiences, repetition, reformulation, or visual aids to make sense of information.
• A lack of self-confidence: No student is “non-academic.” However, repeated difficulties can lead to a loss of motivation and a feeling of failure. For example, a child struggling with reading might dread reading aloud in class for fear of stumbling over words in front of classmates. This can lead to avoidance and reinforce the difficulty.
• Understanding how we learn is key: Learning to understand oneself and identify what works is an essential step—but not always easy without guidance. A student might struggle with multitasking. Without recognizing this challenge, it's difficult to develop strategies to complete exercises or assessments under good conditions.
Why Private Tutoring?
I'm often asked: why not teach in a classroom? I enjoy working with a variety of ages and levels. I truly see the benefits of one-on-one tutoring, where I can quickly identify what's not working and adapt right away. Every student helps me grow in my methods and knowledge—it's a truly enriching exchange.
As a mother myself, I also understand how hard it can be for parents to manage their child's schooling. Being a parent is not the same as being a teacher. The reality of family dynamics often doesn't allow for that role. And yet, students who struggle in school often need support with specific methods—outside the classroom setting.
Education
Master 2 science of education, Lyon Lumière University
Degree in communication and press relations
Graduate of the chamber of commerce in marketing, visual merchandising
I also speak fluent English (lived 5 in the United States and 2 years in England)
Degree in communication and press relations
Graduate of the chamber of commerce in marketing, visual merchandising
I also speak fluent English (lived 5 in the United States and 2 years in England)
Experience / Qualifications
What types of support?
1. Targeted support (primary, secondary, etc.): overcoming a specific difficulty (reading, spelling, math, English, etc.).
2. Regular support: monitoring throughout the year to strengthen skills and organization.
3. Specific preparation: presentations, speaking engagements, personalized assessments.
4. Early childhood: introduction to reading, sounds and numbers.
5. Learning to read: progressive acquisition for fluent reading and good comprehension.
Methods and tools
1. Creation of personalized educational materials
I don't just use pre-existing textbooks or tools. I also create personalized course materials, broken down into steps and perfectly adapted to each student. The idea is for the student to leave with clear, structured material that facilitates memorization and revision. Since the knowledge is cross-curricular, depending on the year's objectives, I can combine certain learnings.
2. Adapted assessments and progression
• Implementation of evolving tests to monitor progress and adjust learning methods.
• Work on exercises of increasing difficulty to consolidate acquired skills.
3. Organization of work and structuring of sessions
I often invite parents or students to attend two sessions per week. This allows us to introduce a concept, let it mature, and then reuse it while maintaining a regular dynamic.
Concrete example from a French course:
• Session 1: 30 min on a key concept, 10 min on work organization, 20 min on practical exercises.
• Session 2: 20 min of learning assessment, 40 min of reading and text comprehension.
This approach avoids cognitive overload and promotes progressive and effective learning.
4. Development of autonomy
Beyond knowledge, I teach the student to organize themselves better:
• Structure your lessons to facilitate revisions.
• Plan your revisions to avoid doing everything at the last minute.
• Manage your time and stress when faced with supervised assessments and homework.
I also work on strategies to avoid careless mistakes, quickly understand instructions and optimize time management during exams.
Pricing and monitoring
Over the course of my various experiences, I have come to understand that it is necessary for students to leave with a written, organized course, especially for children with ADHD. It is often difficult for them to summarize the course and extract the essential information.
Two-stage pricing
Each session includes two essential aspects:
1. The lesson with the student, a moment of exchange and active learning.
2. Advance preparation, essential for adapting the course to the specific needs of the student.
What does this bring?
• Truly personalized monitoring
• Educational flexibility: The sessions and their durations adapt to the progress and difficulties encountered.
• In-depth work: Designing suitable materials requires significant preparation time, which is essential to ensure the effectiveness of the sessions.
Let's be honest: I'm not Mary Poppins :) learning takes time, patience and effort.
I don't have any magic powers, but my goal is clear: to enable each student to gain autonomy in their learning, while benefiting from a structured and caring framework to overcome their difficulties.
..................................
What kind of support do I offer?
1. Targeted support (primary & middle school): to overcome a specific difficulty (reading, spelling, math, English, etc.).
2. Ongoing academic support: weekly sessions throughout the year to strengthen skills and organization.
3. Special preparation: help with oral presentations, public speaking, and customized evaluations.
4. Early childhood learning: introduction to reading, sounds, and numbers.
5. Reading acquisition: step-by-step support for fluent reading and solid comprehension.
Methods and Tools
1. Creation of personalized teaching materials
I don't rely only on textbooks or ready-made resources. I create customized lesson materials, broken down into clear steps and perfectly suited to each student. The goal is for the student to leave each session with a clear, structured handout to help with memorization and review. Since knowledge is interconnected, I often combine subjects based on yearly goals.
2. Tailored evaluations and progress tracking
• I use evolving assessments to track progress and adjust learning methods.
• Exercises progress in difficulty to build long-term understanding and confidence.
3. Structured sessions and work organization
I often recommend two sessions per week. This allows a concept to be introduced, absorbed, and reused while maintaining a steady rhythm.
Example of a French lesson:
• Session 1: 30 min on a key concept, 15 min of work planning, 15 min of practice exercises.
• Session 2: 20 min review, 40 min of reading and text comprehension.
This approach avoids cognitive overload and supports progressive, effective learning.
4. Building independence
Beyond knowledge, I teach students how to be more organized:
• How to structure their notes to ease revision.
• How to plan study time to avoid last-minute cramming.
• How to manage time and stress during tests and supervised work.
We also work on strategies to avoid careless mistakes, quickly understand instructions, and manage time effectively during exams.
Pricing and Follow-up
Over the years, I've learned how important it is—especially for students with ADHD—to leave each lesson with a written, organized summary. These students often struggle to synthesize what was covered in class or extract the essentials.
A two-part pricing structure
Each session includes two essential components:
1. The lesson with the student—a time for active learning and exchange.
2. Preparation before hand, which is crucial to tailor the session to the student's unique needs.
What does this provide?
• Truly personalized follow-up
• Flexible teaching: lesson content and duration adjust to progress and challenges.
• In-depth work: crafting tailored resources takes time but is key to an effective session.
Let's be honest: I'm not Mary Poppins :) Learning takes time, patience, and effort. I don't have magic powers—but I do have a clear goal: to help each student become more independent in their learning, in a structured and supportive environment that empowers them to overcome their difficulties.
1. Targeted support (primary, secondary, etc.): overcoming a specific difficulty (reading, spelling, math, English, etc.).
2. Regular support: monitoring throughout the year to strengthen skills and organization.
3. Specific preparation: presentations, speaking engagements, personalized assessments.
4. Early childhood: introduction to reading, sounds and numbers.
5. Learning to read: progressive acquisition for fluent reading and good comprehension.
Methods and tools
1. Creation of personalized educational materials
I don't just use pre-existing textbooks or tools. I also create personalized course materials, broken down into steps and perfectly adapted to each student. The idea is for the student to leave with clear, structured material that facilitates memorization and revision. Since the knowledge is cross-curricular, depending on the year's objectives, I can combine certain learnings.
2. Adapted assessments and progression
• Implementation of evolving tests to monitor progress and adjust learning methods.
• Work on exercises of increasing difficulty to consolidate acquired skills.
3. Organization of work and structuring of sessions
I often invite parents or students to attend two sessions per week. This allows us to introduce a concept, let it mature, and then reuse it while maintaining a regular dynamic.
Concrete example from a French course:
• Session 1: 30 min on a key concept, 10 min on work organization, 20 min on practical exercises.
• Session 2: 20 min of learning assessment, 40 min of reading and text comprehension.
This approach avoids cognitive overload and promotes progressive and effective learning.
4. Development of autonomy
Beyond knowledge, I teach the student to organize themselves better:
• Structure your lessons to facilitate revisions.
• Plan your revisions to avoid doing everything at the last minute.
• Manage your time and stress when faced with supervised assessments and homework.
I also work on strategies to avoid careless mistakes, quickly understand instructions and optimize time management during exams.
Pricing and monitoring
Over the course of my various experiences, I have come to understand that it is necessary for students to leave with a written, organized course, especially for children with ADHD. It is often difficult for them to summarize the course and extract the essential information.
Two-stage pricing
Each session includes two essential aspects:
1. The lesson with the student, a moment of exchange and active learning.
2. Advance preparation, essential for adapting the course to the specific needs of the student.
What does this bring?
• Truly personalized monitoring
• Educational flexibility: The sessions and their durations adapt to the progress and difficulties encountered.
• In-depth work: Designing suitable materials requires significant preparation time, which is essential to ensure the effectiveness of the sessions.
Let's be honest: I'm not Mary Poppins :) learning takes time, patience and effort.
I don't have any magic powers, but my goal is clear: to enable each student to gain autonomy in their learning, while benefiting from a structured and caring framework to overcome their difficulties.
..................................
What kind of support do I offer?
1. Targeted support (primary & middle school): to overcome a specific difficulty (reading, spelling, math, English, etc.).
2. Ongoing academic support: weekly sessions throughout the year to strengthen skills and organization.
3. Special preparation: help with oral presentations, public speaking, and customized evaluations.
4. Early childhood learning: introduction to reading, sounds, and numbers.
5. Reading acquisition: step-by-step support for fluent reading and solid comprehension.
Methods and Tools
1. Creation of personalized teaching materials
I don't rely only on textbooks or ready-made resources. I create customized lesson materials, broken down into clear steps and perfectly suited to each student. The goal is for the student to leave each session with a clear, structured handout to help with memorization and review. Since knowledge is interconnected, I often combine subjects based on yearly goals.
2. Tailored evaluations and progress tracking
• I use evolving assessments to track progress and adjust learning methods.
• Exercises progress in difficulty to build long-term understanding and confidence.
3. Structured sessions and work organization
I often recommend two sessions per week. This allows a concept to be introduced, absorbed, and reused while maintaining a steady rhythm.
Example of a French lesson:
• Session 1: 30 min on a key concept, 15 min of work planning, 15 min of practice exercises.
• Session 2: 20 min review, 40 min of reading and text comprehension.
This approach avoids cognitive overload and supports progressive, effective learning.
4. Building independence
Beyond knowledge, I teach students how to be more organized:
• How to structure their notes to ease revision.
• How to plan study time to avoid last-minute cramming.
• How to manage time and stress during tests and supervised work.
We also work on strategies to avoid careless mistakes, quickly understand instructions, and manage time effectively during exams.
Pricing and Follow-up
Over the years, I've learned how important it is—especially for students with ADHD—to leave each lesson with a written, organized summary. These students often struggle to synthesize what was covered in class or extract the essentials.
A two-part pricing structure
Each session includes two essential components:
1. The lesson with the student—a time for active learning and exchange.
2. Preparation before hand, which is crucial to tailor the session to the student's unique needs.
What does this provide?
• Truly personalized follow-up
• Flexible teaching: lesson content and duration adjust to progress and challenges.
• In-depth work: crafting tailored resources takes time but is key to an effective session.
Let's be honest: I'm not Mary Poppins :) Learning takes time, patience, and effort. I don't have magic powers—but I do have a clear goal: to help each student become more independent in their learning, in a structured and supportive environment that empowers them to overcome their difficulties.
Age
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
60 minutes
90 minutes
The class is taught in
French
English
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
Hello
My name is Claire, and academic support has been at the heart of my work for several years. I hold a Master’s degree (Master 2) in Educational Sciences and have specialized in helping students with a variety of learning profiles, whether they are experiencing a temporary block or have ADHD, are gifted (HPI), or have learning difficulties such as dyslexia or other “dys” disorders.
Why This Specialization?
Some students learn intuitively—their curiosity and their unique way of thinking make every session stimulating. Through my experience, I’ve worked with many students who, despite strong abilities, face challenges within the traditional school system.
Several factors can explain these obstacles:
• Around 30% of students have an “atypical” profile (ADHD, gifted, dys disorders...). These students each have their own way of understanding new concepts. They often need hands-on experiences, repetition, reformulation, or visual aids to make sense of information.
• A lack of self-confidence: No student is “non-academic.” However, repeated difficulties can lead to a loss of motivation and a feeling of failure. For example, a child struggling with reading might dread reading aloud in class for fear of stumbling over words in front of classmates. This can lead to avoidance and reinforce the difficulty.
• Understanding how we learn is key: Learning to understand oneself and identify what works is an essential step—but not always easy without guidance. A student might struggle with multitasking. Without recognizing this challenge, it’s difficult to develop strategies to complete exercises or assessments under good conditions.
Why Private Tutoring?
I’m often asked: why not teach in a classroom?
I enjoy working with a variety of ages and levels. I truly see the benefits of one-on-one tutoring, where I can quickly identify what’s not working and adapt right away. Every student helps me grow in my methods and knowledge—it’s a truly enriching exchange.
As a mother myself, I also understand how hard it can be for parents to manage their child’s schooling. Being a parent is not the same as being a teacher. The reality of family dynamics often doesn’t allow for that role. And yet, students who struggle in school often need support with specific methods—outside the classroom setting.
What kind of support do I offer?
1. Targeted support (primary & middle school): to overcome a specific difficulty (reading, spelling, math, English, etc.).
2. Ongoing academic support: weekly sessions throughout the year to strengthen skills and organization.
3. Special preparation: help with oral presentations, public speaking, and customized evaluations.
4. Early childhood learning: introduction to reading, sounds, and numbers.
5. Reading acquisition: step-by-step support for fluent reading and solid comprehension.
Methods and Tools
1. Creation of personalized teaching materials
I don’t rely only on textbooks or ready-made resources. I create customized lesson materials, broken down into clear steps and perfectly suited to each student. The goal is for the student to leave each session with a clear, structured handout to help with memorization and review. Since knowledge is interconnected, I often combine subjects based on yearly goals.
2. Tailored evaluations and progress tracking
• I use evolving assessments to track progress and adjust learning methods.
• Exercises progress in difficulty to build long-term understanding and confidence.
3. Structured sessions and work organization
I often recommend two sessions per week. This allows a concept to be introduced, absorbed, and reused while maintaining a steady rhythm.
Example of a French lesson:
• Session 1: 30 min on a key concept, 15 min of work planning, 15 min of practice exercises.
• Session 2: 20 min review, 40 min of reading and text comprehension.
This approach avoids cognitive overload and supports progressive, effective learning.
4. Building independence
Beyond knowledge, I teach students how to be more organized:
• How to structure their notes to ease revision.
• How to plan study time to avoid last-minute cramming.
• How to manage time and stress during tests and supervised work.
We also work on strategies to avoid careless mistakes, quickly understand instructions, and manage time effectively during exams.
Pricing and Follow-up
Over the years, I’ve learned how important it is—especially for students with ADHD—to leave each lesson with a written, organized summary. These students often struggle to synthesize what was covered in class or extract the essentials.
A two-part pricing structure
Each session includes two essential components:
1. The lesson with the student—a time for active learning and exchange.
2. Preparation beforehand, which is crucial to tailor the session to the student’s unique needs.
What does this provide?
• Truly personalized follow-up
• Flexible teaching: lesson content and duration adjust to progress and challenges.
• In-depth work: crafting tailored resources takes time but is key to an effective session.
Let’s be honest: I’m not Mary Poppins :) Learning takes time, patience, and effort. I don’t have magic powers—but I do have a clear goal: to help each student become more independent in their learning, in a structured and supportive environment that empowers them to overcome their difficulties.
My name is Claire, and academic support has been at the heart of my work for several years. I hold a Master’s degree (Master 2) in Educational Sciences and have specialized in helping students with a variety of learning profiles, whether they are experiencing a temporary block or have ADHD, are gifted (HPI), or have learning difficulties such as dyslexia or other “dys” disorders.
Why This Specialization?
Some students learn intuitively—their curiosity and their unique way of thinking make every session stimulating. Through my experience, I’ve worked with many students who, despite strong abilities, face challenges within the traditional school system.
Several factors can explain these obstacles:
• Around 30% of students have an “atypical” profile (ADHD, gifted, dys disorders...). These students each have their own way of understanding new concepts. They often need hands-on experiences, repetition, reformulation, or visual aids to make sense of information.
• A lack of self-confidence: No student is “non-academic.” However, repeated difficulties can lead to a loss of motivation and a feeling of failure. For example, a child struggling with reading might dread reading aloud in class for fear of stumbling over words in front of classmates. This can lead to avoidance and reinforce the difficulty.
• Understanding how we learn is key: Learning to understand oneself and identify what works is an essential step—but not always easy without guidance. A student might struggle with multitasking. Without recognizing this challenge, it’s difficult to develop strategies to complete exercises or assessments under good conditions.
Why Private Tutoring?
I’m often asked: why not teach in a classroom?
I enjoy working with a variety of ages and levels. I truly see the benefits of one-on-one tutoring, where I can quickly identify what’s not working and adapt right away. Every student helps me grow in my methods and knowledge—it’s a truly enriching exchange.
As a mother myself, I also understand how hard it can be for parents to manage their child’s schooling. Being a parent is not the same as being a teacher. The reality of family dynamics often doesn’t allow for that role. And yet, students who struggle in school often need support with specific methods—outside the classroom setting.
What kind of support do I offer?
1. Targeted support (primary & middle school): to overcome a specific difficulty (reading, spelling, math, English, etc.).
2. Ongoing academic support: weekly sessions throughout the year to strengthen skills and organization.
3. Special preparation: help with oral presentations, public speaking, and customized evaluations.
4. Early childhood learning: introduction to reading, sounds, and numbers.
5. Reading acquisition: step-by-step support for fluent reading and solid comprehension.
Methods and Tools
1. Creation of personalized teaching materials
I don’t rely only on textbooks or ready-made resources. I create customized lesson materials, broken down into clear steps and perfectly suited to each student. The goal is for the student to leave each session with a clear, structured handout to help with memorization and review. Since knowledge is interconnected, I often combine subjects based on yearly goals.
2. Tailored evaluations and progress tracking
• I use evolving assessments to track progress and adjust learning methods.
• Exercises progress in difficulty to build long-term understanding and confidence.
3. Structured sessions and work organization
I often recommend two sessions per week. This allows a concept to be introduced, absorbed, and reused while maintaining a steady rhythm.
Example of a French lesson:
• Session 1: 30 min on a key concept, 15 min of work planning, 15 min of practice exercises.
• Session 2: 20 min review, 40 min of reading and text comprehension.
This approach avoids cognitive overload and supports progressive, effective learning.
4. Building independence
Beyond knowledge, I teach students how to be more organized:
• How to structure their notes to ease revision.
• How to plan study time to avoid last-minute cramming.
• How to manage time and stress during tests and supervised work.
We also work on strategies to avoid careless mistakes, quickly understand instructions, and manage time effectively during exams.
Pricing and Follow-up
Over the years, I’ve learned how important it is—especially for students with ADHD—to leave each lesson with a written, organized summary. These students often struggle to synthesize what was covered in class or extract the essentials.
A two-part pricing structure
Each session includes two essential components:
1. The lesson with the student—a time for active learning and exchange.
2. Preparation beforehand, which is crucial to tailor the session to the student’s unique needs.
What does this provide?
• Truly personalized follow-up
• Flexible teaching: lesson content and duration adjust to progress and challenges.
• In-depth work: crafting tailored resources takes time but is key to an effective session.
Let’s be honest: I’m not Mary Poppins :) Learning takes time, patience, and effort. I don’t have magic powers—but I do have a clear goal: to help each student become more independent in their learning, in a structured and supportive environment that empowers them to overcome their difficulties.
Hello, my name is Claire. I hold a Master’s degree in Educational Sciences and for the past 5+ years I have specialized in supporting students with atypical learning profiles: ADHD, gifted (HPI), dys disorders (dyslexia, dyspraxia, dysgraphia), and autism (ASD). As both an educator and the mother of two children with ADHD and high potential, I deeply understand the challenges linked to attention, organization, learning strategies, and self-confidence.
Why this specialization?
Every student learns differently. Some need more reformulation, others visual supports, others a more structured framework. Over the past 5 years, I have seen that:
- atypical learners often have strong abilities, but are held back by methods that don’t fit their needs,
- working on organization and study strategies makes a real difference,
- one-to-one lessons are an opportunity to use specific approaches: oral reformulation, breaking tasks into steps, learning to handle instructions, or planning revisions.
My role also includes early identification: helping families understand whether difficulties are linked to attention, dys disorders, or simply methodological needs, and guiding them towards the right resources.
Why private lessons?
Because they provide:
- a safe and supportive environment,
- a pace adapted to the student, reformulated and repeated explanations,
- a personalized follow-up that highlights the student’s strengths. For younger children, I recommend in-person lessons.
For secondary school and higher education, online lessons are also effective.
Types of support :
- Targeted subject support: reading, writing, French, maths, English.
- Study skills & organization: planning, time management, task breakdown.
- Working on instructions and problem statements: techniques to read carefully, avoid skipping words, and answer correctly.
- Exam & oral preparation: strategies adapted to ADHD, dys, or ASD profiles for stress management and focus.
- Long-term coaching: steady support to build autonomy, confidence, and lasting progress.
Methods & tools:
- Rewritten materials to make them clear and easy to understand.
- Oral learning to focus on knowledge without the overload of writing.
- Task breakdown into simple steps.
- Shared online agenda to clarify weekly tasks.
- Regular assessments to track progress and adjust methods.
Pricing & follow-up Each session includes:
1. The lesson (in-person or online), fully tailored to the student.
2. The preparation beforehand: rewriting materials, creating adapted exercises, and setting goals.
My mission: to give every atypical learner the right framework, strategies, and confidence to succeed in their education.
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