Marie-Pierre's profile, qualifications and contact details have been verified by our experts
Marie-Pierre
- Rate S$68
- Response 2h
-
Students50+
Number of students accompanied by Marie-Pierre since their arrival at Superprof
Number of students accompanied by Marie-Pierre since their arrival at Superprof
S$68/h
See Algebra tutors
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- Algebra
- Geometry
- Test prep
- Admission prep for business school
Mathematics and Coaching for FRENCH EXPAT Students and HIGH-LEVEL SPORTS students: High Schools, Preparatory and Superior Classes, School Coaching: Videoconferences and e-Learning. Excellent Pedagogy.
- Algebra
- Geometry
- Test prep
- Admission prep for business school
Lesson location
Recommended
Marie-Pierre is a respected tutor in our community. They are highly recommended for their commitment and the quality of their lessons. An excellent choice to progress with confidence.
About Marie-Pierre
Personal Presentation:
Graduate of Higher Education in Mathematics (Bac + 8), passed by the preparatory Maths Classes, I taught in higher education establishments (Ingé Schools, Business Schools,…) then integrated the Pedagogical Department as Director before creating my own structure dedicated to private lessons (with also some specific interventions in Business School, School of Ingé,…) for closed, particular and high quality monitoring, accompanied by a true educational coaching in the school and university curriculum, and thus to allow students to achieve their own goals.
Course:
• Teacher in Engineering Schools (integrated prep classes): general mathematics, probability and statistics, specific modules of certain higher education courses, applied mathematics to computer science, graph theory, crypto…
• Teacher in Business School in financial and statistical mathematics.
• Referent Professor in Mathematics and Graph Theory at the Prepa Engineer level: Design, production and publication of course reference documents and related supports; Coordination and monitoring on the international level (piloting schedules, synchronization, evaluations and management of the mathematics faculty).
• Director of Education in Business School and Engineers.
• Face-to-face and distance learning within my own structure for ten years, with pedagogical coaching and teaching methods which are bearing fruit.
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About the lesson
- Primary
- Secondary
- SPM
- +3
levels :
Primary
Secondary
SPM
Form 6
STPM
Adult education
- English
All languages in which the lesson is available :
English
METHODOLOGY
1) Everything I offer, where, when and how
• Distance learning (eLearning) in videoconferencing: thanks to a videoconferencing platform that only requires an internet connection. In this context, everything that is said and written by the teacher is heard and directly viewed by the student on their computer (via a screen sharing and a tool that allows me to write and instantly display the demonstrations , exercise corrections!) and is also saved to be sent to my student: see the following paragraph for detailed explanations relating to e-Learning.
• A mix of synchronous work (videoconferencing) and asynchronous work (see explanations below) for more flexibility and to complete / add to face-to-face lessons.
• Intensive courses in specific periods live in your city: I travel to your own country / city, and organize daily sessions over half a day , in suitable places.
• Educational coaching: help with the development of your own work schedule, motivation (I know how to be a real booster for my students that I support and motivate day by day, and for which I fully invest in their goals).
• Supervision for writing dissertations of studies, theses: plans, readings, corrections ...
2) Teaching methodology.
The work begins with an in-depth analysis of needs and gaps with regard to the course and the expected objectives.
Here is a presentation of my way of working:
• Reading together and in details the teacher’s lessons, insisting on the fundamental concepts / properties and on the methods of some important demonstrations (which we will find in DS and exams).
• Training on standard exercises of direct application then on research exercises and on the great classics that will be found regularly in exams.
• Analysis of the subjects carried out in order to identify errors and guide me to find the best way according to the students .
• Development of a methodology for reflection, research, and writing.
• Development of one's ability to step back… to read and analyze a subject correctly.
3) Distance education, more precisely I present here some elements, but this description is far from exhaustive. I will provide the entire method on request, to avoid any copy of a long-proven, tested and validated method.
3.a) Presentation:
The follow-up / coaching in question here represents a remote support coming in complement and enrichment of the lessons received by the student face-to-face during his lessons with his own Math teachers as well as real “day-to-day” coaching, using new communication technologies (training platform, videoconferencing, instant messaging, email, etc.). This additional online learning is intended to be centered on the development of skills by the learner himself (voluntary and proactive approach) and is structured by interactions with the tutor who has a role of facilitator, guide, of mediator.
Role of the tutor / trainer (tutor / coach): individualize the training course according to the needs of the learner. This personalization of training (real tailor-made) which comes in a personalized response, and adjustable to the needs of everyone, turns out to be of increased efficiency. It is ultimately a question of improving, assisting, and supporting the face-to-face lessons received during the course
• By facilitating access to resources and services
• By enabling remote communication and collaboration.
3.b) Elements of distance learning vocabulary: If the communication is direct, immediate, we speak of a “synchronous” tool (for example for a teacher facing his students, a telephone meeting, a chat session or a videoconference). On the contrary, if there is a delay between a question and its answer, the system is said to be “asynchronous”; are therefore an integral part of asynchronous monitoring all the tools and services mentioned above (non-exhaustive list): Messenger, sms and mms, E-mail, Upstream research and preparation by the coach, Consultation and study, by the student, of all of these elements made available, as well as carrying out the recommended exercises
3.c) Operation and tools used.
Synchronous type exchanges take place mainly by videoconference (Free platform which requires no prior installation on the student's computer, who will receive a connection link by email) with interactive whiteboard from very regularly according to appointments confirmed in advance and taking into account everyone's availability but also and above all the needs of the student: course explanations, suggestions for carrying out exercises, DM (homework), advice organizational and coaching in the preparation of DS (Homework in Supervised class), as in the preparation of Examinations (training, from the start of the year and as the program progresses, to exercises / typical subjects Bac through carefully selected annals) but also in the context of maintaining a dynamic of continuous work. As for the videoconference module, its essential vocation is to provide students with a virtual whiteboard on which everyone (but especially the tutor) can write (formulas, demonstrations, exercise resolutions, writing models), draw (diagrams), collaborate (chat, exchange of documents, etc.) in real time, direct and with others. The writings (formulas, calculations, demonstrations, etc ...) are visible to everyone in simultaneous with the relative oral explanations ..., the latter being recorded and then transmitted to the student who will not need to take notes during the videoconference, to focus exclusively on the real-time understanding and exchange with the tutor.
Note that the sessions can be recorded, saved and later reviewed by the student, including the oral part.
Asynchronous type exchanges are currently carried out by email, by sms / mms (exchange of photos / scans relating to exercise statements, homework subjects, etc.) and concern:
Sending of documents such as work supports :
Courses rigorously selected by the tutor / coach by their quality and complementing the face-to-face course,
Synthetic course sheets, Forms,
Selected exercise boards with, possibly, supporting corrections,
Subjects of DS prepared personally or prepared.
3.d) Monitoring methods.
The course sessions, exercise / subject corrections, debriefings and periodic reformulations will make it possible to verify that the fundamentals are acquired, the methods assimilated and mastered. The regularity of the synchronous exchanges is in this primordial framework but remains nevertheless adjustable / modular
- according to the respective schedules of the learner and the coach,
- according to the "type of week" (week "Classic", week "DM", and / or “DS” week),
- according to specific periods (Common DST, White Examinations, etc.), -
but also with regard to extra-curricular and other activities…
Depending on the pupil's timetable, I make an organizational proposal with an estimate of the weekly hourly volume of synchronous work and asynchronous work. Which allows me to make a first quote.
PLEASE NOTE that these hourly volumes
-> may be subject to re-evaluation at the end of the first weeks of monitoring (we will then indeed have better visibility as to the real needs, the organization and the distribution of more suitable / judicious at the end of the first 3 to 4 weeks of classes at the Lycée and of remote work together),
-> will naturally be readjusted in specific periods such as those devoted to homework / further studies during the Holidays, to revisions in the framework of the White Examinations (more sessions), as well as the session of intensive revisions before the examinations / competitions,
-> are however, meticulously recorded and reported on the monthly invoice…
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Rates
Rate
- S$68
Pack rates
- 5h: S$331
- 10h: S$655
online
- S$68/h
Details
I work from 40 € an hour.
Basic rate to which supplements can be added depending on the level, frequency, upstream and downstream preparation and various methods to be agreed together (intensive internships at your home, detailed corrections of subjects, etc.).
Depending on the level of the student, their objectives, their availability and the estimated monthly hourly volume, I may also be required to offer a monthly package including a number of very specific terms.
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