Award-Winning French Tutors in Clearwater, FL

...is rarely the case and is the product of prior weak teaching and a failure to instill confidence in the student, resulting in a skewed self-perception that has little to do with reality. An experienced student of languages and other subjects myself, I can help you develop the foundational skills in any of my competencies, guaranteeing results through a method that draws upon not only upon a solid knowledge base, but also a refined way...

...are in need of help with math or science, I'm your tutor. Last year I graduated from the University of Florida with a degree in Environmental Engineering and a graduate certificate in Sustainable Engineering. While at UF, I spent three years working with students to motivate and inspire their love of learning and their interest in keeping organized to study efficiently. Please contact me, so that we may scope out a plan of learning that...

If you are looking for a native speaker, you found it! I am from France and I studied law both in France and in the US. I have a French and an American Master's Degree in Law and I am an attorney here. I have tutored students in both France and in the States. I have helped students with their school...... A good teacher knows and understands students. A good teacher also understands the motivation of her student. A good teacher must know her subjects and how to help students learn those subjects.

Hello! My name is Austin Stanbury. I am a college student studying economics. I joined this platform because I believe that my best talent is helping others to learn things. I want to help people succeed, and I want to learn more about teaching and how people learn best in the process. I can probably help you with whatever subject you need; I hope to learn with you soon! ... I believe the most important thing about teaching people is connecting with them on a personal level. Each student has different interests, life experiences, and knowledge available to them. Working as a teacher is about bringing the information they need to know into the context of what they already know. It's about building knowledge and full comprehension of a subject. It's about turning abstract or difficult information into tools that the student can use to achieve their dreams. That's what teaching is to me.

...proposing legislation and implementing decisions.This required a very sound knowledge of foreign languages in order to secure work efficiency, taking into consideration the multilingual European environment. I am very proud to say that I have been studying foreign languages with great passion and dedication from an early age. I speak fluent French, English, and Syriac. I worked also with different international organizations as their French-English translator and interpreter. I am currently working as a French...

...teaching Arabic and French. France is often considered the language of culture. A French lesson is a cultural journey into the worlds of fashion, gastronomy, the arts, architecture and science. Learning French also offers access to the works of great French writers such as Victor Hugo or Marcel Proust and famous poets like Charles Baudelaire or Jacques Prvert, in the original text. It means being able to hear the voices of actors Alain Delon or...

...challenged through interpersonal and presentational communication. I hold myself to a high standard and often ask for feedback and make sure students and parents are always satisfied at the end of each session before we move on. I am very flexible with time. I give students the option to choose their learning venue. However, I am happy to come to the students or travel to a location that is convenient for the students. I am looking...

...least one foreign language student (had to learn Spanish too in addition to English as a High School graduation requirement). So, I perfectly understand the emotions, fears and reservations that could overwhelm the student's mind in attempt to learn a foreign language, so I am therefore better prepare to help my students gain confidence and worthiness throughout the entire learning process. Experience wise, I have a total 20 years of teaching French experience at all...

...earn my bachelors degree in Microbiology. I am now putting the skills to use in the workforce. I tutor many subjects and I specialize in test preparation. My favorite subject to tutor is biology because I find the subject fascinating. My teaching philosophy is that hard work and persistence produce results and I want to encourage my students to work at their best performance and reach their full potential. My interests outside of academia include...

...that the process of learning is a dialogue and not a monologue: learning requires collaboration between the student and her or his tutor. It is, therefore, critical to make sure that during my tutoring hours, every student feels comfortable contributing her or his thoughts and arguments. I have found that if your students can laugh with you (though hopefully not at you), they become much more ready to discuss their thoughts and arguments.... The Socratic method is central to my teaching style. This method, which is also the heart of the practice of philosophy, is a dialogue between a mentor and students. Historically, this method has been associated with polemical discourse. I prefer to encourage an atmosphere of community, respect, and relational independence. I aim to teach through a pluralistic and engaging conversation, not through talking past my students or having them memorize exactly what I say; I want students to become comfortable hearing their own voices. Using this method properly requires knowing which questions to ask in order to prompt the students appropriately, not merely knowing what answers to provide to students. Since students provide the answers, they are learning to teach themselves and becoming independent learners. The sense of community and respect is reinforced through the process of coming to know, not simply on one’s own, but with the help of their instructor and their colleagues. I see students not as containers for my knowledge; instead, I see my role in the classroom as one of guiding students while they transform themselves. Philosophy is a discipline with a rich history, and more importantly, is one that is constantly evolving and progressing. Philosophy, when taught well, will move students beyond seeing the subject as something they learn, that is something they must pass to get on with the business of seeking a degree, to seeing philosophy as something they do. When I develop a course, I seek to balance strengthening core competencies in the subject matter and illuminating how philosophy has informed and intersects other disciplines throughout the history of ideas. This is done, in part, by organizing course readings and activities in a way that highlights the fact that philosophy is not a singular, unified, homogeneous discipline. Rather, I see philosophy as a way to view the world, a tool to help us better engage in it and as an exercise in situating knowledge. Helping students to understand theories in their historical and cultural contexts is the first step in seeing philosophy as more than a subject to conquer. From a position of situated understanding, I train my students to evaluate historical and political events by having them map out who is involved, how the event might be judged from a multitude of perspectives, and why their informed opinion is justified. I see coursework as a means to not only evaluate how well a student is grasping the material, but also a means through which they can experience philosophy. The assignments and activities I develop focus on bringing the students into conversation with a variety of agents, including themselves, classical figures throughout the history of ideas, fellow students, and the broader academic community. In addition to class discussion and open dialogue, I organize student debates, assign group presentations, short critical thinking papers, and require active engagement on the course website. I try to limit my use of traditional exams; however, when exams are an appropriate measure of student progress, I employ a bank of essay questions from which students have a choice. Allowing students a choice in what they answer enables them to focus on developing arguments in a context they are most comfortable. When organizing debates, I endeavor students to consider and present arguments from a variety of perspectives, bringing students into conversation with one another. Both the group presentations and paper assignments focus on examining current debates such as space exploration or sustainability and climate change. The primary goal of the short critical papers is to hone student’s critical thinking and writing skills, while the primary goal of the group presentations is to sharpen student’s research, presentation, and team building skills. Through the use of technology, such as course blogs and discussion forums, students are able to exchange ideas, post news articles interconnecting with the course material, and see how the material they learn is directly relevant to their lives.