Professeur fiable
Ce professeur a un délai et un taux de réponse très élevé, démontrant un service de qualité et sa fidélité envers ses élèves.
Depuis février 2020
Professeur depuis février 2020
Traduit par Google
Leçons et préparation aux tests d'algèbre par le calcul.
Àpd 39.52 € /h
Certains élèves croient qu'ils ne sont pas doués mathématiquement; donc incapable d'apprendre les mathématiques. Je crois au contraire que tous les élèves motivés par l'enseignant et ayant confiance en leurs compétences mathématiques sont essentiels à la réussite de l'élève en classe.
J'inclus la réflexion dans mes pratiques quotidiennes pour encourager les élèves à réfléchir, tout en développant leur capacité à apprendre et à innover. À mon avis, la réflexion est fondamentale pour que les élèves soient capables de gérer adéquatement les processus de réflexion complexes et les résultats. Les pratiques réflexives aident les apprenants à approfondir leur compréhension des concepts en créant de nouvelles connexions et en reliant différentes idées; et peut les guider à se comprendre en tant qu’apprenants en maximisant leurs forces et en minimisant leurs faiblesses. Pour aider mes élèves à devenir des apprenants indépendants et réfléchis, je considère deux types de réflexion complémentaires: réfléchir à ce qui est accompli pour favoriser une compréhension plus approfondie des concepts; et faire de l'apprentissage lui-même un objet de réflexion pour soutenir l'autorégulation des élèves et l'apprentissage autonome.
Je me réfère à la méthode socratique, à la taxonomie de la pensée critique de Bloom et aux multiples intelligences de Howard Gardner lorsque je crée mes plans de cours quotidiens pour m'assurer d'enseigner dans une variété de styles d'apprentissage. En enseignant ces styles d'apprentissage et en présentant le concept de la manière indiquée ci-dessus, je crée une atmosphère où la réussite de l'élève est probable. Je considère que le succès est plus probable parce que non seulement je présente l'information de plusieurs façons, mais j'encourage également les étudiants qui comprennent le matériel à aider ceux qui ne le font pas; donnant ainsi aux étudiants une vue du matériel de leurs pairs. Créer ce succès est la première étape de la motivation. Je crois qu'une fois que les élèves auront compris que les mathématiques sont une matière qu'ils peuvent comprendre, leur confiance et leur motivation augmenteront, ce qui les rendra plus aptes à déployer plus d'efforts en classe de mathématiques.
J'inclus la réflexion dans mes pratiques quotidiennes pour encourager les élèves à réfléchir, tout en développant leur capacité à apprendre et à innover. À mon avis, la réflexion est fondamentale pour que les élèves soient capables de gérer adéquatement les processus de réflexion complexes et les résultats. Les pratiques réflexives aident les apprenants à approfondir leur compréhension des concepts en créant de nouvelles connexions et en reliant différentes idées; et peut les guider à se comprendre en tant qu’apprenants en maximisant leurs forces et en minimisant leurs faiblesses. Pour aider mes élèves à devenir des apprenants indépendants et réfléchis, je considère deux types de réflexion complémentaires: réfléchir à ce qui est accompli pour favoriser une compréhension plus approfondie des concepts; et faire de l'apprentissage lui-même un objet de réflexion pour soutenir l'autorégulation des élèves et l'apprentissage autonome.
Je me réfère à la méthode socratique, à la taxonomie de la pensée critique de Bloom et aux multiples intelligences de Howard Gardner lorsque je crée mes plans de cours quotidiens pour m'assurer d'enseigner dans une variété de styles d'apprentissage. En enseignant ces styles d'apprentissage et en présentant le concept de la manière indiquée ci-dessus, je crée une atmosphère où la réussite de l'élève est probable. Je considère que le succès est plus probable parce que non seulement je présente l'information de plusieurs façons, mais j'encourage également les étudiants qui comprennent le matériel à aider ceux qui ne le font pas; donnant ainsi aux étudiants une vue du matériel de leurs pairs. Créer ce succès est la première étape de la motivation. Je crois qu'une fois que les élèves auront compris que les mathématiques sont une matière qu'ils peuvent comprendre, leur confiance et leur motivation augmenteront, ce qui les rendra plus aptes à déployer plus d'efforts en classe de mathématiques.
Lieu
Cours au domicile de l'élève :
- Autour de São Paulo, Brésil
Cours chez le professeur :
- Rua Ourânia, - Vila Madalena, São Paulo - State of São Paulo, Brazil
En ligne depuis le Brésil
Présentation
(Français)
Mon objectif est de guider les apprenants pour qu'ils deviennent confiants, responsables envers eux-mêmes, responsables envers les autres et respectueux. Je prends en considération dans mes pratiques quotidiennes la réflexion, afin d'encourager les étudiants à réfléchir, tout en développant leur capacité d'apprendre et d'innover. À mon avis, la réflexion est fondamentale pour que les étudiants soient capables de gérer correctement des processus de pensée complexes et leurs résultats. Pour aider mes étudiants à devenir indépendants et qui réfléchissent, je considère deux types de réflexion complémentaires : Réfléchir sur ce qui est accompli pour favoriser une compréhension plus approfondie des concepts ; et faire de l'apprentissage lui-même un objet de réflexion pour soutenir l'autorégulation et l'apprentissage indépendant des étudiants.
L'un de mes objectifs aussi est d'aider mes étudiants à prendre des risques dans leur propre apprentissage, et à ne pas considérer les erreurs comme des échecs, mais comme un moyen de progresser. Je suis toujours convaincue qu'il faut créer une culture de l'apprentissage en classe pour que les élèves se sentent en sécurité sur le plan émotionnel et deviennent des penseurs critiques et créatifs efficaces. Il faut en tenir compte pour que les élèves apprennent à voir les erreurs comme une opportunité d'apprentissage et non comme quelque chose à craindre, ce qui leur permet d'acquérir et d'apprécier des qualités telles que l'empathie et la tolérance des diverses opinions et la résilience face à l'adversité. De telles qualités ont des effets positifs sur les résultats scolaires et les résultats de la vie.
(English)
Some students believe that they are not mathematically gifted; therefore incapable of learning mathematics. I believe the contrary, that all students with motivation sustained by the teacher and confidence in their mathematical skills are essential to the student’s success in the classroom.
As an educator, it’s extremely important to recognize individual strengths and be able to support all learners.
I am always convinced to create a culture of learning in classrooms so students feel emotionally safe and become effective critical and creative thinkers. This needs to be recognized so that students learn to see making mistakes as a learning opportunity and not something to be feared; thus, allowing them to gain and appreciate qualities like empathy and tolerance of diverse opinions and resilience to adversity. In addition, Encouraging engagement and autonomy is a great way to help students understand the purpose of what they are learning to their lives.
I refer to the Socratic Method, Bloom’s Taxonomy of Critical Thought and Howard Gardner’s Multiple Intelligences when I am creating my daily lesson plans to assure that I teach to a variety of learning styles. By teaching to these learning styles and presenting the concept in the ways stated above, I create an atmosphere where success for the student is probable. I consider success to be more likely because not only am I presenting information multiple ways, but I am also encouraging students who understand the material to help others who do not, therefore giving the students a view of the material from their peers. Creating this success is the first step in motivation. I believe that once the students understand that math is a subject that they can understand, their confidence and motivation will increase therefore making them more apt to put forth more effort in the math classroom.
Mon objectif est de guider les apprenants pour qu'ils deviennent confiants, responsables envers eux-mêmes, responsables envers les autres et respectueux. Je prends en considération dans mes pratiques quotidiennes la réflexion, afin d'encourager les étudiants à réfléchir, tout en développant leur capacité d'apprendre et d'innover. À mon avis, la réflexion est fondamentale pour que les étudiants soient capables de gérer correctement des processus de pensée complexes et leurs résultats. Pour aider mes étudiants à devenir indépendants et qui réfléchissent, je considère deux types de réflexion complémentaires : Réfléchir sur ce qui est accompli pour favoriser une compréhension plus approfondie des concepts ; et faire de l'apprentissage lui-même un objet de réflexion pour soutenir l'autorégulation et l'apprentissage indépendant des étudiants.
L'un de mes objectifs aussi est d'aider mes étudiants à prendre des risques dans leur propre apprentissage, et à ne pas considérer les erreurs comme des échecs, mais comme un moyen de progresser. Je suis toujours convaincue qu'il faut créer une culture de l'apprentissage en classe pour que les élèves se sentent en sécurité sur le plan émotionnel et deviennent des penseurs critiques et créatifs efficaces. Il faut en tenir compte pour que les élèves apprennent à voir les erreurs comme une opportunité d'apprentissage et non comme quelque chose à craindre, ce qui leur permet d'acquérir et d'apprécier des qualités telles que l'empathie et la tolérance des diverses opinions et la résilience face à l'adversité. De telles qualités ont des effets positifs sur les résultats scolaires et les résultats de la vie.
(English)
Some students believe that they are not mathematically gifted; therefore incapable of learning mathematics. I believe the contrary, that all students with motivation sustained by the teacher and confidence in their mathematical skills are essential to the student’s success in the classroom.
As an educator, it’s extremely important to recognize individual strengths and be able to support all learners.
I am always convinced to create a culture of learning in classrooms so students feel emotionally safe and become effective critical and creative thinkers. This needs to be recognized so that students learn to see making mistakes as a learning opportunity and not something to be feared; thus, allowing them to gain and appreciate qualities like empathy and tolerance of diverse opinions and resilience to adversity. In addition, Encouraging engagement and autonomy is a great way to help students understand the purpose of what they are learning to their lives.
I refer to the Socratic Method, Bloom’s Taxonomy of Critical Thought and Howard Gardner’s Multiple Intelligences when I am creating my daily lesson plans to assure that I teach to a variety of learning styles. By teaching to these learning styles and presenting the concept in the ways stated above, I create an atmosphere where success for the student is probable. I consider success to be more likely because not only am I presenting information multiple ways, but I am also encouraging students who understand the material to help others who do not, therefore giving the students a view of the material from their peers. Creating this success is the first step in motivation. I believe that once the students understand that math is a subject that they can understand, their confidence and motivation will increase therefore making them more apt to put forth more effort in the math classroom.
Education
(Français)
Maitrise en Mathématiques, juin 2002. The Ohio State University – Columbus, Ohio. USA.
Après avoir vécu à l`étranger : Canada, États-Unis, Koweït, Émirats arabes unis et Maroc, j'ai appris à apprécier la diversité et à apprécier l'apport de chacun. Les années que j'ai passées à enseigner ont façonné ma vision de la vie et m'ont aidé à devenir une personne généreuse. Les qualités dont je suis fier sont notamment les suivantes :
• Intégrité personnelle et professionnelle exceptionnelle.
• Respect de l'éthique du travail.
• Attention particulière envers mes collègues, mes élèves et leurs parents.
• Planification, pratique en classe, évaluation et conduite de haut niveau.
• Innovation et idées visionnaires.
• Capacité à s'adapter rapidement aux nouvelles politiques et aux nouveaux environnements.
Ce sont ces qualités (précédemment citées) qui ont été saluées par les aînés, les pairs et le personnel, notamment Madame Joanne, directrice adjointe, Al Akhawayn School of Ifrane, 2011-2013 "Je trouve que M. Yousri est un enseignant compétent, un bon leader, je le considère aussi comme un collègue sur lequel on peut compter. L'excellence de M. Yousri en matière d'enseignement, de direction et de réponse aux besoins de chaque étudiant fait de lui un enseignant exceptionnel dans le domaine de l'éducation'.
(English)
Bachelor of Science; Major: Mathematics, June 2002.
The Ohio State University – Columbus, OH. USA
Through living abroad: Canada, USA, Kuwait, UAE, and Morocco, I gained an appreciation for diversity and I learned how to appreciate what everyone else brings in. My years spent teaching shaped my outlook on life and helped me become a better person and teacher. Some of the qualities I pride myself on having are:
• Outstanding personal and professional integrity.
• Exceptional work ethic.
• Caring approach to colleagues, students and parents.
• High standards of planning, classroom practice, assessment, and conduct.
• Innovation and visionary ideas.
• Ability to adapt quickly to new policies and environments.
It is these qualities that have garnered plaudits from seniors, peers and staff such as: ... I find Mr. Yousri to be an extremely competent teacher, an excellent leader, and consider him a colleague that can be relied upon in any situation. Mr. Yousri’s excellence in teaching, leading, and addressing the needs of each student makes him an outstanding professional in the field of education... (Joanne Wyrick, Assistant Director, Al Akhawayn School of Ifrane, 2011-2013)
Maitrise en Mathématiques, juin 2002. The Ohio State University – Columbus, Ohio. USA.
Après avoir vécu à l`étranger : Canada, États-Unis, Koweït, Émirats arabes unis et Maroc, j'ai appris à apprécier la diversité et à apprécier l'apport de chacun. Les années que j'ai passées à enseigner ont façonné ma vision de la vie et m'ont aidé à devenir une personne généreuse. Les qualités dont je suis fier sont notamment les suivantes :
• Intégrité personnelle et professionnelle exceptionnelle.
• Respect de l'éthique du travail.
• Attention particulière envers mes collègues, mes élèves et leurs parents.
• Planification, pratique en classe, évaluation et conduite de haut niveau.
• Innovation et idées visionnaires.
• Capacité à s'adapter rapidement aux nouvelles politiques et aux nouveaux environnements.
Ce sont ces qualités (précédemment citées) qui ont été saluées par les aînés, les pairs et le personnel, notamment Madame Joanne, directrice adjointe, Al Akhawayn School of Ifrane, 2011-2013 "Je trouve que M. Yousri est un enseignant compétent, un bon leader, je le considère aussi comme un collègue sur lequel on peut compter. L'excellence de M. Yousri en matière d'enseignement, de direction et de réponse aux besoins de chaque étudiant fait de lui un enseignant exceptionnel dans le domaine de l'éducation'.
(English)
Bachelor of Science; Major: Mathematics, June 2002.
The Ohio State University – Columbus, OH. USA
Through living abroad: Canada, USA, Kuwait, UAE, and Morocco, I gained an appreciation for diversity and I learned how to appreciate what everyone else brings in. My years spent teaching shaped my outlook on life and helped me become a better person and teacher. Some of the qualities I pride myself on having are:
• Outstanding personal and professional integrity.
• Exceptional work ethic.
• Caring approach to colleagues, students and parents.
• High standards of planning, classroom practice, assessment, and conduct.
• Innovation and visionary ideas.
• Ability to adapt quickly to new policies and environments.
It is these qualities that have garnered plaudits from seniors, peers and staff such as: ... I find Mr. Yousri to be an extremely competent teacher, an excellent leader, and consider him a colleague that can be relied upon in any situation. Mr. Yousri’s excellence in teaching, leading, and addressing the needs of each student makes him an outstanding professional in the field of education... (Joanne Wyrick, Assistant Director, Al Akhawayn School of Ifrane, 2011-2013)
Expérience / Qualifications
Avenues São Paulo – São Paulo, SP. Brazil. 07/2020 – Present
Math Teacher - Secondary Division
• Teach Integrated Math 3 to 10th graders.
• Teach concepts by using the PBL model.
• Maintain excellent classroom management skills and an ability to keep students on task.
• Advise, motivate, help, and coach students who fell behind in their work.
• Develop students' academic competencies, learning techniques, interpersonal skills, and personalities in addition to instilling high ethical, moral, and civic values in a multicultural setting.
• Attend all staff meetings and professional development workshops.
Al Akhawayn School of Ifrane – Ifrane, Morocco. 08/2008 – 06/2020
Math Department Chair & Secondary Math Teacher
• Coordinated the review, development, and revision of all mathematics programs and related curriculum documents and materials, including curriculum guides, course outlines, and teaching plans to enhance student achievement.
• Researched curriculum and student assessment materials and methodologies to provide additional information and/or recommendations.
• Communicated with and obtained feedback from students in a manner that enhances student learning and understanding.
• Analyzed the principles of student growth, development, and learning, and apply them appropriately.
• Evaluated and recommended professional development needs.
• Observed classroom instruction and provided feedback and assistance to teachers to facilitate improvement and innovation.
• Advised, assisted, and consulted with teachers and directors on enrollment of new students.
• Prepared examinations, tests, and assignments to include mark schemes and grade boundaries. Ensured that the resulting data is accurate and reliable, assessed results, and suggested strategies for improvement.
• Taught Pre-Algebra, Algebra, Geometry, Pre-Calculus, AP Calculus, and/or AP Statistics for Grades 7 to 12 using The Art of Problem-Solving series.
• Incorporate team-centered learning techniques to boost everyone’s learning experience and to promote a sense of community through shared learning goals.
• Incorporate various technologies such as GeoGebra and Texas Instruments Graphing Calculators to help with experimental, problem-oriented, and research-oriented learning of mathematics, both in the classroom and at home. Students can simultaneously use a computer algebra system and an interactive geometric system; by doing this, they can increase their cognitive abilities in the best way.
• Measure learning outcomes through class discussions, quizzes, exams, and projects.
• Create a positive atmosphere and arrange the classroom's physical environment for optimum learning while maintaining high expectations for student behavior.
• Provide constructive feedback and guidance to students experiencing educational and personal challenges.
• Demonstrate concern for student’s well-being and positive self-esteem.
• Maintain accurate and complete records and report progress or lack thereof to parents promptly.
• Participate in various extracurricular activities.
• Attend all staff meetings and professional development workshops.
International School of Choueifat – Sharjah, UAE 08/2005 – 06/2008
Primary and Secondary Math Teacher
• Taught Primary Math for grades 5 and 6, Algebra 1 for grade 7, Algebra 2, and Geometry 1 for grade 8.
• Taught concepts by using The SABIS Point System with each lesson alternating frequently between oral work, individual work, and group work in such a way that it is difficult for students to switch off.
• Maintained excellent classroom management skills and an ability to keep students on task.
• Advised, motivated, helped, and coached students who fell behind in their work.
• Developed students' academic competencies, learning techniques, interpersonal skills, and personalities in addition to instilling high ethical, moral, and civic values in a multicultural setting.
• Marked departmental exams.
• Participated in various extracurricular activities.
• Attended all staff meetings and professional development workshops.
Dasman Model School – Al Sharq, Kuwait. 08/2003 – 06/2005
Middle and High School Math Teacher
• Taught Primary Math for grade 6, Pre-Algebra for grade 8, Algebra 1 for grade 9, and Algebra 2 and Geometry 1 for grade 10.
• Designed and implemented lesson plans, which incorporate the Socratic method, enabling students to think for themselves by responding to their questions instead of answers and encouraging divergent thinking rather than convergent.
• Incorporated team-centered learning techniques to boost everyone’s learning experience and to promote a sense of community through shared learning goals.
• Developed unit-based projects that are centered on real-world situations.
• Maintained accurate and complete records and reported progress or lack thereof to parents on time.
• Measured learning outcomes through the use of class discussions, quizzes, exams, and projects.
• Created a positive atmosphere and arranged the classroom's physical environment for optimum learning while maintaining high expectations for student behavior.
• Provided constructive feedback and guidance to students experiencing educational and personal challenges.
• Demonstrated concern for student’s well-being and positive self-esteem.
• Participated in various extracurricular activities.
• Attended all staff meetings and professional development workshops.
The Ohio State University – Columbus, OH. 09/2000 – 06/2003
Teaching Associate
• Instructed college algebra and trigonometry, business math, pre-calculus, and calculus quarterly.
• Designed and implemented lesson plans, which incorporate the Socratic method, enabling students to think for themselves by responding to their questions instead of answers and encouraging divergent thinking rather than convergent.
• Created an environment conducive to learning through individual instruction in weekly office hours.
• Prepared, administered and marked quizzes.
• Administered, and marked departmental exams.
• Certificate of recognition award by The Department of Mathematics.
Johns Hopkins University – Baltimore, MD 06/2002 – 07/2002
06/2003 – 07/2003
Mathematics Instructor
• Instructed mathematical logic, set theory, function theory, graph theory, and group theory.
• Designed and implemented lesson plans, which incorporate the Socratic method, enabling students to think for themselves by responding to their questions instead of answers and encouraging divergent thinking rather than convergent.
• Incorporated team-centered learning techniques to boost everyone’s learning experience and to promote a sense of community through shared learning goals.
• Created a positive atmosphere and arranged the classroom's physical environment for optimum learning while maintaining high expectations for student behavior.
• Kept detailed and accurate records of my student's performance, including class participation, quiz or test work, skills mastered, insightful questions or comments, and strengths or weaknesses.
• Scheduled time as necessary for individual conferences with students.
• Assisted in ensuring the health and safety of all students.
• Took steps to educate students about and to minimize opportunities for cheating, plagiarism, and other forms of academic dishonesty.
• Involved my associate instructor as fully as possible in-class activities, class planning, and evaluation of students.
• Supervised and guided my instructional assistant. Ensured that she has an appropriate workload, and offered her the opportunity to participate in lesson design and develop pedagogical skills.
• Attended all meetings called by the site director, academic dean, subject area coordinator, or program manager, or assistant program manager, including the weekly instructional staff meetings.
• Conducted parent-teacher conferences during the last week of the session.
Math Teacher - Secondary Division
• Teach Integrated Math 3 to 10th graders.
• Teach concepts by using the PBL model.
• Maintain excellent classroom management skills and an ability to keep students on task.
• Advise, motivate, help, and coach students who fell behind in their work.
• Develop students' academic competencies, learning techniques, interpersonal skills, and personalities in addition to instilling high ethical, moral, and civic values in a multicultural setting.
• Attend all staff meetings and professional development workshops.
Al Akhawayn School of Ifrane – Ifrane, Morocco. 08/2008 – 06/2020
Math Department Chair & Secondary Math Teacher
• Coordinated the review, development, and revision of all mathematics programs and related curriculum documents and materials, including curriculum guides, course outlines, and teaching plans to enhance student achievement.
• Researched curriculum and student assessment materials and methodologies to provide additional information and/or recommendations.
• Communicated with and obtained feedback from students in a manner that enhances student learning and understanding.
• Analyzed the principles of student growth, development, and learning, and apply them appropriately.
• Evaluated and recommended professional development needs.
• Observed classroom instruction and provided feedback and assistance to teachers to facilitate improvement and innovation.
• Advised, assisted, and consulted with teachers and directors on enrollment of new students.
• Prepared examinations, tests, and assignments to include mark schemes and grade boundaries. Ensured that the resulting data is accurate and reliable, assessed results, and suggested strategies for improvement.
• Taught Pre-Algebra, Algebra, Geometry, Pre-Calculus, AP Calculus, and/or AP Statistics for Grades 7 to 12 using The Art of Problem-Solving series.
• Incorporate team-centered learning techniques to boost everyone’s learning experience and to promote a sense of community through shared learning goals.
• Incorporate various technologies such as GeoGebra and Texas Instruments Graphing Calculators to help with experimental, problem-oriented, and research-oriented learning of mathematics, both in the classroom and at home. Students can simultaneously use a computer algebra system and an interactive geometric system; by doing this, they can increase their cognitive abilities in the best way.
• Measure learning outcomes through class discussions, quizzes, exams, and projects.
• Create a positive atmosphere and arrange the classroom's physical environment for optimum learning while maintaining high expectations for student behavior.
• Provide constructive feedback and guidance to students experiencing educational and personal challenges.
• Demonstrate concern for student’s well-being and positive self-esteem.
• Maintain accurate and complete records and report progress or lack thereof to parents promptly.
• Participate in various extracurricular activities.
• Attend all staff meetings and professional development workshops.
International School of Choueifat – Sharjah, UAE 08/2005 – 06/2008
Primary and Secondary Math Teacher
• Taught Primary Math for grades 5 and 6, Algebra 1 for grade 7, Algebra 2, and Geometry 1 for grade 8.
• Taught concepts by using The SABIS Point System with each lesson alternating frequently between oral work, individual work, and group work in such a way that it is difficult for students to switch off.
• Maintained excellent classroom management skills and an ability to keep students on task.
• Advised, motivated, helped, and coached students who fell behind in their work.
• Developed students' academic competencies, learning techniques, interpersonal skills, and personalities in addition to instilling high ethical, moral, and civic values in a multicultural setting.
• Marked departmental exams.
• Participated in various extracurricular activities.
• Attended all staff meetings and professional development workshops.
Dasman Model School – Al Sharq, Kuwait. 08/2003 – 06/2005
Middle and High School Math Teacher
• Taught Primary Math for grade 6, Pre-Algebra for grade 8, Algebra 1 for grade 9, and Algebra 2 and Geometry 1 for grade 10.
• Designed and implemented lesson plans, which incorporate the Socratic method, enabling students to think for themselves by responding to their questions instead of answers and encouraging divergent thinking rather than convergent.
• Incorporated team-centered learning techniques to boost everyone’s learning experience and to promote a sense of community through shared learning goals.
• Developed unit-based projects that are centered on real-world situations.
• Maintained accurate and complete records and reported progress or lack thereof to parents on time.
• Measured learning outcomes through the use of class discussions, quizzes, exams, and projects.
• Created a positive atmosphere and arranged the classroom's physical environment for optimum learning while maintaining high expectations for student behavior.
• Provided constructive feedback and guidance to students experiencing educational and personal challenges.
• Demonstrated concern for student’s well-being and positive self-esteem.
• Participated in various extracurricular activities.
• Attended all staff meetings and professional development workshops.
The Ohio State University – Columbus, OH. 09/2000 – 06/2003
Teaching Associate
• Instructed college algebra and trigonometry, business math, pre-calculus, and calculus quarterly.
• Designed and implemented lesson plans, which incorporate the Socratic method, enabling students to think for themselves by responding to their questions instead of answers and encouraging divergent thinking rather than convergent.
• Created an environment conducive to learning through individual instruction in weekly office hours.
• Prepared, administered and marked quizzes.
• Administered, and marked departmental exams.
• Certificate of recognition award by The Department of Mathematics.
Johns Hopkins University – Baltimore, MD 06/2002 – 07/2002
06/2003 – 07/2003
Mathematics Instructor
• Instructed mathematical logic, set theory, function theory, graph theory, and group theory.
• Designed and implemented lesson plans, which incorporate the Socratic method, enabling students to think for themselves by responding to their questions instead of answers and encouraging divergent thinking rather than convergent.
• Incorporated team-centered learning techniques to boost everyone’s learning experience and to promote a sense of community through shared learning goals.
• Created a positive atmosphere and arranged the classroom's physical environment for optimum learning while maintaining high expectations for student behavior.
• Kept detailed and accurate records of my student's performance, including class participation, quiz or test work, skills mastered, insightful questions or comments, and strengths or weaknesses.
• Scheduled time as necessary for individual conferences with students.
• Assisted in ensuring the health and safety of all students.
• Took steps to educate students about and to minimize opportunities for cheating, plagiarism, and other forms of academic dishonesty.
• Involved my associate instructor as fully as possible in-class activities, class planning, and evaluation of students.
• Supervised and guided my instructional assistant. Ensured that she has an appropriate workload, and offered her the opportunity to participate in lesson design and develop pedagogical skills.
• Attended all meetings called by the site director, academic dean, subject area coordinator, or program manager, or assistant program manager, including the weekly instructional staff meetings.
• Conducted parent-teacher conferences during the last week of the session.
Age
Adolescents (13-17 ans)
Adultes (18-64 ans)
Seniors (65+ ans)
Niveau du Cours
Débutant
Intermédiaire
Avancé
Durée
60 minutes
90 minutes
120 minutes
Enseigné en
français
anglais
arabe
Disponibilité semaine type
(GMT -05:00)
New York
Cours chez le professeur et par webcam
Cours à domicile
Mon
Tue
Wed
Thu
Fri
Sat
Sun
00-04
04-08
08-12
12-16
16-20
20-24
Contacter Yousri
Le premier cours est couvert par notre Garantie Le-Bon-Prof
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Contacter Yousri