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I have been awarded First Place in the 2014 Writers-Editors Network International Writing Competition in the Unpublished Nonfiction Article/Essay/Book Chapter Category for my story entitled "The Making of Sugar: A Memory".
A French native speaker, I lived and taught English and Art in a private French/Senegalese IB High School and a Middle School from 2006 to 2010.
My teaching career has evolved primarily through the teaching of French, English and Art in private and International schools in the US and abroad. Over the years, I have learned to optimize the first contact with a new student. The manner in which I approach a student for the first time determines the success or failure of our work together. Thus, making him feel comfortable and gaining his trust, facilitate communication and enable me to pinpoint his strong points as well as his weak ones. Only then can our work begin.
Thanks to WyzAnt, I am now also teaching online via their platform.
Students, I am at your service! French-speaking adults, would you like to join a conversation group? Just drop me a line!
My first book was released on June 20, 2011. It was geared to the Young Adult crowd, it explores a bias in Mauritian society. My second book is in the planning stage.
In an effort to help a student having difficulties in English,first I ask him to read a short article, then he writes about an incident or a happening, third he relates an event orally. These three modes of expression guide me in determining where he needs help.
In the case of an elementary student, I ask the parent's permission to contact the student's teacher from whom I gain insight into the precise problem the student is encountering. At this point, the student and I begin the remedial work.
Throughout my career as a Language Teacher, I have devoted myself to the teaching of English as a Second Language and French. During the six years I spent at the SHAPE International School in Mons, Belgium, I taught ESL to the children of the NATO forces stationed there. While I worked in the American section, my students hailed from various countries in Europe, Belgium, Italy, The Netherlands, Germany, Greece to name a few.
Recently I returned to the US after having spent four years in Senegal where I taught ESL to Middle School and High School students within a range of nationalities from Belgian, French, Italian, Senegalese, Congolese, Ethiopian and others.
Here in Alexandria and its surroundings, I have helped and continue to help international students improve their scores on the TOEFL Exam; in addition, I guide others in correcting and improving their writing skills.
As a published author, language, as it pertains to writing, is my passion.
As a French native speaker, I take great pleasure and great pride in teaching my language and especially in seeing my students succeed. Perhaps the best example of a student's success is my own daughter who started her French language acquisition with me in ninth grade. Today she is a successful Language Teacher in an International school abroad.
My current students range in age and in ability from Elementary grades to Middle School/High School and adults. Several are learning to surmount difficulties in school others, mostly adults, study the language for professional reasons or for pleasure, yet others have French-speaking parents who are eager to have their children perfect the language.
Therefore my method of teaching varies with each individual. However,working with one student at a time facilitates conversations; thus I try to incorporate a dialog in every lesson, if for no other reason but to train the ear.
Unless a student who is having difficulties in grammar knows his weak areas, I ask him to write a paragraph or two during the first session. Once this preliminary step has been taken, I teach or re-teach the grammatical structure(s). I give the student written instructions, in a worksheet format, on the formation - if it is a verb - the usage, the placement of this structure in a sentence. The student then performs guided practice exercises during the session and independent practice and application for homework.
As a published author, I have learned the importance of revision. It is this attention to detail that I offer the student who needs help proofreading his work.
In so doing, I look for incorrect sentence structure, awkward construction, inappropriate wording, grammatical error and wordiness, just to mention a few imperfections. I work with the student in the expression of his ideas while these remain his own.
In helping a student improve his Reading skills, I usually contact the student's teacher for guidance. I follow the teacher's suggestions while evaluating and adjusting my own work with the student. Keeping in touch with the teacher enables me to monitor the student's progress throughout.
In order to be successful on the SATs Language sections, a student must
1. be able to read effectively
2. have sound vocabulary
3. have developed problem-solving skills
4. have strong writing skills
Thus, in preparing a student for the Reading and Writing sections, I guide him in learning, improving, developing and strenghtening the above-mentioned skills.
The student and I work together in understanding the process, reinforcing weak areas, developing stategies prior to beginning the practice. Once the student feels comfortable with the format, we work on timing and we practice.
Practice does not always make perfect, but it helps familiarize the student with the process. This in turn leads to accurate answers within the allocated time.
The Writing component of the SAT's Language section is composed of two parts:
1. an essay
2. multiple-choice questions
Under my guidance, the student preparing the "Essay" will learn to
1. develop and express ideas
logically and clearly
2. develop a point of view using
3. support ideas by using previous
4. work within a limited time frame
In preparing for the "Multiple-choice" questions, the student will be shown how to
1. use grammar effectively
2. organize a paragraph coherently
3. use language in a clear,
4. improve writing through revision
Understanding the process, reinforcing weak areas, developing strategies are important steps that the student must undertake prior to beginning practice and bettering timing.
Writing and Reading more improve writing skills and language use. Therefore it is imperative that a student who is preparing the SAT's Language section spend more time Writing and Reading.
Throughout my career as a Language Teacher, I have devoted myself to the teaching of English as a Second Language and French. During the six years I spent at the SHAPE International School in Mons, Belgium, I taught ESL to the children of the NATO forces stationed there. While I worked in the American section, my students hailed from various countries in Europe, Belgium, Italy, The Netherlands, Germany, Greece to name a few. Recently I returned to the US after having spent four years in Senegal where I taught ESL to Middle School and High School students within a wide range of nationalities from Belgian, French, Italian, Senegalese, Congolese, Ethiopian and others.
Here in Alexandria and its surrounding area, I have helped and continue to help international students improve their scores on the TOEFL Exam; in addition, I guide others in correcting and improving their writing skills.
As a published author,language, as it pertains to writing, is my passion.
When a student needs help with vocabulary, I encourage him to read and to have a dictionary handy at all times. While reading passages I bring to the session, the student underlines unfamiliar words. First, I show him how to understand the words through the meaning of the passage. Then I encourage him to look up the words in his dictionary and write down the meaning according to the reading. Prior to the end of the lesson the student makes a list of the difficult words encountered. He studies these words along with their definitions for the following's session application quiz.
Once the student in need of help understands the basic elements of a sentence and a paragraph, I can start work on guiding him through the development of his writing skills.
I generally determine his need by asking him to either bring something he has written to the first session, or write a paragraph or two at the first session. Based on this, I determine how to proceed throughout the following sessions.
Very helpful and honest — I had Janine last summer helping to edit my academic paper. She was so helpful and patient. I got an A+ on the paper, and I'm glad that I had her help. ...
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