Send Daniel Bertrand a message explaining your needs and you will receive a response shortly. Have you already emailed Daniel Bertrand or another tutor? If so, you have an account! Sign in now
If you select this option, Wyzant will ask interested tutors to contact you by email if they are able to help. A maximum of five different tutors will email you and none of your personal information, including your email address, will be released.
The University of Tampa
Nagoya City University School of Design and Architecture, Japan (Master's)
Nagoya University Education Center for International Students (Other)
I firmly believe in teaching languages not only by showing students how to merely read but also think in a specific language. That method is a way of directly engaging each individual to be stimulated by etymology, roots of words, similarities of words from one language to another as well as interesting examples and situations that can motivate a student to put a language into practical use in real life. In addition, I try to break through logically and to help individuals overcome fear, timid approach and anxiety associated with any new or unknown experience. As a result I like to facilitate the language learning curve and instead of using intimidation and condescension, I would rather use a friendly yet active approach to language while presenting little challenges that would then entice curiosity in the part of the student. As a result individuals would want to return for more of the experience.
I have had such experiences in 2005 teaching man-to-man lessons for English Club Chikusa learning center, Nagoya, Japan. During the 2004-2005 period, I joined Nippon Total Academy under the supervision of Mariko Takahashi. The duties consisted of teaching children on-site at the academy as well as traveling to elementary schools outside the Nagoya vicinity to Gifu prefecture to assist in routine lessons and singing and alphabet sessions. Between 2003 and 2004 I did some English teaching to children for the Mothers and Kids’ Club of Nagoya, Japan. Those lessons were aimed at early elementary childhood development. Also in 2004 I taught English part-time at The Last Resort, a foreign language learning agency in Nagoya, Japan under the supervision of Yukiko Toyokawa. During that same year, I undertook some English teaching through individual private tutoring in Nagoya, Japan under the affiliation of Globalware, a company designated to apply translating software to operating systems. Simultaneously, I worked as an English skills tutor and lesson coordinator at Harmony Language School directed by Baba Jallow in Nagoya, Japan. From 2004 to 2005 I executed some private English tutoring in Nagoya, Japan. The lessons included but were not limited to Basic conversational skills, communication and vocabulary skill development. In 2003 I did some private English lesson individual tutoring during an internship program at Nagoya International (Kokusai) Center library, Nagoya, Japan. In 2002 I gave some private English tutoring to a family (Kenji Sugiyama and family) in Nagoya, Japan.
All of those experiences were due to recommendations and references due to the quality of the lessons that I delivered as well as the dedication and time given to make sure the learning scenarios were fully taken advantage of and benefited from. I firmly believe in teaching languages not only by showing students how to merely read but also think in a specific language. That method is a way of directly engaging each individual to be stimulated by etymology, roots of words, similarities of words from one language to another as well
In most cases, tutors gain approval in a subject by passing a proficiency exam. For some subject areas, like music and art, tutors submit written requests to demonstrate their proficiency to potential students. If a tutor is interested but not yet approved in a subject, the subject will appear in non-bold font. Tutors need to be approved in a subject prior to beginning lessons.
Fluency in English due to acquisition in the classroom setting as part of regular school course curriculum throughout elementary, middle and high school; extensive travel between native country of Haiti to the US; and influential experience as a tourist, a student and subsequently a resident and citizen of the United States.
-Native French speaker
-Attended the Lycee Alexandre Dumas (French-run grade school) in Port-Au-Prince, Haiti
-Received a Certificate of Achievement in Advanced Placement French ar New American School, Port-Au-Prince, Haiti (1997)
-Recipient of the Diplome National Du Brevet (French Exam on Skills Assessment)
-Experience with English learning and skills since elementary school.
-Often traveling abroad and practicing the language with relatives born in the United States.
-In addition to that, middle and high school skills have been excellent throughout all curriculums.
-Honor Roll in English received due to writing skills and vocabulary abilities.