I approach topics by removing their abstract nature and applying them to the real world, the everyday experience of the students.
I am really an excellent teacher because I can break down the information into it's simplest parts and explain it along those lines. I like the old talk and chalk method, but I make it more intimate and personal. I like to use paper and pen and I use a lot of hand gestures while I'm teaching. Anything to convey the information.
Teaching methods has to be developed based on the learning abilities of the students. Idealy, I will approach the student(s) with the PPP methed - Prepare Practice Production.
PHILOSOPHY, METHODOLOGY, PRACTICE THE ESSAY AND TEXT COMMENTARY FOR THE BACHELOR ALL SERIES L, S, ES, ITS PREPARATION AND TS2S TO WRITTEN AND ORAL TESTS AND FRENCH FIRST TERMINAL. METHODOLOGY COURSE ANALYSIS OF A SUBJECT, problematize, ARGUMENT, THE CONCEPTUALIZATION AND UPDATE OF KNOWLEDGE.
Doctor of Philosophy, I taught at the university (Bachelor, Master) from 2007 to 2017. My private lessons are for high school students (preparation for the bac, methodology of the discipline), students (preparation for competitions and examinations), or adults wishing to discover philosophy (and the grandiose notions of world, spirit, self, etc.) it mobilizes.
Hello to everyone, I graduated in philosophy first in Italy (three years), then I got a master's degree and a doctorate in Germany. My philosophical preparation ranges from ancient philosophy to contemporary philosophy. I wrote on the Renaissance philosophy, graduating on Wittgenstein's thought, and I published a book on Foucault.
I am a student in Master 2 Philosophy. I am currently preparing the CAPES and am happy to give during Philo (BAC (all sections) in the Licence 3). - Support Course (explanations misunderstandings, training concepts etc.) - Monitoring readings - Preparation for the methodology of the comment, explanation and dissertation (and spelling corrections, syntactic verification etc.
To master the art of critical thinking, you will learn to abstract from your own opinion and form stronger opinions. You'll be able to retorics and false and sound arguments. Via a Socratic dialogue (the right questions) I challenge you to articulate values and reasons behind your opinion on several (preferred topics). Together we will examine their justification.
My teaching methodology is based on constructivism and the telling of life stories. My goal is to support the development of learning strategies that train students-scientists, capable of handling information. I believe that education is an experience that humanizes us.
Philosophy classes for high school students and/or pre-university entrance examination/ENEM. Lectures with reading of works of Philosophy and History of Philosophy, besides auxiliary texts and commentaries on the fundamental points of each author studied, with more focus on related authors in evaluations, vestibular and ENEM.
I have always been convinced on the benefits of both problem-based learning or any other method which works on the analytical skills of the students rather than the mere passing of information. This is why I prefer to engage with students in a conversation more than proper lecturing.
Hi, Currently studying philosophy at the Nice Faculty of Letters, I provide philosophy courses. However, having basic knowledge in all subjects, it is possible for me to help all types of homework. Great lover of books, help with reading and / or writing (spelling, grammar ...) are as much a part of my ability.
I am pragmatic and adaptable to the needs of my students, I use a common language and concrete examples to be able to transmit complex concepts of the subject, ideally we can draw a bridge between theory and current reality as far as possible.
Understand the objectives of the student or discussant and work within the student's parameters whether that is to pass an examination or provide a stimulating opportunity for a discussant to explore the topic.
The methodology remains that the students wont be taught everything from scratch but rather will be dealing with the area specific problems, which is the quickest manner to study. I assure a guaranteed result with area specific approach study module.
Bachelor in Philosophy from the UAB, I have been teaching after-school classes for years, mainly in terms of reinforcement, although in some isolated cases also of extension, especially in the history of philosophy. In the course of my work I have gradually modeled a teaching method based on rigor, clarity and synthesis, with the aim of achieving maximum performance with the minimum of classes.
My aim is not only that of helping students achieve their academic goals, but also that of teaching transferrable and enduring study-skills; as a result I tailor each teaching program to the strengths and weaknesses of the single student. Furthermore, I am used to providing a wide variety of teaching aids such as conceptual maps, bibliographies and sample essays/model answers.
I try to focus my classes so that, in addition to learning and trying to achieve an interest in the subject, it is also effective and practical, so my methodology can acclimatize perfectly to those who need an efficient reinforcement before Selectivity or require a help to pass The matter
I offer a laid-back tutoring environment where lessons will be accommodated to specific students' needs. I would like students to tell me issues they are facing in their study, and identify areas they believe they need to work on, and use this as a basis for tuition sessions, which can then develop as we go along.
My teaching method is broadly based in the model of humanities university tutoring, with an emphasis on closer analyses of subject content and helping the student to relate the topic to a wider context. I am available for both general ongoing assistance, as well as help with planning and writing assignments.
My teaching methodology is very much dependent on each and every students needs. I am very versatile and can adapt to all scenarios. I understand that we are all different in our learning and in our first session we will figure out what our best approach will be.
Subjects are approached thematically, and when possible chronologically for topics analysed from a historical perspective. Emphasis is placed on the teaching of mainstream narratives along with skills in critical knowledge for its evaluation which is vital for essay based subjects.
I have tutored boys for GCSE and A-Level (predominantly A-Level); but boys in the year before GCSE have used me as a reference for their Trials and exams. I look to teach by reducing material down, first, and then using each bullet point, as it were, to help expand the point.
The methodology is personalized depending on the needs of the students. I emphasize reading and writing and the way in which complex texts can be interpreted. In the teaching of languages, I try to make the sessions dynamic making sure that the theory is learned through immersion and practice.
My teaching method is based on the specific works of contemporary thinkers. For instance, one lesson will be on Voltaire's Candide, while another will look at Mandeville's Fable of the Bees. The lessons will use these texts as a jumping off point to discuss the wider social, economic, political and cultural movements of the period.
I am a lecturer in Philosophy currently on my PhD at Lancaster University. From my wealth of experience as a lecturer for more than four years, am sure my student will have the best story to tell in their chosen career.
Have you ever wondering what philosophy is? Or are you simply curious about how philosophy can enhance people's lives and their values? Philosophy helps people understand themselves and their lives better.
Skills in verbal reasoning and analytical writing are essential to succeed in studies, career and for social life. These skills can be trained. As lecturer in Philosophy at the University of Geneva I have developed a unique theoretical and practical training in verbal reasoning and analytical writing skills for my students.
My teaching methodology adapts to what is being taught and to whom. But in most cases I will first provide lesson objectives and a plan/itinerary of how the lesson will proceed. In a class situation, I will usually outline the subject for ten minutes and then set questions for students to respond to in pairs. Thereafter we discuss each pair's answers with the whole class.
Essentially, my pedagogical ethos is a very student-centred approach. What this means is that the student remains at the centre of teaching-learning practice as tutorials are designed in such a way to enable and encourage active participation.
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