Alexandre profile and its contact details have been verified by our experts
Alexandre
- Rate R131
- Response 1h
R131/h
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- Economics
- Commerce
- Microeconomics
- Macroeconomics
- Finance
- Financial management
I am a Teacher with two years IB and one year pre-IB experience in Economics and Mathematics. I earned the Standard Certificates for Teacher of Mathematics and Business, including Economics, Finance a
- Economics
- Commerce
- Microeconomics
- Macroeconomics
- Finance
- Financial management
Lesson location
About Alexandre
After joining Shanghai Shangde Experimental School I had the sole responsibility
for decisions regarding international mathematics. I was the sole international
teacher for Math in the international department. My responsibilities included
choosing apropriate textbooks for purchasing, and organizing my own tests and assessments.
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About the lesson
- Primary
- Secondary
- Matric/GCSE
- +7
levels :
Primary
Secondary
Matric/GCSE
AS Level
A Level
BTech
Adult education
Masters
Doctorate
MBA
- English
Languages in which the lesson is available :
English
I believe that all students can and should be capable of competing in today’s global, information-based economy. This means that students must be able to solve real problems, reason effectively, and make logical connections. My vision of exceyour classroom?
In order to address the needs of all learners in my classroom I try to differentiate instruction using the following basic strategies: Managing Independent Work, Managing Group Work, Managing Teacher-Led-Discussions y Moderating Student-Centered Discussions. However, all these basic strategies need constant Enhancing of Student Motivation.
In order to manage independent work I have to provide assignments that are meaningful and relevant, matching the work to varying achievement levels, making sure written and oral directions are clear, monitoring in the same time behavior and comprehension.
In order to manage successful group work I have to decide on the type of group to use (helping permitted, helping obligatory, cooperative, completely cooperative), decide on the size of the group, assign students to groups, ensure individual accountability and teach students to cooperate. Definitely. to achieve success the following challenges should be met: maintaining order, achieving accountability for all the students, teaching new (cooperative) norms and creating effective groups.
Finally, I use two types of strategies for classroom discussions teacher-led discussions and moderating student-centered discussions. In the first case, I provide time to think about the answers before responding, stimulate and maintain interest by using humor, novelty and making for personal knowledge and experience. It is very important to provide feedback without loosing the pace and monitor comprehension by observing groups.
In the second case, I try to act as a facilitator rather than questioner, ensuring that some students do not monopolize and that the discussion stays on track. I ask students to provide supporting evidence for opinions, limit group size, arrange students so they have eye contact and teach discussion skills.
llent education is based on the twin premises that all students can learn how to solve problems and that all students need to learn how to solve problems. The students may memorize some facts, but they will also focus on understanding when and how mathematics is used and how to apply mathematical concepts and develop number serohuresnse, spatial sense, and number estimation.
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Rates
Rate
- R131
Package rates
- 5h: R245
- 10h: R229
online
- R262/h
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