For the families of a , or child, or of a child who has lost confidence: how I work with them, the classroom designed for these pupils, and the two ways of working with me.
Every child knows the joy of understanding.Sometimes it has to be given back.
With each child and their family
With a child who has lost confidence, I start by listening, to the child and then to the family, and by finding what the child already does well, so that the first session ends on a success. In my courses as in my games, a mistake costs nothing, so that a child dares to try again: it brings a short explanation and a fresh try, and takes away nothing already achieved. Help comes in three levels (a reminder, an example, a guided solution), and it stays free. In class, I go over frequent mistakes without naming anyone, and the dyslexia-friendly layout changes only the typography, so dys pupils do the same exercise as their classmates.
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From my console, I see each pupil’s screen, and I come to help when they get stuck rather than at the end of the exercise. In English, each pupil records themselves speaking and listens back to hear their progress. I write the report cards myself, so that every family knows what their child has learnt and what is left to work on.
Each seat in the classroom shows few options on screen, saves work with a version history, reads text aloud in a natural French voice and offers built-in tutorials. Dyslexia-friendly fonts are on by default, and the annotation tools were chosen with the school’s occupational therapist.
At the school where I teach or in private lessons, remotely or around Bordeaux.
At school or in private lessons
Your child can work with me in two ways: at the school where I teach (enrolment is through the school), or in private lessons in mathematics, computer science, English or physics and chemistry, remotely or around Bordeaux. In both cases, you can write to me, and a first conversation of about twenty minutes is free.
Specific learning difficulties such as dyslexia, dysgraphia, dyscalculia and dyspraxia, which affect one precise function and have nothing to do with intelligence.Attention deficit hyperactivity disorder: attention, restlessness and impulsivity are harder to regulate.On the autism spectrum: a different way of perceiving and communicating, which often needs a clear and predictable framework.
