Teacher in national education for 30 years and independent teacher for 4 years, I have enriched my skills over the years with training aimed at considering the individual more than the student in my classes.
I started my career as a certified English teacher after teaching French in England as a language assistant.
When I discovered that my children had a different cognitive functioning, I trained in neurosciences, and in particular in affective and social neurosciences. I also invested myself in the study of psycho-social skills. There, I understood that, whatever the pedagogical method used, the development and progress of the child go through a relationship of trust in the student-parent-teacher trio. For this, it was necessary for children to leave their stress in the cloakroom. I then began training in meditation workshops with children and adolescents, and I realized that children need to talk. To talk about themselves, their daily worries, their emotions, their fears, their environment, to a third party, in a sphere of speech free from judgment, and I turned to junior philosophy workshops, for which I am also accredited.
For 4 years now, I have felt cramped in my establishment and I have become an independent teacher in order to be able to implement my different practices and come to the aid more concretely of the students I have the chance to follow.