My background
Rim
Teacher of French and Doctor of French Literature
Oral examiner for the French baccalaureate, marker of written papers. Video lessons, in France and internationally.
I began teaching 14 years ago, and I have never stopped reading. The doctorate in French literature came from that: from wanting to understand deeply what texts do, before presuming to explain them to anyone.
I have taught in secondary schools and at university. I have watched able students lose eight marks for want of a method, and struggling students climb back quickly the moment someone finally explained what was expected of them. That conviction is what led me to specialise in preparing students for the bac de français.
I sit on the oral examination panel and I mark the written papers. That double vantage point is the most useful thing I can offer a family: I do not guess what is expected, I know it. I know the mark schemes, the reflexes of markers, and the questions an examiner asks when a candidate loses the thread.
Today I work with students in France and abroad, by video. Some families are in Paris, others in Dubai, Doha or Casablanca. The syllabus is the same everywhere, and so are the demands.
I work alone, by choice. No team, no stand-ins, no platform. When a family entrusts me with their child, I am the one who makes the initial assessment, who prepares every session, who marks the written work, and who calls you each month to take stock.
Doctorate
in French literature
A level of specialisation rarely found in private tuition
14
years of teaching
From secondary school to university
+100
students taught
In France and internationally
Examiner
for the oral bac de français
And marker of the written papers
What I bring
Years spent reading, analysing and interpreting texts, then passing on that rigour. It is a level of specialisation rarely found in private tuition, and it changes the way a literary work is explained.
From secondary school to university, I have taught students of every level and background. I have learned to spot quickly what is blocking a student, and never to mistake difficulty for laziness.
I sit on the oral examination panel. Every year I watch dozens of candidates in front of me: what puts them in difficulty, what tips a mark one way or the other, what separates a prepared student from one who has merely revised.
I mark baccalaureate scripts. That seat teaches one decisive thing: what shows on a paper, and how fast. It is exactly what I pass on to my students.
I work by video, with families in France and internationally. Distance takes nothing away from the quality of the follow-up: it allows a regularity that few expatriate families find locally.
My research
2024Chapitre d’ouvrage collectif
Dans Viande(s). Stéréotypies sémiotiques et inquiétude culturelle, dir. Denis Bertrand, Michel Costantini et Juan Alonso Aldama, Paris, L’Harmattan, coll. « Sémioses », 2024.
View the reference2023Compte rendu, revue scientifique
Actes Sémiotiques, n° 129, 2023.
View the reference2023Chapitre d’ouvrage collectif
Dans Pierre Jean Jouve, au carrefour des mondes modernes et contemporains, dir. Béatrice Bonhomme, Machteld Castelein et Dorothée Catoen-Cooche, L’Harmattan, coll. « Thyrse », 2023, p. 129.
View the reference2023Chapitre d’ouvrage collectif
Dans Pierre Jean Jouve, au carrefour des mondes modernes et contemporains, dir. Béatrice Bonhomme, Machteld Castelein et Dorothée Catoen-Cooche, L’Harmattan, coll. « Thyrse », 2023, p. 425.
View the reference2022Communication en colloque
Colloque « Postérité de Jouve », Arras, 19-20 mai 2022.
View the reference2022Communication en séminaire
Séminaire Pierre Jean Jouve, 14 janvier 2022.
View the reference2019Communication en colloque
Colloque « Viande(s) : stéréotypies sémiotiques et inquiétudes culturelles », Université Paris 8.
View the referenceThis list includes only work whose reference can be checked online. It is not exhaustive.
How I see it
A student who recites collapses at the first unexpected question. A student who understands always lands on their feet. I would rather spend a whole session on one text than hand out sheets to be learned by heart.
Model commentaries are useful for five minutes. What makes a student progress is rereading their own sentences, seeing precisely where the reasoning loses its way, and starting again. It is slower, and it is the only route.
Many students know more than they think. Stage fright at the oral, panic in front of a dissertation title: these can be prepared for, through repeated rehearsal, until the situation becomes familiar.
You are investing in your child's year. You should be able to follow what we are doing, what is improving and what is resisting, without having to ask. That is the point of the monthly review I offer as a matter of course.
Premier échange
Le plus simple reste encore de se parler. Trente minutes suffisent pour que vous sachiez si ma façon de travailler correspond à ce que vous cherchez.
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