Rayane C.

My name is Rayane Chaouch. I grew up in the South of France and discovered very early, through tutoring my younger siblings and supporting classmates, that I genuinely enjoy explaining things and helping others progress. After a Baccalauréat S and studies in Sport Sciences (STAPS) and Geography, I chose to dedicate myself fully to teaching. I worked for two years as a teaching assistant at École Jeanne d'Arc in Rabat, where I was involved in lesson preparation, in-class support and student follow-up, and I previously assisted at the French Lycée MLF in Manama, Bahrain. In 2025 I joined ICE School Dubai as a substitute PE teacher, which confirmed my passion for working with children in an international, multicultural setting. I am currently completing my third year of a Licence in Education Sciences (FORSE — Université Lyon II) to consolidate my pedagogical training. I see teaching as a relationship of trust: my role is to give every student the keys to understand, to dare, and to enjoy learning.

• 2025 — Substitute PE Teacher, ICE School Dubai (UAE): planning and leading physical education sessions for primary and middle-school classes; classroom management and student safety.
• 2022 – 2024 — Teaching Assistant, École Privée Jeanne d'Arc, Rabat (Morocco): co-leading classroom activities, individualised support for struggling students, lesson preparation, supervision and student evaluation.
• 2021 – 2022 — Educational Assistant, French Lycée MLF, Manama (Bahrain): student supervision, homework support, behaviour follow-up, and liaison with teachers and families.
• 2018 – 2019 — After-school Activity Leader, Aix-en-Provence (France): organising educational and recreational activities for groups of children aged 6 to 11.
• 2015 – 2017 — Private Home Tutor, Aix-en-Provence (France): individual tutoring in mathematics, French and English for primary and middle-school students.

• My approach is structured, benevolent and built around the student. I always start by identifying where the student stands — what they already know, what they struggle with, and how they prefer to learn — before adapting my pace and my tools.
• Clear objectives at the start of every session, and a short recap at the end so the student knows exactly what was achieved.
• Active learning: examples first, then practice, then explanation — I prefer the student to try before I correct.
• Differentiated exercises (visual, oral, written, manipulative) to match the child's profile and keep them engaged.
• Regular formative assessment: short quizzes, oral reformulation, and progress sheets shared with the family.
• Positive reinforcement: I focus on effort and progress rather than only on the result, to build lasting confidence.
• Structured discipline through routines and clear rules — calm classroom management is, in my view, the foundation of real learning.