Valentin B.

I am French and the eldest of five siblings. I have a son who studies at a Chinese school here in Kuala Lumpur and is also fluent in French. After completing a science-focused high school diploma, I pursued undergraduate studies in biology, followed by a specialization in geology and paleontology.

I have been living in Malaysia for fourteen years, where I run a design studio. Alongside my professional activities, I teach Design Thinking to teenagers aged 14 to 17 at the Youth Academy in Singapore.

Since 2022, I have been mentoring high school students in their academic orientation and higher education choices through the My Job Glasses program.

• Je suis français et l’aîné d’une fratrie de cinq frères et sœurs. J’ai un fils qui étudie à l'école chinoise ici, à Kuala Lumpur et qui parle aussi couramment français. Après un bac scientifique, j’ai fait un premier cycle universitaire en biologie, puis une spécialisation en géologie et paléontologie.
• Je vis en Malaisie depuis quatorze ans, où j’ai un studio de design. En plus de mes activités, j’enseigne le design thinking à la Youth Academy de Singapour à des adolescents âgés de 14 à 17 ans.
• J’accompagne depuis 2022 des lycéens dans leur orientation scolaire et leurs choix d’études supérieures via le programme My Job Glasses.
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• I am French and the eldest of five siblings. I have a son who studies at a Chinese school here in Kuala Lumpur and is also fluent in French. After completing a science-focused high school diploma, I pursued undergraduate studies in biology, followed by a specialization in geology and paleontology.
• I have been living in Malaysia for fourteen years, where I run a design studio. Alongside my professional activities, I teach Design Thinking to teenagers aged 14 to 17 at the Youth Academy in Singapore.
• Since 2022, I have been mentoring high school students in their academic orientation and higher education choices through the My Job Glasses program.

As the eldest in a large family, I provided academic support to all my siblings for many years when they were younger. Today, I teach Design Thinking to teenagers at the Youth Academy in Singapore.

• Étant l’aîné d’une fratrie nombreuse, j’ai fait le soutien scolaire de tous mes frères et sœurs pendant de nombreuses années lorsqu’ils étaient jeunes. Aujourd’hui, j’enseigne le design thinking à des adolescents à la Youth Academy de Singapour.
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• As the eldest in a large family, I provided academic support to all my siblings for many years when they were younger. Today, I teach Design Thinking to teenagers at the Youth Academy in Singapore.

• My teaching approach is based on two key principles:
• Making the subject more engaging and enjoyable, notably by incorporating historical anecdotes. These help maintain attention, make concepts more tangible, reinforce understanding through storytelling, and sometimes ease the pressure in case of failure.
• Patience. There is no benefit in rushing a student. On the contrary, it is essential to take the time to build a relationship of trust.

• Ma méthode d’enseignement repose sur deux principes :
• Rendre la matière plus vivante et plus amusante en y mêlant notamment des anecdotes historiques. Elles permettent de maintenir l’attention, de rendre la matière plus concrète, de fixer des concepts par le biais du storytelling et, parfois, de dédramatiser la situation en cas d’échec.
• La patience. Il ne sert à rien de brusquer l’élève. Bien au contraire, il faut prendre le temps de construire une relation de confiance.
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• My teaching approach is based on two key principles:
• Making the subject more engaging and enjoyable, notably by incorporating historical anecdotes. These help maintain attention, make concepts more tangible, reinforce understanding through storytelling, and sometimes ease the pressure in case of failure.
• Patience. There is no benefit in rushing a student. On the contrary, it is essential to take the time to build a relationship of trust.