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Marco
- Rate L440
- Response 1h
-
Students1
Number of students Marco has accompanied since arriving at Superprof
Number of students Marco has accompanied since arriving at Superprof
L440/hr
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- Italian
- Italian listening
- Italian reading
- Italian vocabulary
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Nottingham (Beeston) based, Italian, researcher, PhD in History offering both private and group lessons in Italian, History and Academic Writing. What do you waiting for?
- Italian
- Italian listening
- Italian reading
- Italian vocabulary
- Italian translation
Lesson location
About Marco
Teaching is fundamental for academics. For this reason, I have constantly kept a close eye on the opportunities for developing an up-to-date, interdisciplinary and proficient teaching profile in order to be prepared for my future early academic path. During my doctoral career and in previous experiences I trained a series of fundamental and lateral skills that support my professional figure as Teaching Fellow in History and Archaeology, Secondary School Teacher and Personal Tutor.
In 2017/2018, I was a Teaching Affiliate at the University of Nottingham for the 1st-year undergraduate module: Introduction to Medieval World. This allowed me to understand and practice teaching in the English university system. As Teaching Affiliate my duties were to prepare and run 1-hour seminars (20 in total) for classes of 20-25 students, take records of student attendance, and mark one 3000-word essay per semester for each student (40 in total) and the final exams of the module (40 exams marked). Eventually, I had to propose a final evaluation that had to be approved by the Module Convenor.
In order to provide a more complete learning experience to my classes, I asked my students to present at the beginning of each seminar 5-10 minutes PowerPoint presentations (usually two presentations per seminar). I, therefore, asked students to systematically come to my office hours with the purpose of discussing and organising the presentations on topics of their interest. This activity allowed me to monitor my students and provide them with small supervisions that eventually helped them in the writing of their essays.
During the seminar, instead, I took records of the presentations and asked the rest of the class to do the same, providing anonymous feedback to the presenters. Having peer and senior advice was very useful for my students, allowing them to develop self-confidence, awareness of their knowledge and the ability to communicate this to the public. The seminars were structured in small group discussions of questions posed by me on different topics linked to the main lectures. Usually, a single topic was analysed in two seminars: one more focused on historiography, and the other on primary evidence. There was formal space for reflection by the students after the presentations and at the end of the group work.
As Teaching Affiliate, I developed a strong confidence in many aspects of the teaching work experience. In particular, I learnt how to provide helpful feedback for students, and I increased my IT skills on ‘classic’ and new software (Moodle). Counselling students on possible career paths and study programs was another aspect I enjoyed learning and practising.
Unfortunately, from 2018/2019 the University of Nottingham changed its policy on letting doctoral students running classes preferring to hire permanent Teaching Affiliates and drastically reduce the employment of PhD candidates. My previous department was one of the most involved in this change. However, even if I was not able to obtain a stable teaching position in all the years of my doctoral career, I constantly trained my skills and enriched my knowledge. In particular, in 2018/2019, 2019/2020 and in the current academic year, I’m attending weekly teaching workshops on teaching (in general) and teaching History in Higher Education organised by Dr Nik Baron and the Graduate centre of the University of Nottingham.
This was not my only teaching-related experience. While in Italy and France, I was a private tutor for undergraduate/college/secondary school students, helping younger students to develop autonomous study methods in different subjects (History, Philosophy, Italian and Latin Literatures). In autumn 2012 I also undertook an internship as teacher in an Italian high school. During the three months, I spent at the Liceo Antonio Rosmini (secondary school/college in Classics: Liceo Classico) I lectured four 25-student classes of different ages (15-19 years old) on different historical topics: Early medieval historiography; 1000 AD; Formation of European monarchies (10th-13th century); Italian Signorie (13th-15th century), Crusades, Hundred-years’ War; American colonies; American Revolution; History of slavery. I also had to examine students with three different examinations: oral examinations, multiple-choice tests and essay-type written exams.
These previous teaching experiences contributed to form my professional figure as early career researcher and Teaching Fellow. In addition, other experiences helped me to master administration and time management abilities, individual and teamwork attitudes, and supervision skills in accomplishing different tasks. As PhD student, I provided active participations – organising or presenting papers – in multidisciplinary (history and archaeology), national and international workshops and conferences. I learnt how to deal with multicultural profiles and their issues, maintaining a general overview of the whole task, and develop an interdisciplinary perspective in my work that will support my communicative skills with students from different educational backgrounds. I considerably increased my time management, English accuracy, and research assistance while working as assistant editor for the Medieval Settlement Research journal and previously with the Midlands Historical Review postgraduate journal. My duties brought me to work not only with affirmed scholars but also with several BA and MA graduates who intended to submit their dissertations as article publications.
Overall, I can state that as Tutor I shall be able to: 1) communicate with different types of audience, including young and mature university, primary and secondary school students from international contexts and different education systems (especially from the UK, Italy and France); 2) master different teaching formats: lectures, seminars, individual and team-based learning, practical workshops (i.e. active work on texts, PowerPoint presentations, and writing workshops), and supervisions; 3) consider and master multiple types of examinations with both oral and written variants.
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About the lesson
- Primary
- Senior Secondary
- Post Secondary Education
- +13
levels :
Primary
Senior Secondary
Post Secondary Education
Doctorate
MBA
A1
A2
B1
B2
C1
C2
Beginner
Intermediate
Advanced
Professional
Children
- English
All languages in which the lesson is available :
English
As stated in my Experience section, I mastered different teaching methods throughout the years: lectures, seminars, individual and team-based active work on texts, PowerPoint presentations, and writing workshops. Therefore, the methods I shall use and the structure of my lessons depend on the aims and the programs that future students want to pursue.
These, among other things, will be discussed during the first free lesson.
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Rates
Rate
- L440
Pack prices
- 5h: L2200
- 10h: L4400
online
- L440/h
Details
Quality over quantity
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