Hi, I'm Michele Zezza

I am a university teacher and researcher. I also have teaching experience at secondary school level. I am Italian and have a C2 level in Spanish and Portuguese, and a C1 level in French. I have a post... I am a university teacher and researcher. I also have teaching experience at secondary school level. I am Italian and have a C2 level in Spanish and Portuguese, and a C1 level in French. I have a post-doctoral academic background and extensive teaching experience in both Italian and Portuguese, at both school and university levels. With a solid background in the humanities, I am also able to teach History and Philosophy (I have done so at various times in schools, and I currently do so at the university level. On a methodological level, I place great importance on listening to and engaging in dialogue with students. While I certainly have an understanding of the grammatical topics that are important to study and review, I deeply value flexibility. For example, if a student prefers simple conversation because it is more useful to them for personal reasons, I certainly don't insist on them doing exercises on the past perfect or future anterior! I worked in high schools for 3 years. I hold a certificate from the Instituto Cervantes relating to knowledge of the Spanish language (level C2). I have taught Portuguese at university. I have 11 years of experience as a translator from and to Italian of academic texts (articles, chapters, and books). I make an effort to carefully listen to the needs of my students. I tend to prioritise conversational practice over the mere memorisation of theoretical notions, while remaining mindful of the importance of studying the specific rules and structures of the language. Before each lesson, I always share a detailed work plan that includes theoretical guidance and exercises tailored to the student’s level of knowledge. I always provide an abundance of exercises, so that we can review and correct those we couldn't go over in the previous lesson together. I aim to vary the topics covered based on the gaps I perceive during the lessons. During the first lesson, we agree on a structured work plan, defining the relevant topics and themes to be covered, along with the methodology (which, if preferred, can also follow a simple conversation-based approach). Show more