Latin Tutoring

Many pupils claim to be very untalented in languages, although they are not. Especially the learning of Latin is a headache for many. If an analysis is carried out on the supposed talent deficit, it can often be determined right at the beginning that many pupils already resign themselves to learning Latin. One of the reasons for this is often the extremely long memorisation of vocabulary. In the Gymnasium, the responsibility of "learning words" is left entirely to the pupils for reasons of time.

What we offer

We appeal to all Latin students to take the lists of words to be learned into our lessons and to learn them reliably. Since the vocabulary learnt occurs again and again in the progressive lessons of Latin lessons at school, we try to rehearse it holistically and with different action-oriented methods. Particularly for dry memorisation, we show variations on how words can be learned quickly and efficiently in order to avoid vocabulary mistakes in exams, because: Vocabulary is a free point in exams, which should not be given away!

To get a holistic understanding of a language, it is important that sentence analysis takes place. Why is this not done in French or English? One reason can be found in the curriculum, which rightly leaves sentence analysis out. French and English can be taught in a very action-oriented way, since both are world languages and are therefore spoken by millions of people. Here it lends itself to reading, writing, listening and speaking. In Latin, this is only possible to a limited extent, as the language is no longer spoken.

Furthermore, knowledge of Latin sentence theory and grammar also extends knowledge of the composition of all Indo-European languages. Since Latin changes in every sentence, respectively in every person, every case, every gender and every numerus (singular and plural), sentence analysis is easier than in French or English, for example, where the language sometimes does not change at all. Many pupils lose patience, because here too, attention has to be paid to many different grammatical rules.

What we offer

We support the pupils by increasingly presenting specially compiled texts, which are individually adapted to the pupils, for analysis. The pupils work much more efficiently when they see their own name in the text and can better imagine the situation that occurs in the text. We have a lot of additional material for various teaching materials.

In order to apply the learned Latin grammar, translations of Latin texts into German are used to a large extent. Older as well as newer teaching materials rely on the fact that all grammatical rules learned are actively applied through the text translations. From our experience, however, we know that many pupils question the sense of learning Latin at an early stage and even resign themselves. For this reason, gross problems emerge the further Latin lessons go on and the more new rules are only dealt with in a rudimentary way or are even worked out on one's own.

What we offer

We present the pupils with many additional texts for various teaching aids. These vary in difficulty. In the case of early resignation of pupils, we work with translation texts tailored to the person. The level of difficulty as well as the content of the text is adapted with the involvement of the students themselves.