Arnaud Prevot

visited 46 of the 50 US states;
taught over 1300 students from K-through-college in the classroom;
taught 430+ students online;

taught at 6 schools;
helped 80+ teachers efficiently use tech in the classroom;
earned 2 Master's degrees and 1 doctorate;
lived in 6 US states;
visited 7 countries;
self-published 6 books and 4 essays;
published 1 kids' coloring book;
started 2 businesses;
published 3 peer-reviewed academic papers;
52 academic citations;

tutored 300+ unique students in writing;
served on 3 editorial review boards;
previously sat on 5 non-profit committees and 1 board;
published 6 consumer articles;
presented at 7 conferences;
taught 5 subjects;
speaks 3 languages almost fluently;
obtained $7500 in educational grants;
consulted with schools on 3 continents;
published 100+ blog posts on school administration and promotion;

​Teaching Philosophy Statement:

I look to make teaching interesting with a varied and oftentimes high-energy experience for the students. Before anything else, I ensure that I am well versed and practiced in the material being taught. I tend to favor group activities, and projects, as I have found that they allow for greater ability for differentiation. Teaching language, technology, and business has allowed to reach students with many different modalities. In the end, I am looking to balance a sense of the new and the traditional. Using technology (in accordance with SAMR integration philosophy) along with respecting the tried and true principles of education (memorization, practice, ethics...etc). ​

Technology Integration Philosophy:

It is important to meet students where they are, and this means that technology integration is fundamental to a properly functioning classroom setting. Technology is meant to enhance the learning experience and not to replace it. Technology allows for greater reach, and especially for differentiated instruction. 
 
Philosophy Statement: How Tutoring Supports Classroom Instruction
​
When looking at effective education, a relationship between tutoring and classroom instruction emerges as foundational in fomenting a complete and enriching learning experience for students. My experience is backed by the research in the field of tutoring effectiveness and implementation. 
Let us first begin with Vygotsky’s work on the Zone of Proximal Development (ZPD) which states that optimal learning happens when students engage with tasks just beyond their current range of understanding and competence (Vygotsky, 1978). Tutoring thus allows students to access support and a personalized path to guide the students through their learning challenges. Secondly, tutoring allows for improved student outcomes (Ma et al., 2014). The individualized attention provided by tutoring sessions also helps students from more disadventageous backgrounds (Dongre & Tewary, 2015), which helps ensure equity in the learning environment. Thirdly, tutoring and other personalized approaches (such as one-on-one and small groups) help ensure the gradual responsibility from teacher to student and promotes the development of critical thinking (Fisher & Frey, 2021). Lastly, tutoring serves in cultivating active participation and increase in motivation in the classroom (Nurmukhanbetova et al., 2020).
In conclusion, my philosophy is based on my personal experience as a tutor and a teacher in conjunction with the prevailing research in the field of effective tutoring and how it can support in-class instruction. The personalized approaches that tutoring provides helps students from under-priviledged backgrounds, helps them understand concepts just out of their reach, helps transfer responsibility from teacher to student, and helps increase motivation and critical thinking in a classroom setting. 
 
References:
 
Fisher, D., & Frey, N. (2021). Better learning through structured teaching: A framework for the gradual release of responsibility. ASCD.
 
Ma, W., Adesope, O. O., Nesbit, J. C., & Liu, Q. (2014). Intelligent tutoring systems and learning outcomes: A meta-analysis. Journal of educational psychology, 106(4), 901.
 
Nurmukhanbetova, A. N., Abdykhalykova, Z. E., Abdullayeva, Z. D., Baimanova, U. S., & Sadykova, A. K. (2020). Tutoring: A Method of Facilitating Active Learning. Journal of Intellectual Disability-Diagnosis and Treatment, 8(3), 312-320.
 
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

 
Philosophy Statement: The Power of Positivity in the Workplace: A Cultural Imperative for Success
 
Workplace culture is one of the most powerful, yet often underestimated, forces shaping how employees engage with their work and each other, and one of the most overlooked contributors to that culture is positivity—a quality often mistaken for shallowness but which is actually foundational to resilience, collaboration, and productivity (Cameron, 2012). While it’s true that unchecked optimism can lead to oversight, in most professional environments the greater threat is the erosion of morale through cynicism, low-level anxiety, and a culture of complaint that chips away at motivation and creativity (Amabile & Kramer, 2011).
Positivity, in the framework of organizational psychology, helps individuals and teams respond more effectively to stress; it enhances creativity, builds trust among colleagues, and opens the door to innovation, and while some might scoff at the idea of being “too positive,” research like Barbara Fredrickson’s Broaden-and-Build Theory shows that positive emotions actually expand our cognitive flexibility, preparing us to engage with challenges more constructively (Fredrickson, 2001; Fredrickson & Losada, 2005). A positive workplace doesn't mean problems are ignored—it means they are approached with the belief that solutions exist, and this mindset transforms setbacks into shared growth opportunities. 
Leaders who model this kind of constructive optimism—who praise progress, show patience in the face of setbacks, and focus their teams on possibility rather than panic—serve as emotional anchors in times of uncertainty and their influence tends to ripple through the culture, shaping not just morale but outcomes (Goleman, Boyatzis, & McKee, 2013). It may sound counterintuitive, but at times, being almost ridiculously optimistic can be a useful overcorrection, especially in environments where negativity has become the norm and where workers have come to expect disappointment more than progress.
When teams experience consistent encouragement, mutual appreciation, and a shared sense of direction, they tend to outperform their peers not just in productivity but in retention and long-term engagement and they recover faster from disruption and take more initiative in periods of change (Achor, 2010; Dutton, Glynn, & Spreitzer, 2006). Toxic positivity—the pressure to feel good no matter what—is not the same as real positivity, which invites honesty, invites vulnerability, and still chooses hope.
In the end, positivity is not just a mood; it’s a method, and though it may feel exaggerated at times, its cumulative effect on culture, trust, and performance makes it a worthwhile investment—and in many cases, a necessary one.

References:
 
Achor, S. (2010). The happiness advantage: How a positive brain fuels success in work and life. Crown Business.
 
Amabile, T. M., & Kramer, S. J. (2011). The progress principle: Using small wins to ignite joy, engagement, and creativity at work. Harvard
Business Review Press.

Cameron, K. S. (2012). Positive leadership: Strategies for extraordinary performance (2nd ed.). Berrett-Koehler Publishers.

Dutton, J. E., Glynn, M. A., & Spreitzer, G. (2006). Positive organizational scholarship. In J. Greenhaus & G. Callanan (Eds.),
Encyclopedia of career development (pp. 643–647). SAGE Publications.

Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 218–226. https://doi.org/10.1037/0003-066X.56.3.218

Fredrickson, B. L., & Losada, M. F. (2005). Positive affect and the complex dynamics of human flourishing. American Psychologist, 60(7), 678–686. https://doi.org/10.1037/0003-066X.60.7.678
Goleman, D., Boyatzis, R., & McKee, A. (2013). Primal leadership: Unleashing the power of emotional intelligence. Harvard Business Review Press.

Goleman, D., Boyatzis, R., & McKee, A. (2013). Primal leadership: Unleashing the power of emotional intelligence. Harvard Business Review Press.