Teaching Experience

I began my teaching career in higher education, briefly contributing there before dedicating nearly two decades to secondary education, where I focused on engaging students in underserved areas and worked on reducing dropout rates through personalized educational programs. After a significant tenure in secondary education, characterized by administrative roles aimed at overseeing and enhancing pedagogical methodologies, I remain committed to interdisciplinary and inclusive pedagogy in mathematics and computer science.

With over two decades of experience in education, I have taught mathematics, statistics, computer science, and game theory at both secondary and university levels in Cameroon and France. As a certified mathematics teacher and former pedagogical coordinator, I design inclusive and engaging learning environments that blend theoretical rigor with real-world relevance. My teaching practice is grounded in clarity, curiosity, and interdisciplinarity.

Higher Education

University of Yaoundé 1, November 2003 -- February 2004

I led tutorial sessions in algebra for first-year mathematics students, as well as in mathematics for those in their first year of life and earth sciences (SVT). For the SVT students, I sometimes used concrete examples from biology to make abstract concepts more accessible, thereby strengthening their confidence. In both cases, I took into account the individual learning pace of each student. With the smaller mathematics group, I fostered a challenging dynamic, stimulating the most brilliant students while encouraging those with slower learning to value their deep understanding. I helped students turn information from various sources into concrete knowledge. My primary motivation was my desire to assess my ability to nurture students' talents. This was especially strong given the enthusiasm of the mathematics students. The most tedious task was grading a large volume of papers, particularly those from the numerous SVT students.

ISTECO, February -- March 2016

I taught statistics to students in the BTS (Brevet de Technicien Supérieur) program in management techniques. My course was quickly deemed very accessible, even by students with a literary baccalaureate background, who had no prior training in mathematics.

ICAB, February -- March 2018

University of Dschang, November 2021

I taught game theory to doctoral students in cybersecurity, using examples pertinent to cybersecurity to illustrate the concepts. I had already begun a doctorate in cybersecurity and wanted to demonstrate to my colleagues the relevance of game theory in their studies. I regret that the duration of this training was short.

IMT Atlantique, since January 2024

I lead practical sessions and tutorials in networking and cryptography.

Secondary Education

High School Galim-Tignère, June 2004 -- August 2009

I was tasked with teaching mathematics at the high school (both lower and upper levels) in Galim-Tignère (not to be confused with Galim in the Western region). This is one of the most remote corners of one of the two least educated and most isolated regions in Cameroon. I had to educate and instruct students who attended intermittently (about two years out of three), who had significant gaps in their knowledge and found school boring. My strategy was based on two main strengths: encouraging reading and making use of some mathematical knowledge in sometimes ordinary situations. I learned to respect the pace of each student and to synergize students with sometimes diverse skills. My true motivation was the desire to contribute to the building of an individual. However, I thought I could teach while continuing research, in order to earn a doctorate and later continue teaching at the higher education level. This was not the case. What I appreciated less was having to teach the entire curriculum to students who were not really prepared for it, due to numerous gaps.

Bilingual High School Kieneghang, September 2009 -- January 2011
- Teacher: September 2009 -- January 2011

I was tasked with teaching mathematics and computer science at the lower secondary level in Galim (in the West, different from Galim in Adamawa). This area is an agricultural zone where students and parents, coming from farming families, are more interested in fieldwork than in formal education. I embraced the school administration's policy of regularly organizing small competitions to motivate students to exert effort. Lacking computers, I invented games to get students to virtually use computer equipment. My desire to contribute to the development of an individual was my greatest motivation. In fact, I no longer considered pursuing research. My determination strengthened as I developed my ability to progress through the program, while adapting my teaching methods to the specific needs of the learners, despite their varying initial levels. At times, I felt that the standard approaches of the administration were not entirely suited to the specificities of our geographic context.

- Vice-principal: January 2011 -- August 2014

Firstly, at the middle school (junior level) and then at the high school (junior and senior levels), I coordinated the activities of the teaching staff, supervised the teachings, learning processes, and evaluations. I was also responsible for discipline. I organized remedial sessions for learners to address their various shortcomings. Above all, I learned to coordinate the activities of the teaching team. My true motivation was the desire to contribute to the development of an individual. However, the dynamism of my colleagues was a bonus. The disinterest of parents was my greatest challenge.

Bilingual High School Ndiengdam, September 2014 -- November 2021

I supervised teaching, learning, and evaluations; I was also responsible for discipline and served as the digital focal point of the institution. I found using Excel helpful to quickly identify students facing difficulties within a large population. I also learned to respect the motivations of collaborators, even when they did not necessarily suit me. My true motivation was the desire to contribute to the development of an individual. The influence of the peri-urban world was my greatest concern.

Pedagogical Leadership & Curriculum Design

As a pedagogical coordinator for nearly a decade, I oversaw academic programming, teacher mentoring, and student learning strategy development in various public high schools in Cameroon. My experience includes:

Designing and implementing inclusive learning strategies adapted to heterogeneous classrooms.
Leading class councils and curriculum evaluation sessions.
Creating custom teaching materials for both theoretical and practical instruction.

Teaching Style and Methodology

Teaching Approach

My teaching practice is shaped by a deep commitment to clarity, autonomy, and interdisciplinary learning. Drawing on diverse pedagogical frameworks, I adapt my methods to suit course goals, student backgrounds, and evolving academic standards. I rely primarily on three complementary approaches:

Objective-Based Learning

I begin by defining clear, measurable objectives that guide course structure, content, and assessment. This is especially effective for technical modules such as programming, AI foundations, or optimization, where students benefit from understanding the precise skills and outcomes they are expected to achieve.

Competency-Based Learning

Here, the focus shifts from content to the mobilization of knowledge in context. Students are encouraged to integrate theoretical insight, practical skills, and collaborative tools to solve complex, often interdisciplinary, problems. This approach is particularly valuable in courses like game theory, data modeling, or project-based learning environments.

Inductive Learning

I regularly employ case-based or project-based strategies that allow students to discover theoretical principles through practical challenges. For example, students might engage with real-world cybersecurity scenarios or network optimization problems, exploring algorithms and decision models as natural solutions to those contexts. This method nurtures autonomy, critical thinking, and deep comprehension.

Blended Pedagogical Strategy

Rather than relying on a single model, I combine these approaches depending on the needs of each course. This hybrid model allows me to:

Anchor abstract concepts in concrete examples,
Balance individual performance with group dynamics,
Foster problem-solving and creativity, not just technical mastery.

Teaching Vision

Through all my courses, I aim to:

Equip students with theoretical foundations and transferable skills,
Promote intellectual curiosity and scientific engagement,
Prepare learners to face multidisciplinary and technological challenges in rapidly evolving fields such as AI, cybersecurity, and networked systems.

This approach aligns with my broader mission as an educator: to form agile, critical, and innovative minds capable of shaping future systems through sound reasoning and ethical responsibility.

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