| Course title | Tutoring 4 |
|---|---|
| Course code | USS/HTU4 |
| Organizational form of instruction | Exercise |
| Level of course | Bachelor |
| Year of study | 2 |
| Semester | Winter and summer |
| Number of ECTS credits | 2 |
| Language of instruction | Czech |
| Status of course | Compulsory |
| Form of instruction | Face-to-face |
| Work placements | This is not an internship |
| Recommended optional programme components | None |
| Lecturer(s) |
|---|
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| Course content |
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unspecified
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| Learning activities and teaching methods |
| unspecified |
| Learning outcomes |
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It is a practical and self-reflective discipline that involves writing introspective reflections after each semester. Tutoring is a type of mentoring applied to academia. Coaching involves a collaborative approach. A tutor tries to help students learn how they learn best and how to function in an academic environment. Tutors help students learn the material in individual courses, while coaches help students learn how to be successful in school. In college, this includes topics such as: study skills, time management, stress management, effective reading, note taking, test preparation, and understanding how to use the syllabus. Academic coaches meet with students regularly throughout the semester. Coaches work with students in a variety of situations, not just those who struggle academically. Study literature and study aids. Eley, A. R., & Murray, R. (2009). How to be an effective supervisor: best practice in research student supervision. Maidenhead, Eng.: McGraw Hill/Open University Press. Lochtie, D., McIntosh, E., Stork, A., & Walker, B. W. (2018). Effective personal tutoring in Higher Education. S.l.: Critical Publishing Ltd. Covey, S. R. (2004). The 7 habits of highly effective people: restoring the character ethic. New York: Free Press. Sinek, S. (2019). Start with why: how great leaders inspire everyone to take action. London, England: Penguin Business. Csikszentmihalyi, M. (2009). Flow: the psychology of optimal experience. New York: Harper Row.
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| Prerequisites |
|
unspecified
|
| Assessment methods and criteria |
|
unspecified
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| Recommended literature |
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| Study plans that include the course |
| Faculty | Study plan (Version) | Category of Branch/Specialization | Recommended semester | |
|---|---|---|---|---|
| Faculty: Faculty of Education | Study plan (Version): Special education with a focus on expressive approaches (BB23) | Category: Pedagogy, teacher training and social care | 2 | Recommended year of study:2, Recommended semester: Summer |
| Faculty: Faculty of Education | Study plan (Version): Special education with a focus on expressive approaches (BB24) | Category: Pedagogy, teacher training and social care | 2 | Recommended year of study:2, Recommended semester: Summer |