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Academic Coach and Tutor training related blog ideas, strategies, techniques, and the like..
WWH Learning Journal Take WWH (What/Why/How) Learning Notes: As a habit, decide to take WHAT, WHY, and HOW learning notes on any resource (i.e. video, podcast, blog, vlog, etc.) reviewed. Keep those notes for future reference, study, and teaching. ***Include […]
Math disciplines (Algebra, Geometry, Calculus, etc.) are often like robust english courses (sometimes demanding certain procedures, strict instructions, and/or specific use of vocabulary). …most folk don’t even realize it until they try to make SIZE mean LENGTH or they read f(1) […]
6 Effective Academic Coaching Skills 1. Informative Coaches provide usable information in appropriate context. This is different from a coach who knows a lot of information and dazzles the students with it. The premium task for helping students is maximized […]
8 Elements of Thought This adaptation from a Critical Thinking Handbook (see source below) helps one realize how thinking has integrity, whether we think about it or not. For example, what if I don’t think (or talk about) about being […]
4 Steps To Mentally Filter Other People’s Opinions For Gems Consider the following Four Steps to Mentally Filter Other People’s Opinions (replaces saying other people’s opinions don’t matter when they do and we rely on them all our lives.) STEP […]
Maximized Coaching Approach The Pathway2C Maximized Coaching Approach (MCA) recognizes that all coaching session activities following instructions, answering questions, taking notes, precise communication, writing out problems, finding mistakes, correcting mistakes, etc. serve a connected purpose. All these activities work together […]
What do great coaches listen for? Attention To Details Academic coaches listen with attention to details. They listen to how students leave out important descriptor details. Then the question becomes what details do they listen for? For example, if a […]
What do good tutors listen for? Attention To Details Tutors listen with attention to details. They listen to how students leave out important descriptor details. Then the question becomes what details do they listen for? For example, if a student […]