In the second semester, FME offers Repetitoria to its students, especially from the 1st and 2nd year of bachelor's studies. These are refresher lessons led by senior students in an informal atmosphere where everyone is on first-name terms and you can really ask anything. "At the beginning, each student experiences a certain shyness and also uncertainty concerning the curriculum. But our common goal is to overcome this," explains tutor Tomáš Brázda, who leads the mathematical Repetitoria.

Who are the Repetitoria intended for?

The original goal of the Repetitoria was to help students who need more time to get used to the pace of university studies. However, the whole concept of these lessons is set up to flexibly adapt to the needs of students. It is, therefore, no exception that students who are already well-versed in the subject matter also participate. For them, on the other hand, Repetitoria represent a superstructure where they can ask about more complex topics or have the material explained differently.

Do you have a fixed topic for each lesson?

Teaching is always adapted to what students want to do – so we don't have a fixed curriculum and we can devote as much time to the topic as necessary before students get their bearings in it. We consult with them either online during the week to better prepare for the lesson or at the beginning of each lesson.

When possible, two lecturers are present at the lessons, so each of them can lead a group of students on a different topic. We try to explain the problems to students so that they understand and can solve them independently. Sometimes we intersperse the tasks with advice on what to avoid or what to focus on, including various tips and tricks on how to handle a specific problem or even the whole subject.

Are Repetitoria similar to exercises, or is their course different?

Lessons usually take place in one of the classrooms (U1-U6) that students know well. The teaching takes place in such a way that we try to motivate students to go to the blackboard themselves and solve problems. But if a student doesn't want to go to the blackboard, of course, no one forces them. However, this method helps us find out what the student is having difficulties with when solving the problem, and we can tackle the issue on the spot. Each example is accompanied by a commentary so that students at the desks can understand what their classmate writes on the blackboard. In case of any ambiguity, we have an agreement with the students that they can raise their hand or speak up at any time. The one of us who is not checking the calculation on the blackboard comes to the student and provides an additional explanation.

What can students expect?

If a student comes to a class, we always try to create an informal atmosphere, which is also helped by the fact that students are on first-name terms. Any student who needs help with the subject has questions about the study itself, or just wants to spend time with their friends and older classmates can come to the class without prior registration. Students of the Repetoria can easily take it as a "debate" with more senior mates who enjoy the subject and like to look for different ways to pass on their knowledge to younger colleagues.

The lessons are practically tailored to students and have a similar effect as individual tutoring. That's why feedback from students is very important to us – what they like and don't like about the lessons, what they would like to change or what exceeded their expectations. We have an anonymous questionnaire available that students can fill in and thus participate in the better formation of individual lessons.

What advice would you give to those who are afraid to come because they are ashamed that they do not understand the curriculum?

Probably each of us has experienced the feeling that we have lost ourselves in a topic and did not know how to deal with it. And that is why the Repetitoria were created. I think that at the beginning every student experiences a certain shyness and also uncertainty concerning the curriculum. But our common goal is to overcome this. The advice for students who are afraid to come is that in addition to the subject, they will also learn to communicate with teachers, which we think is a great benefit for all the subjects that are still waiting for them. It is always much better for a student to get stuck on a task on the blackboard, where we can advise them immediately, than when calculating in a notebook. Sometimes even the tutor can get stuck in the calculation, we're also just human. (laughs)