Recent Tutoring Session Reviews
"Reviewed: root rules, 30/60/90 triangle rules, circle circumferences, circle tangent rules, factoring polynomials and multiplying polynomials. The student remembers most anything I tell her, and her goal is to get higher than a 31 on her math ACT section. We did a practice test 15 questions at a time to go over any wrong problems with a fine-toothed comb. She has been practicing at home, as well. We logged any rules she didn't remember during the test in the hopes that they will be fresh in her mind when she goes to take the ACT."
"The student and I had a really good day today, working on building our sense of timing on the ACT Reading section. We did better today than we ever have before."
"The student did excellently on the Math problems she completed. We worked through several more problems, discussing ways to save time via multiple-choice test tricks. We also spent some time discussing the significance of the test and upcoming college decisions. I have assigned a practice ACT Writing prompt for next time."
"I worked with the student on writing and science this week. I walked her through writing an essay for the test, and how to plan for it. On the science section we concentrated on getting right answers. I wanted to show her how well she had the potential to do. She is getting better at reading the charts and graphs and understanding what the questions are asking for."
"Aside from three math problems he didn't get to, he got every single question on the third book test correct. He's finally showing his true genius! He seems to be understanding the importance of this, and is willing to put in the work. He is even asking me questions about colleges and essays, so I think he'll be fine. We both know there's no reason he can't earn a 36, and now that he's starting to want it, there's no doubt in my mind that he'll get it."
"The student and I started by going over a set of verbal practice questions he had completed beforehand. Then we switched over to a full practice test. We talked about how the test is scored and some general strategies to keep in mind (e.g. leave no blanks) and then talked about each of the sections specifically. Then we did some practice reading and QR questions, on which he did very well - 2 wrong on reading, none wrong on math (though he did need help with sin/ cosine/ tangent). Outside of vocabulary he seems very well prepared for his test. Next time we'll work more specifically on vocabulary-building exercises."
"The student again showed good signs of improvement in the math sections but struggled with the writing section. We will meet tomorrow and from now on we will put more focus in the writing section details to pull up that score as well. He is doing a great job!"
"Today, we went over the math practice exam that the student worked on from our last session. We went through all the questions she got incorrect and ensured she understood why she got them wrong. We went over some of the concepts that she struggled with from our last session. She got a 29 on the practice exam, which is very good, especially considering it's her first time. We will likely do more math practice in the future, but we will probably move on from the subject for now since she seems to understand the concepts."
"We spent the session working on the current version of the SAT. We began by working on the essay portion, as he is very close to a perfect score here. If he follows the method we reviewed today, I am confident that he will score an 11 or 12 in January. The critical reading is the area that needs the most work, and I again encouraged him to write on his test as much as possible. His math section went pretty well today, but the same advice applies, as he always does better when he writes out equations. We are planning on having our final session on Saturday - we'll be going over the critical reading sections that he will complete for then."
"We continued from our previous session by finishing the student's essential skills survey. There were no observed issues using text evidence to support inferences about author's tone and purpose, so we moved on to guided practice with sample ACT Reading passages. Some prompting was needed to find certain individual answers in the text, but he expresses comfort with the scaffolded strategy and is able to consistently implement it overall. I assigned independent practice with reading material (timed) as unit assessment."
"Today we talked a little more about the essay prompts and the different ways to approach a creative prompt vs. an argumentative prompt. I will be sending a creative prompt this evening and I'd like the student to approach it with the time constraints we spoke about during our session (5 minutes of brainstorm, 20 minutes of writing, and 5 minutes of proofreading). We also reviewed geometry. He had just started on the practice problems and finished 5 and we will pick up on 6 next session. In order of priority for homework, I'd like to him to complete the last 10 pages of reading comp, the essay, and then the remaining geometry practice problems. The first two are most important."
"I gave the student an outline of the whole ACT. We specifically covered concepts in the math section. I told him to review the problems that we have covered so far and to check out the ACT book that we got in the library."