Recent Tutoring Session Reviews
"During this afternoon's session, we worked on the student's homework. She had some vocabulary terms she needed to memorize, so we made some flashcards and then I quizzed her over the terms. By the end of the session, she could correctly define every single term."
"The student and I worked on short-answer questions using a series of online legal/historical documents. After that, he and I worked on comprehension, read-aloud prosody, fluency, vocabulary, and more, using a new passage. We practiced annotation strategies, and then worked on a free-write paragraph and revising that paragraph for clarity and concision."
"Today the student and I focused mostly on writing and grammar. She wrote a paragraph about her favorite animal for homework, and she continued to write about that topic for another five minutes during class. Then we corrected what she had written, and she re-wrote it but changed everything from present tense to past tense. This was challenging for her because it involved identifying what words needed to be changed. We worked on identifying the verbs in the sentences and then remembering how each one needed to be changed. She has grammar homework to work on before our class tomorrow and it involves identifying verbs, nouns, and adjectives in five sentences that I created for her."
"The student and I met and discussed his current situation regarding his English class. With Shakespeare on the horizon, I felt it was important to get him started on that now, doing specific things (plot summaries, stage productions online) that would give him a rudimentary understanding of Othello before he begins reading it. Also, we went over strategies as far as reading comprehension and quiz-preparedness are concerned, and he knows what he needs to do."
"During our session today, the student and I studied for her English test at the end of the week. We worked on vocabulary, especially working the words into sentences. She was very successful in creating sentences, only needing some prompting once or twice."
"This was my first meeting with the student. We began the session by addressing some of his concerns about writing and what his learning goals are. He shared that he has a lot of anxiety about writing, that he has a hard time organizing his ideas, and does not have a process for working on a written assignment. In this session, I talked with him about the mechanics of essay writing, and about how writing is somewhat formulaic since all papers have the same set of "moving parts." I also shared with him that writing is much more than sitting down and composing an essay; writing a paper involves a lot of pre-writing activities that include brainstorming and coming up with an outline. He and I went over what the moving parts of a paper are and then used his current assignment on Shaka Zulu as an example and practiced all steps of writing a paper. We began by figuring out the topic/question of the paper; coming up with the answer/thesis and then figuring out what evidence he would need to support that thesis (each would become a body paragraph). We went over how to transform mute facts into evidence that can work towards supporting your thesis and persuading your reader. At the end of the session, he stated that he felt more at ease with the assignment now that we had a good working outline. We covered a lot of ground fairly quickly--it will take some time and practice to master all of the skills I introduced today. I think he has a keen understanding of the material, and just needs a little guidance on the structure of essay writing and a little confidence in his abilities."