Recent Tutoring Session Reviews
"We did math practice sections and went over questions. We will continue to do this during our next session."
"I began our first session by introducing myself and my teaching philosophy to the family, then followed by discussing with the student her perceived academic strengths/weaknesses, interests, and test-taking goals. She is an avid reader with a high comfort level with standardized tests, giving her a distinct advantage as we begin tutoring (especially on the vocabulary questions). We then conducted a quick diagnostic of short sample sections to both familiarize her with the test and provide information about her interaction with the material. We finished about halfway through the Quantitative Comparisons section. So far the student shows considerable ability to recognize and respond to Upper Level ISEE content - notable is her aptitude for the Comparisons, which can be troublesome for middle schoolers on format alone. The only sample section she did not breeze through was vocabulary, though she did well with my prompting for context clues and common roots. We will finish the diagnostic at the beginning of next session, look at some sample vocab, and continue with an in-depth look at the test sections."
"The student and I reviewed a set of 12 verbal reasoning questions that he had done before our meeting. Out of 12 questions, the student said he knew 5 of the words right away, but the other 7 he had to look at the dictionary. However, the student thought that the difficulty level was not too bad even though he did not understand some of the words. We also went through some sentence completion questions because this seems to be an area where the student struggles. Out of 6 practice questions we got 4 correct. We would talk out each answer choice and narrow down the ones we did not think were correct. I tried to point out some of the root words for the student, because the student would like to start looking at root words to help him expand his vocabulary. The student went through a quantitative reasoning section by himself and I timed him and in 5-6 minutes he answered 15 questions and only 1 was incorrect. The student then went through another 15 questions in about 7 minutes and only missed 4. He thought the second set of questions was more difficult than the first set. This section will not be a problem for the student; we discussed the timing (32 questions in 30 minutes) and the student can get through this section with ease at this point, possibly with time to spare to go over his answers. We still need to focus primarily on verbal reasoning. The student is to start practicing questions even though he does not know the words yet."