Recent Tutoring Session Reviews
"The student and I worked on both humanities and math. She had a packet to fill out on a Thomas Nast cartoon titled "Slavery is Dead." It's a difficult cartoon, but I think the student did a good job explaining it in the packet. She started a new unit in her math book, so there were a couple of questions, but she was able to breeze through her homework assignment."
"Reviewed steps to solving recursive functions in the context of a problem set created as a mini-review for the materials we've covered thus far during the tutoring sessions. Assigned the student other problems involving inequalities with absolutes, roots of quadratics, and equation of lines: slope-intercept form. In all, he made considerable progress during the review of recursive functions and seemed confident that he could tackle the problems assigned."
"Today I began working on the quadratic formula with the student. We learned a bit more about his learning style, and made some progress on helping his math skills and reviewing "tricky" quadratic formula problems."
"The student had completed a couple of critical reading sections over the week so I checked her answers. We spent the remainder of the session working on critical reading passages only. I timed her as she was working on each passage so that she would get practice with timing. We went over the questions afterwards."
"Mostly covered a homework assignment in review of the subjects discussed in previous sessions. The student exhibits significant facility with linear equation conversion. Minor issues still remain regarding making sure to flip signs (+/-) when appropriate, but these are much reduced."
"We went over some concepts of the new topic: angular rotation. We discussed angular velocity, acceleration, rotational energy and moment of inertia. We did some homework questions on these topics and discussed how to relate translational motion to rotational motion."
"Today's session was very straight forward. Starting at the beginning of the student's biology class curriculum, we began a systematic, chronologically organized review of key concepts. Going off the assumption that the tests he has taken contain the information his teacher is most interested in him retaining, we used old tests to facilitate the review. He and I worked through half of the problems in the chapter 1 and 2 test with special focus paid to the questions he seemed to struggle with. In those instances, I often supplemented the information relating to the actual question with additional related background information intended to fill in probable areas of weakness."
"Today the student and I met for this first time to start preparing her to take the GRE in March. She has been advised not to worry so much about the verbal section, and to place special emphasis on math--so that is what we did! We worked through problems in her prep book, covering quantitative comparisons, data interpretation, special right triangles, formulas for area, combinations, permutations, and much more."
"To begin, I reviewed the student's homework. I had him write a paragraph in Chinese, which he did very well. I then gave him a short quiz and we practiced conversation. I asked him questions and encouraged him to converse in Chinese. After that we did some translations from English to Chinese on paper. Finally, we went over some Chinese songs, and I told him a little about how people celebrate the Chinese New Year."
"We completed one half of an English unit and started some precal. For Friday, he's supposed to read the first act of a play and take the last 4 quizzes in the unit; read the first 3 history chapters (about 50 pages each, so he should do one a day) and complete the chapter reviews and print them out."
"The student and I worked on study habits. I asked him to make sure he writes a note in his assignment pad for every class. We then worked on questions from the state math exam. I will work more on classwork with him during the next session."
"Reviewed the two SAT Critical Reading sections assigned to the student for independent practice. Both were within a point of each other in raw score, and he expressed that reading the passage first had felt more natural, so we decided to adopt this as his approach. Sentence Completion continues to be a strong suit for him - his native vocabulary is clearly large enough that attention to word roots and context can approximate most higher-tier words accurately. With both short and long passages, however, he still shows a tendency to jump for answers that sound relevant rather than look for convincing in-text evidence. Assigned some combined vocabulary-building and reading practice for independent completion."