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LSAT Tutoring in Chicago, IL
Customized private in-home and online tutoring
Experience LSAT tutoring by highly credentialed tutors in Chicago, IL. Top tutors will help you prepare for LSAT through one-on-one tutoring in the comfort of your home, online, or any other location of your choice.
Selected LSAT Tutors in Chicago, IL
Talented LSAT tutors are nearby and highly prepared to assist you in your educational journey. They hail from the highest caliber of schools including MIT, Stanford, UChicago, Yale, Harvard, UPenn, Notre Dame, Amherst, UC Berkeley, Northwestern, Rice, Columbia, WashU, Emory, Brown, Johns Hopkins, Vanderbilt, UNC, Michigan, UCLA, and additional high-caliber institutions.
Indiana University - English; Speechwriting
University Of Cambridge - English
University Of Illinois At Urbana Champaign - Advertising
University Of Chicago - Law
Dartmouth College - Psychology
Northwestern University School Of Law - Law
How we help you master: LSAT Prep
PINPOINTING LSAT PREP AREAS OF NEED
Your personal learning style and needs will be assessed by our educational director to ensure your key LSAT goals are met.
RECOGNIZING AREAS OF IMPROVEMENT
Your LSAT tutor will quickly assess your proficiency with the material, and identify areas for improvement.
PERSONALLY DESIGNED LESSONS
Your tutor will create a personalized learning program, guiding you toward your LSAT objectives.
Recent Tutoring Session Reviews
This was a beginning tutoring session that was meant to assess the student's needs. We had a basic review session of the their homework and classwork. I received one of the their old tests so that now I have a sense of where weak and strong points lie in terms of construing Latin grammar. Our next tutoring session will be 10/3.
The student and I reviewed her practice test. Her scores on sections had improved since the diagnostic test. We reviewed ways to move more quickly through the Mathematical Achievement section. She was excited to understand her errors and re-take the next practice test--she's beginning to see these circumstances as an opportunity to distinguish herself among her peers.
I helped the student review some material in Chapter 8 of his book covering three dimensional notation. I explained to him how vector notation can be converted to parametric form or unit vector form, then helped him do a few problems from the book. The material is conceptual, but pretty easy- very little computation is involved in these problems. He understood it very well by the end of the session.
The student completed a test review packet in preparation for a chemistry test over the gas laws and the ideal gas law. We spent most of the time practicing how to solve the equation for the unknown variable.
The student and I continued to focus on logic games. We spent the bulk of the lesson covering binary grouping, open assignment, and closed assignment games. We reviewed my preferred diagramming techniques for games of this type, including the logic chain, the open board, and the closed board. We supplemented this review by drilling real logic games.
The student and I focused mostly on time management. I observed him taking an exam section at a slower pace and observed his method for answering logical reasoning questions. We then designed a strategy for time management and went over how to better handle logical reasoning question types.
For homework for this session I had the student construct his own argument questions, one of each type. He did fairly well on this task, only missing a couple. I also had him take a third practice test. He scored a 167, his highest score yet. In addition, he scored a perfect score on the logic games section, which is extremely difficult to do. He was convinced that I had given him only "easy" logic games to practice on (despite these tests being actually administered recently), so I threw some difficult games and games of rare type at him. He did extraordinarily well on these games. Given this, I am shifting my focus away from logic games and toward the other two sections. A few points gained on the arguments or reading comprehension section of the test will move him well into the 170s, putting him in the top 10th percentile and greatly aiding his chances at getting into an elite law school.
During this session, the student and tutor worked through two, timed reading comprehension problems. The student's scores are improving using the techniques discussed. A study plan through next Tuesday, June 4, 2013, was formulated.
We reviewed questions she missed from her practice test. As we went through the questions she was able to apply the techniques we reviewed and to solve a logic games section in record time with minimal help from me.
Last session before the test, and both student 1 and student 2 are going in with their best test scores so far. Pretty awesome. I'm keeping my fingers crossed for the test on Monday. I just need to write them their motivational emails to read on Monday morning, then they're sure to do well.
We reviewed all previous things. We learned how to conjugate the verb "ir". We practiced translating paragraphs. We also learned and practiced conjugating stem-changing verbs (e to ie and o to ue). He is doing very well.
The student and I practiced identifying the various aspects of parabolas (intervals of increase/decrease, vertex, writing forms of quadratic equations, identification of minimum/maximum, applications of quadratic equations, range, domain and end-behavior). I feel that understands the concepts and has a clear process for answering the questions that he will face. He just needs additional practice.
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