Recent Tutoring Session Reviews
"Today, we continued are work on blends. I reviewed the "TH" blend and his sight words. He was able to write all words and read them independently and in context. I introduced the "CH" blend and left work for him to do at home until next week."
"Completed sales pitch for the student's invention, FlyCar. He introduced himself, gave a brief pitch about why the audience needed his product, discussed the detailed features of his product, and then answered questions challenging and critiquing his strategy and the usefulness of his invention. He did a good job of thinking on the fly when he was questioned. Then I demonstrated a sales pitch of my own with an imaginary product called the FlyWatch. I demonstrated how to capture the audience's attention, relate to a problem or need that they may have, and then use positive and negative imagery to develop a desire to purchase my product. I attempted to demonstrate the difference between just selling your product -- explaining and re-explaining its appeal -- and actually convincing the audience to buy your product and to reach that conclusion on their own. I then had the student answer challenging questions about my product, which he performed very well."
"After a brief meet and greet with to introduce myself and find out more about his struggles, I sat down with the student and discussed the two assignments that he is currently behind on in his Public Speaking class. We made plans for him to work on the essay regarding interpersonal relationships in Amy Tan's "The Joy Luck Club" later in the week and spent the rest of our session taking him through the process of delivering communication in classic rhetorical structure. Knowing that he is a bright student but has difficulty structuring his thoughts, I coached him on refining his broad topic into a specific purpose (an objective that directly involves what he wants from his audience) and then crafting a thesis in three-part style that sets up the framework for the speech's body. We then focused on creating a Intro/ Body/ Conclusion skeletal map, filling in information that was from his own knowledge base or public knowledge. I gave him some research method tips that will make the process a little less intimidating, including the casting of a wide net to gather immediate knowledge, enough to frame a strong thesis that asks a specific research question, and then going back to the research to find more refined sources that provide direct evidence to the points he wants to make. I showed him how to develop a keyword search list and how to prioritize it to maximize his time. During this process, I showed him how to take a pretty complex but provocative infographic he found on the internet, chop it up, and turn it into a PowerPoint to use as his visual aid throughout his speech. He decided to then use the infographic as inspiration to frame his speech's body into a topical style that covered the three most common media in which corporatized ownership affects what and how the public sees information: television, news, and movies. He went through the rough completion of the full-sentence outline for his speech and then after he came up with a prioritized keyword list, I assigned him for homework the selection of sources to defend his main points. Next time we meet, he will plug in that information and create a list of works cited to complete the outline along with building in transitions."
"During today's session, I worked with the student to edit/ revise the writing he did in his literacy packet. We made sure names were capitalized, spelling was correct, and writing was legible. The last 10 minutes, we used to practice multiplication facts. He said he would remember to bring the book he is reading next time, so we could add some examples from the text to his reading responses in the literacy packet."
"The student continues to focus on improving his thesis. He again demonstrated that he understands and is able to implement concepts in the mechanics of good writing, including sentence and paragraph structure. He's able to see and make changes to his work that to significant improvement."
"The student has a large project due next week. During this session, she worked on part 2 of her project. Mainly we focused on clarity of writing. For this project, clarity and conciseness is key, due to word limits associated with each section."