Recent Tutoring Session Reviews
"The student and I finished her first hormone packet, reviewing the three main pathways she needs to know (CRH, TRH and prolactin). We reviewed some of the biochemistry behind how thyroid hormone is stored and why iodine is important for this process. We talked more in detail about goiters (hypothyroidism) and how basal metabolic rate relates to the thyroid. We began her second packet and discussed the role of the parathyroid glands (briefly) and the adrenal glands (in depth). We discussed the role of cortisol and epinephrine and how they both function to make more molecules available that our bodies use for energy. We also briefly began discussing the role of insulin and how it's regulated."
"We reviewed the types and examples of irony that we discussed last week. In addition, we read part of Swift's Modest Proposal as an example of verbal irony. Afterwards, we began looking at some sample multiple-choice questions for the AP US History test. In the process, we came up with a few strategies for maximizing the number of correct answers."
"Reviewed solving quadratics, which was familiar to the student from high school, and then spent most of the session on solving 30-60-90 and 45-45-90 triangles, which is new to him. We aimed to get him a solid foundation in the relationships among the sides and angles."
"Today, the student started a new book with new sight words which included 'here' and 'comes.' Because she is doing well with her sight words, I wanted to practice authentic writing with her. I asked what her favorite part of the story was and she said it was when the yellow go cart was the winner because she was a girl. I had her write a sentence which started with the sentence stem "I like the ________ because __________." She wrote, "I like the yellow go cart because she is a girl," which she wrote by herself by stretching out the sounds in the words, with assistance for those words that she was unfamiliar with. In math, I introduced her to addition using math problem solving. The addition sign and equal sign were both explained. I had her read each sentence first one by one and then draw a picture of what it said. By doing this, she was able to find the total number by adding all the images together."
"The student and I reviewed what he had done on his own while on vacation. He took a quiz over chapter 5 and earned 100%. He did a good job of capturing the events of the chapter. We spent some time working on vocabulary. We ended the session by beginning to read chapter 6 together. Overall, he has done well in comprehending this text."
"Today we continued with enolate reactions including conjugate versus direct addition to alpha, beta unsaturated aldehydes and ketones. We also studied the michael reaction, Robinson's Annulation, and addition of organocopper reagents. The student seemed to be understanding the enolate mechanisms much better and he got really good at saponification and decarboxylation reactions."
"During this session, we prepared for a quiz the student would have the following day. Correspondence with his high school math teacher indicated that the following topics would be covered: finding discriminants (and real solutions), using the quadratic formula to find solutions, imaginary solutions, understanding the x and y intercepts, finding zeros of a quadratic, and solving for the vertex and vertex form of an equation. We did various problems from all of these topics to prep for the quiz. Additionally, we reviewed the student's homework, in which he put problems that were in standard form into vertex form. He did well and seemed comfortable with the upcoming quiz."
"We went through the student's recent homework, covering thermodynamics. In particular, we discussed specific heat and how to use the q=mcdeltaT equation. She got increasingly more comfortable applying the equation and paying attention to the units of the variables in the equation. She also certainly made headway in understanding calorimetry and Hess' Law problems, and I urged her to practice more Hess' Law problems to increase her efficiency. Finally, we briefly discussed limiting reagents, and we will discuss this concept more during our next session."
"The student and I started by reviewing some mathematics concepts that she has not yet covered in her math class (central tendency, number lines) and some she was struggling with (probability, compound fractions). We then worked on the vocabulary section and went over some specific strategies to break down words she does not know. Next week, we'll focus more heavily on math, especially probability and fractions."
"The student and I worked on her algebra project tonight. She has to create a "recipe" for trail mix, using a system of equations for number of ounces of two "special ingredients," and the amounts of protein in each. We completed the scratch work part of the project, and all that remains to be done is the typed report. She will also need to create her trail mix for the final week of this quarter. We also worked on unit 7.6. We graphed inequalities and found equations of inequalities from their graphs. She was much more diligent about paying attention to her "signs" in equations and when multiplying."
"During this session we went over his notes and walked through the War of 1812. We also discussed strategies for approaching multiple choice questions. We ended the session by discussing how to properly answer an English essay exam question."
"During this session we began by reviewing several of her most recent verbal practice passages. She has shown tremendous improvement, scoring perfect scores on several of her passages which was rare before now. After this, we worked through several physics amplifier question sets on the Doppler effect and she showed a mastery of many of the basic concepts. She plans to take a practice between now and our next meeting, which will help guide our review at the next session."