Recent Tutoring Session Reviews
"The student and I reviewed noun cases and moved on to verb conjugations in active voice. We also did a bit of translating to put the ideas into practice. Sunday will be focused on more verbs and also review."
"The student did not get to complete a test, but plans to do so on Saturday so we will have one last score report to look at and evaluate. She seems to know the test better each time we meet and has had the opportunity to work every kind of math problem, writing error, and critical reading question she can expect to see on the SAT next week and has shown great improvement in all areas. We'll hone in on the specific sorts of questions she is still having trouble with after looking at her score report on Sunday."
"Introduction and overview; Ch. 5 Sentence Completion strategies (critical reading), examples, sample questions, and practice questions; Ch. 6 Passage-Based reading (CR) work-through of sample questions 1-19; assigned Practice Test 1 as HW (including essay)"
"Worked with the student in preparing for his exams. Talked mostly about the format of his English exam, going over the various parts to the exam, including an extended comparison essay on the motivating power of fear in the actions of three characters from the novels discussed. He chose Macbeth, Gregor Samsa, and Frankenstein's Monster, three great choices for the essay. Great session."
"The student seemed to be needing help with pre-calculus, more specifically the concept of sine, cosine and tangent. We attacked the specific meanings of these identities as well as reciprocal and Pythagorean identities for the session. After teaching her the basic concepts, she seemed to get better at attacking the problem sheet that was given to her. In order to help her understand, we additionally went over proving some of the identities and equations that were provided by her teacher."
"Today, student 1 went first. To really test his flash card skills, we laid the cards so that all of them were visible. Then I asked him to show me "printemps" or "le bonnet" for example and he had to pick the correct card. He told me a story in French about his fish, which showed improvement. He went through two large vocab books, focusing on animals. Student 2 was once again a very willing participant. She asked many times "how do you say _____ in French?" and would then repeat the new word. She learned "la poussette" (stroller) "l'epee" (sword) and "la chaise" (chair) which were all in the room. We also covered "la bouche" (mouth) "le nez" (nose) "les yeux" (eyes) and "les oreilles" (ears). I think both children are becoming more comfortable and improving on their French."
"The student and I discussed the specific topics covered on the assessment, which he will take within the next three weeks. We reviewed grammar, specifically identifying nouns, adjectives, and adverbs; we also briefly reviewed life science concepts, social studies/US geography, and US History. Recommendations were made as to which practice books may be most useful."
"ACT Math section. We did practice problems and went over the exercises. I will assign the student work over the week, and we will meet again to discuss the test and reinforce the concepts she is not as strong in."
"The student and I went over Newton's second law, static and dynamic equilibrium, and friction in preparation for her exam the next day. Her proficiency was good and she understood my explanations well."
"I met with the student again to continue to prepare her for her exam. Tonight we focused on more difficult questions including higher order polynomials and problems that forced us to calculate the function knowing only that it was a quadratic and had a certain tangent line at a certain point. In order to solve these problems, it is necessary to solve the derivative for the slope of the line and then solve the quadratic for the value of the intersection. In this way you can get two equations for the x squared and x coefficients. It is not an intuitive process so we did several examples to hopefully drive home the point. We also did one difficult stationary point problem where the solution required using the quadratic formula."
"We went over a new chapter of the student's book. The topics we covered included Subject+adverb+adjective. The student will practice the sentence structures by making new sentences on her own. She liked the Chinese TV shows I recommended. I recommend that she look for the sentence structures we learned today in the shows."
"The student and I reviewed for her test tomorrow, including domain and range, composition of functions, parent functions and transformations, using point-slope formula, and using distance and midpoint formulas."