Recent Tutoring Session Reviews
"[COVERED]: We reviewed a practice test that the student had done, using that as a springboard for our discussion of topics. We covered Chemical Equilibria from the ground up, relating the Thermodynamic State Variables to the equilibrium Expression both mathematically and conceptually. From there, we discussed how to determine the thermodynamic favorability of chemical reactions at non-equilibrium conditions, and what it meant for a reaction to be in the "standard state." As part of that discussion, we discussed the states of matter and how that played into the construction of equilibrium expressions. We also covered baseline electron configurations and orbital hybridization. We covered the three definitions of acids. [PROGRESS]: The student had really integrated our prior discussion of projectile motion, as evinced by how she handled a passage tying in Electrostatics and projectile motion. [CHALLENGES]: The student (as she self-reported) made some minor errors, largely falling into two categories: 1 - doubting her knowledge and changing her answers from right to wrong. For this, I encouraged her to trust her instincts and avoid changing her answers unless it was blindingly clear to her that she had made a mistake, and 2 - not answering the question, which came about because she stopped solving too soon and didn't calculate what was being asked, or she got tripped up by questions asking to select the statement that was NOT true. I addressed the former by reinforcing her method of problem-solving by modifying it so that she could use a Logic Check step usefully, per my 5-step system. The latter issue was addressed by telling her to read such question stems as "finding the liar." With practice, she will improve in these areas. [EXTRA PRACTICE]: The student will complete and review two full-length tests. Our slated topic is Verbal Reasoning."
"The student and I spent our session focusing on practice problems. Reading comprehension and reasoning questions were our focus--we spent half our time on passages and the other half on various forms of multiple blanks sentence completion. She is a very fast reader, and is able to go through the questions very quickly, giving her plenty of review time. I timed her passages and they were impressive! We established some passages to go over next time as "homework," and will spend our next section focusing on single blanks and reading comprehension."
"The student and I went over the general structure of the test, which areas she most wants to focus on (the essay-writing and, primarily, the math), and some vocabulary flashcards for her to find on her own. Then we spent the majority of the time going over strategies for the Issues essay, including overall structure and examples she can draw from her knowledge about the school system and classes on speech pathology -- all while trying to avoid an over-reliance on the first-person to include her experiences."