Recent Tutoring Session Reviews
"Today with we worked on the English section of the ACT. This is where a strong knowledge of grammar is essential, so we reviewed the basics for the punctuation and sentence structure that will be tested. We did some of a sample English section together, then he did 3/5 of a timed section on his own and then went through it. He is much more confident with this section than with the Reading, perhaps because this is more knowledge based and involves less reading comprehension. This week I asked again for him to do a sample exam so we can get a feel for where he is at, although at this point it will be more just practice because the test is in two weeks."
"With Student 1, we worked on some ACT reading passages and then switched back to English passages, since that is where he needs the most work. With Student 2, we did the opposite. He did fine on the English passages, so we worked on reading."
"I had the student do a math section from the practice test in front of me. His timing improved dramatically. He was able to finish the test with two minutes to spare. His main mistakes were simple math mistakes or misreading the problem. The main things he needs to work on for improvement now: reading more carefully to ensure he does not make simple mistakes; knowing how to identify problems with the skill they are testing."
"Tonight was the first meeting with the student. He and I discussed what subjects he would like to cover. We reviewed English homework where the parts of speech in the sentence must be identified. We also covered algebraic inequalities and the homework problems he was assigned. He was very comfortable with the material and had a firm grasp of the subject matter. We have scheduled another session on Thursday."
"We finished going over the mathematics achievement problems that the student got wrong, focusing on the following: How to express an equation in a different way. For example: how x = y/2 - 3 is the same as 1/2y = 3+x . The definition of the y-intercept for any given line, and how to determine what it might be, based on a graphical representation (visually), and also through using the equation y=mx + b. The difference between area, surface area, and volume. We also reviewed the verbal reasoning portion of another practice test, making flashcards for the words the student got wrong."