Recent Tutoring Session Reviews
"We first went over what to expect on the test, the different sections and what kind of concepts the ACT tests; we focused on English and went through the different grammatical and rhetorical concepts tested on the ACT; we did practice sections and went into more depth on the concepts that were more difficult for her; and we ended by discussing how she can practice at home with her book and what we'd do next time"
"Topics: When to start new paragraphs, paragraph structure, usage of the words "both," and "either/or", using more emphatic words in conclusions, avoiding mixing concepts from separate paragraphs. Progress: The student already had an excellent grasp on what content needed to be included in his essay, and what main arguments would be most compelling. He was enthusiastic about making improvements to the paragraph structure, grammar, and word choice."
"Since we never went over multiple choice questions for the language arts test I wanted to make sure that the student did not need any help with this portion. Therefore, for this session, we went over four reading passages with questions following after. He was excellent at this activity, confirming that the essay should be the only thing that he would need help with from this point onward. In addition, he was also able to write an essay that he had planned out for part of the session."
"I went over some section specific testing tips for the first part of the session. She finished working through some math problems. Then we talked through some ways to answer questions if she did not know the math behind them. Next meeting I plan on working with her on a basic grammar review and some reading."
"The student and I reviewed the concepts of congruent angles in parallel lines cut by a transversal, and writing equations of lines. We talked about the theorems and postulates that are used when determining angle congruence. Lastly, we worked through problems that required the student to find the slope and y-intercept of a line."
"The student and I worked with factoring and talked about her previous test. She is just getting into the basics of factoring so we went over the other ways which she has done before, but if we practice all the ways she won't get so nervous when the test comes."
"The student and I worked on about 20 SAT Math problems today. She is a bright, capable, delightful young girl who will be successful. I look forward to working more with the student in the weeks to come. Her SAT exam is in May."
"The student is learning about set theory. This included the basics of logic, such as "not", union and intercept ("or" and "and"). We created some visual cues to help him remember which symbols mean which operator. Then we worked through his homework."
"Today the student and I studied linear equations and graphs, including the three forms of linear equations and how to determine parallelism and perpendicularity. She expressed confusion about the three equation forms, so I explained how each form helped determine equations from different given data. Her equation-solving skills are improving, but she continues to have difficulty with problems that require multiple steps outside of the equation solving."
"We laid out a plan to complete all the student's coursework in the next ten weeks, and created several internal deadlines per course as well. English and history have a fully mapped out schedule, but we can't map out precalc or physics until we know how long labs and assignments will take. I'll see him Tuesday and he knows what I'm expecting to see from him then. I also got his login info so I can check on his progress."
"We went over the parts of evolution again. We went through a lot of examples of how evolution has changed the human population. We talked about speciation with the example of the marine iguana. She had a pop quiz that she did very well on, one of the best in the class. There were a few vocab words that we can to go over but beyond that she had a good hold on the topic. She has another reading guide to finish over classification."
"This session served as the second part to the student's linear programming math project. The work, solution, and corresponding explanations were competed. In addition, the benefits of this project in terms of learning was discussed and reported on a poster and in a paper."