"The student and I began studying for an algebra test that she has coming up. She has no official study guide from the teacher, so we worked through each section of the textbook reviewing major terms and concepts. We then worked through practice problems together, double-checking our answers in the book. When we meet next, we are going to continue reviewing chapter 5 for the test. Her study skills seem pretty good; she's motivated and chooses enough practice problems with good variety from each section. The student and I also discussed her test anxiety; she explains that she often forgets everything when it comes time to take the test. I suggested that she write down important facts, formulas, or notes somewhere on the test as soon as she receives it. This way when she experiences high anxiety, she can refer to these notes and prevent panic. We also talked about trying out some other exercises including deep breathing and closing the eyes for a few seconds to help block out the distractions of other students.
The other student and I finished working through his long division study guide for his test coming up. I am confident that he understands the procedure and only gets a little stumped when dividing by decimals. He is very strong in math, even in mental math. He admits that he worries about being the last one to finish the test and has high test anxiety. I assured him that being the last one to finish doesn't affect his grade and he agreed that he could always finish the test during recess. He also told me that sometimes he can take the test in the library with the T.A. I think this setting would be beneficial during all his tests and will try to contact the teacher to talk about it. Slowing down and taking his time will help to reduce unintentional mistakes. When the other student and I worked on reading comprehension, it became apparent that he relies on his own knowledge to answer questions rather than finding textual evidence. He knows that he needs to look for textual evidence, but it seems that he worries about taking too much time to reread the passage to find it. My strategy will be to focus on picking out individual words and phrases, highlighting, underlining, and other ways to find the important concepts of the passage and distinguish them from extraneous detail. That way, he doesn't have to reread the whole passage. The other student is going to bring home a novel of his choice that we are going to work through together, analyzing a chapter at a time."