Recent Tutoring Session Reviews
"The student finished the previous section on solving problems with multiple variables. We completed a few word problems to help him with this material. We then looked at the next section and tried several number and word problems as an introduction to absolute value problems. The student worked mainly on deductive reasoning problems. He did not have his book, so we worked example problems out of a workbook and tried to come up with a system that he could use on his class problems in order to deduce to right answer to a given question."
"1. Overview of World History Final and teacher expectations 2. Formulate game plan for studying to cover all major topics for final 3. Review Chapter 17, summary, timeline, and major aftermaths of WWI"
"Finished the microscope lab and learned how to calculate the field of view at high magnification using field of view at low magnification. Went over Spanish vocabulary of adjectives describing people. Read and completed dialectical journal for chapter 4 of Of Mice & Men."
"Working on the assessment exam, we focused on scrambled paragraphs and logical reasoning. Went through many practice problems, and substantial progress was made. By the end of this session, the student was moving faster and more accurately through scrambled paragraphs and picking up on clues in the sentences."
"We started with his Math worksheet. That dealt with comparing similar triangles to find unknown side lengths. After that we worked on his pre-algebra homework from chapter 8. At first he had no idea how to graph a line or what the slope or the y-intercept were. I explained to him how a linear equation relates to a graph and he picked up on it pretty quick."
"The student and I were able to meet today for our first session together. We began discussing different strategies and approaches to the MCAT. We discussed ways of approaching questions, and how to get the most out of practice tests. We then started working on basic math skills that will help with calculation questions. We discussed fractions & decimals, squares of 1-15, rounding, scientific notation, and manipulating equations. She has a little work to do on fractions & decimals, squares, and scientific notation, but has a good grasp of the rest. We were also able to come up with a study plan on how best to use the time before she takes the test."
"After looking at the diagnostic test, we determined that the reading and the science sections would be the ones that we should focus on first."
"During this session we worked on some problems which were identified by the student's teacher as needing review. These problems involved given angle measurements with variables and asked to find the measure of each angle. After these problems we worked on several review sections. The student completed the college preparation section as well as the cumulative review section. After these sections we did a sketch paper activity to preview the next section on parallel lines. The student constructed a parallel lines using the property the any two lines perpendicular to the same line are parallel."
"We did more complicated problems with fractions, applying his knowledge to word problems, and multistep problems with multiplication and addition of fractions. We also did some word problems with large numbers, and interpreting what the remainders meant in that specific problem. At first he had some trouble, but after some encouragement he understood the problems better."
"Started with guided practice with the Math ACT. After 30 problems solved with little prompting from me, no deficiencies were noticed. Assigned another Math section for independent practice and post-assessment. I would predict a high scaled score here. Began looking at the Reading section, discussing general strategies and looking at short sample passages to build comfort with the question types on the ACT. Will continue with longer passages next session."
"We reviewed for the student's Fall Final Exam re-take and prepared for her last quiz in probability. Based on the distribution of 4 post-exams (~20%) and Final Exam (15%), the student averaged an 88% on the re-take material from the fall Geometry course. If averaged with her previous marks, she will receive a C, which is a passing grade. Otherwise, she will get a B if her grade depends solely on the retake. Overall, the first objective of getting her to pass her course was achieved. I think moving forward, if she can consistently review material and attempt/complete homework assignment before our sessions, the effect of tutoring will have a greater impact on her overall grades. Regularly scheduled tutoring sessions, will then serve to reinforce content, as opposed to teaching the material. She is very engaged and attentive. With the right plan, I believe she is very capable of getting B's off the bat without retakes."
"The student and I had a really good, longer session. We worked on both French and geometry. In French, she is learning about relatives. Her ability to grasp things on the fly in this subject has greatly improved compared to when we first starting working together. In math, she is working on surface area and volume and has a test coming up."