Recent Tutoring Session Reviews
"I met with both students today. We spent about half of the time going over their last in-class essay and discussing new strategies for approaching it. Student 1 struggled with organization, so we worked on outlining, and we also talked about other things to include/leave out to make his writing stronger. Student 2 did not seem too worried about the essays, but I think he was still able to take some things away from our discussion to improve his approach/outline. The next 45 minutes we spent reviewing for the quiz they had the next day. They seem pretty comfortable with the material, so now it's just a matter of becoming more comfortable with the questions. They are tricky and require students to think in degrees of correctness, but there's definitely still plenty of time before the AP exam for both students to improve in that area."
"The student and I met from 5-6:30. We worked on completing her packet on ellipses which she had not submitted due to her SAT test during the day. We reviewed the ellipse concepts as part of the activity."
"The student and I reviewed what she has been doing in school so far - we talked about her standard tests this week and her progress on her grades. She made goals for what grades she wants to achieve on her last report card. For the remaining time, we read together from her reading book."
"I brought practice verbal and math sections and we went over those individually. I proceeded to show and give the student a worksheet on some detailed test tips and strategies in order to strategically guess and when to omit questions."
"We continued to work through practice problems from the math sections, specifically systematizing the student's approaches to different problems. Then we spent time talking about the essay portion of the ISEE exam, from making a focused claim to constructing an outline to developing the argument as a whole. His grasp of the math section is progressing steadily, and his essay reasoning improved as I challenged him with his claims and helped him to draw out more of an argument to form a solid essay."
"With one week left until her exam, the student and I spent this session focusing on math techniques. I had her do timed sections in order to acclimate to a timed testing scenario. We focused a bit more on unfamiliar concepts such as adding and subtracting fractions as well as multiplying and dividing fractions. We also did work with decimals, percentages and other mathematical concepts. In addition, to break up the math, we reviewed fifth and sixth grade vocabulary."
"The student was a little overwhelmed by a quiz she needed to finish, so we set it aside and worked on the unit circle, because although I know she knows it well, she is feeling a lack of confidence with it. We did a few problems, then she finished the problems on her quiz by herself. We then worked on a few problems on her review packet for her test tomorrow. "
"Today we finished the multiplication and division review problems in Spanish found at the end of the student's chapter. We worked on a main-idea worksheet for the non-fiction book she had read, and we filled out a "main idea and supporting details" graphic organizer along with the book. We finished the day by playing the more complex version of the vocabulary word matching game where we matched the paragraph describing the word with the spelling/vocabulary word."
"The student and I continued to review and work on homework related to straight line equations, how to write the slope intercept form of the equation. We also interpreted the slope and y intercept graphically. We worked on several problems that covered system of equations as well as word problems from which equations had to be written. "
"We went over topics that the student was having trouble with. We went over fractions and percentages, and the conversion from one to the other. We also went over the areas in his last test that he was having trouble with."
"We covered factoring of polynomials with a worksheet with squares; we also completed problems factoring out the greatest common factor. There was an exercise that involved figuring out the coefficients while factoring; we found two numbers whose product was the last term and the sum was the coefficient of the middle term (i.e. -10, 3 = (-5, 2)). This should be helpful to the student in continuing to grasp factoring."
"The student worked on math and reading today. In math she was introduced to equivalent fractions and she practiced identifying and making equivalent fractions. She also worked on more challenging problems in which she had to identify in a list of fractions, which one was not equivalent. In English we worked on vocabulary and reading for understanding. She read a letter from a boy who lives in Germany and was asked to answer questions in which she had to infer the answers from the text. She reviewed her spelling words and definitions, she focused on expanding her writing in this lesson. She was introduced to similes as a way to make writing more interesting. She practiced identifying similes, the two items being compared, and she also created some of her own. She will do similar lessons for extra practice."