Recent Tutoring Session Reviews
"The student and I studied some vocabulary flashcards to begin with, most of which fit the category of words having to do with speech and writing (e.g. "concise," "terse," "colloquial," "loquacious," "bombastic"). I think this helped emphasize the association between these words, as well as to teach roots like "loqu-" which typically refers to speech. On a sentence completion exercise, he succeeded in answering correctly or at least eliminating most of the wrong answer choices by picking up on the connotation of words like "incongruous," "thwarted," and "eschew.""
"We went over a practice reading comprehension section. I had her read the passage and answer questions on her own as well as write a short paragraph about what the paragraph means. We went over her understanding of the paragraph, then we covered some questions. At first she was explaining the passage in very broad terms, but when we drilled down and went over key passages, she understood the complexity. Next week we will work on fill-in-the-blank vocab. I gave her two assignments to complete by then."
"She started slowly today but aced her last verbal section! We went over some general test strategies, and I think she'll do very well on the verbal section if she performs like she did today."
"In today's session we mainly focused on the reading section of the SAT. She was struggling with understanding the main idea and tone of the passage. Because of that, we went over the things to focus on in the passage until she understood."
"We went over the math section and essay that she did for homework. Her essay is much better. She listens to feedback and applies it to her writing. She still struggles with recognizing types of math problems, though, and has trouble figuring out where to start. I am going to find more basic worksheets for her for this coming week. We worked on systems of equations and exponent rules specifically today. We ended with some reading and vocabulary, which are both very strong."
"We went over the homework she did since last session - one CR section, one math section, a math practice/review section, and she read several example essays. For CR, she has been doing pretty well. The main issues are vocab and, for the passages, rereading parts of the passages to answer the questions rather than just the lines that the question refers her to. Math has been her main struggle and tends to take her the longest. We are almost done with the review sections, and she has been improving - rather than just giving up on a difficult questions, she attempts them and will get the right approach and steps down. For homework, I left her math sections and an essay. We are passively working on timing - for right now, I just want her to get used to the idea of working under pressure rather than strictly conforming to the allotted time."
"The student and I first did a quiz over the previous sessions' words. He struggled with some of the words, so I asked him to create a story or a comic using them as he is a visual learner and this has worked the best in the past. Next, he completed two quadrilateral drills and a geometric shape drill with my guidance. I asked him to try to memorize the formulas by next session. Lastly, he requested to practice timed writing. So using my timeline guide from previous sessions, he brainstormed, outlined, wrote, and revised an essay based on the prompt "If you could change anything in your community, what would it be and why?". His structure has improved immensely since our first writing practice."
"The student has to cite 3 courses in her next essay for her Criminal Justice class. One of her major challenges is doing research and navigating the online library. Today we worked on finding potential articles. I showed her the simplest way to use the online library. Our goal was to find multiple articles for this particular paper while also having her learn how to research on her own in the future. We were able to find 5 articles for her to read and possibly use in her essay. She felt relived since research is her most channeling task. This weekend she plans on writing the paper then we will review and edit it in our next session."
"Today we went over the student's math homework, reviewing some tricky problems. We spent most of this time going over geometry problems. We next moved on to the reading/writing section. We finished our grammar review going over wordiness, parallelism, comparisons, proper diction, passive voice, and general test-taking strategies. We went over the information as well as practiced problems. We finished out with a math review, focusing on geometry and circles, what he finds to be his weak spot. Finally, I laid out a study schedule for next week to put in final prep time for his exam."
"We went over the SAT essay and SAT CR section. The essay was well written but lacked substance. We went over SAT CR section. She tends to second guess herself and change her answers resulting in a lower score. I told her to not change her answers once they were circled."
"She was able to understand proportions and how to use the base x rate = part formula to solve for an unknown. Her long division skills could be stronger. She often needs assistance while doing long division. We are still working on her multiplication time tables. Hopefully we will see a great improvement within the next three weeks."
"We talked about sections 4 and 5 of his SAT Chem preparation booklet. We went over net ionic equations and ideal gases. I told him to memorize STP conditions and what that entails for ideal gases as well as told him to learn about the conditions of an ideal gas. We talked about what Charles' and Boyle's law were and how they related to PV=nRT. We also talked about Dalton's law and how partial pressure is related to mole fraction. He seemed to grasp most of the concepts but was shaky on the usage of them. I recommended he finish the practice problems in that chapter in order to ensure he could accurately do each type of problem. I gave him homework which was to go over phase changes, solution chemistry, and chemical equilibrium."