Recent Tutoring Session Reviews
"The student and I worked on various different topics, including finding complex and real zeros for polynomials, nested function domains and ranges and analysis, as well as how to find inverse functions and their domain/ranges. She worked very well and has a strong fundamental understanding of algebraic manipulation. Our next topic will be determined next week, and we plan on working homework problems together for practice, as well as verifying work for other problems she has already completed."
"The student was behind on some of her math homework so the majority of the session was spent completing it. Topics included finding the slope of a line when given various pieces of information; determining if lines are parallel, perpendicular or neither; determining x and y-intercepts when given various information, and reviewing concepts from past sessions. She told me that her teacher does not deduct points if the homework is turned in later than the due date. I encouraged her to complete her homework as soon as possible to reinforce the material and promote good study habits. Towards the end of the session, we discussed her chemistry homework. She had performed a lab that day on phases of matter and phase changes regarding temperature. We completed the questions related to her lab and reviewed potential and kinetic energy in relation to the three different phases of matter."
"The student and I met to prepare for the exam she had the following day. We reviewed three chapters of her Personality Psychology book, and discussed the following topics: emotions and personality, cognitive approaches to personality, and self-concept/self-esteem/social identity."
"Went over what her class covers and her plans for various lessons. Discussed T-tests and the differences between parametric and non-parametric tests. Also discussed an article with T-tests that she was writing a post for."
"The student and I started today with some multiplication practice (she is doing great with that!). We then practiced telling time -- first she identified the time on several clocks, then she drew the hands in to show a designated time. Finally we moved on to digital clocks, where she wrote what time, "a.m. or p.m." and then decided whether the time shown was morning, afternoon, or night. We moved on to the May calendar for a while, talking about how to identify dates that were a week away (by counting out 7 days from the given date). We finished up with a series of story problems -- it is definitely a new kind of logic for her, but she will catch on quickly!"
"The student and I reviewed for her test that she took on May 17th. She and I especially went over the formation and use of reflexive verbs, the grammatical focus of her test. In addition, she and I went over the vocabulary and cultural topics to be covered on her test."
"The student corrected a practice ACT math test, learned the trig functions, the special right triangles, distance formula, mid-point formula, circumference, area of a circle, the Pythagorean Theorem, and logarithms."
"Worked with the student on some math and reading. We also spent part of her session talking about her individual strengths and weaknesses for the ACT. We concentrated on discussing how she can approach the math section. We also talked some about the writing portion and how she can approach the topic and the best way to structure the essays. For the other sections (reading, science, English) as long as she takes her time she will be perfectly fine."
"The student and I worked on probability with dice and a game. We also worked on angles-types of angles, measurement of angles and equations. I encouraged him to stop trying to work the problems in his head. Making inferences with reading cards was also done as well as working with multiple meaning words."
"On Thursday the student took his pre-test for reading and math for his test. Today he took the science test. While he tested, his parents and I had an extensive conversation based on the analysis chart I sent them based on the results of his math and reading pre-test. A playroom will be created for the student based on his needs for his parents to work with him on non-tutoring days and his sessions will no longer cater to homework support, but re-teaching and scaffolding concepts he struggles with. He will also take progression quizzes to ensure mastery of lessons. We have added an additional day to the schedule. He will be tutored three days on math, science, and reading. We will begin this new schedule Sunday January 13th."
"In our final session before her final exam, the student and I covered the remaining material: her BCR's and terms. Her teacher provided the class with five BCR's, two of which will be featured on the test, so the student and I wrote out answers for the BCR's for her to memorize. It was also useful doing this because it served as a form of review. We also reviewed terms with which she was uncomfortable (biosphere, minerals, sediment, etc.). This session was primarily an overview. I did not teach her any new concepts. I noticed she was comfortable with the material and completed segments of the review on her own. (She knows the equations for Photosynthesis and Cellular Respiration by heart, where as just a couple weeks ago she wasn't sure how to differentiate them and what the equations were). I am confident that she performed well on her exam."
"The student and I had a fun and useful final session. She was feeling well-prepared for the verbal section, and had just finished her final practice test. As such, she felt she was at the right stage for a final global review, so that's how we spent our time. I quizzed the student on the biology information and on the harder portions of the chemistry and physics material, and she did really well. She's mastered the information well enough to pull a ton of information out of her head with very minimal prompting, which is awesome. I think she's going to do very well on every section of the test. Between now and the test, I think she should focus on relaxing, staying well-rested, and retaining a comfort level with the general, conceptual information that will help her through the whole test."