Recent Tutoring Session Reviews
"The student and I went over limits, continuity, and rate of change. He really had to work hard to understand the concept of limit versus the value of the function. He would benefit from being very organized in his problems, since now it is not simply straight-forward. He got the rate of change concept very easily, and only struggled when inputting the correct f( ) value. His course is online, as is his homework, and it doesn't allow for corrections or writing out steps, unfortunately. He wants to meet this Sunday to go over his missed ACT problems. He did extremely well in the "hard" stuff and missed some "easy" stuff--he's bringing materials."
"The student and I reviewed the male reproductive system. We completed worksheets on the topic and also checked his worksheets about the life cycle of plants that he'd completed previously. We studied from his textbook; This was our first session and he caught on quickly. Before leaving, I recommended a few study techniques that he could implement before his final exam."
"The student and I worked a representative sample of problems from the exam review she was given in class. The review covered solving for a single variable with mixed operations, solving inequalities with mixed operations for a single variable, and solving word problems involving a system of equations. She performed well."
"We spent the session talking about a practice exam for statistics covering hypothesis testing, confidence interval determination, margin of error, and standardization using z-scores. We also talked about the different terminology used to determine whether a hypothesis test is one-tailed or two-tailed. When a problem is two-tailed, we use alpha over two, and when it is one-tailed, we use only alpha. We also differentiated when we use z-scores and when we use t-scores. Use z when sigma is known, and use t when sigma is unknown. The session went very well and we were very efficient in covering a wide variety of topics."
"The student sent me some work to look over during the weekend, and I edited it (putting my reasons for the changes I made) and sent it back to her. On Monday, she and I outlined a response essay and discussion question for her History of Photography class site."
"The student had a test the next day on sensation and perception. I took her through the entire process from stimulus to brain for hearing and sight. We discussed the difference between sensation (the information coming in) and perception (what the brain does with that information) and went over all of her vocabulary words."
"I had the pleasure of meeting with the student and her family this evening. Her father requested I work mainly with reading comprehension. She read from her assigned novel, "Fever 1793". We discussed main ideas, vocabulary, and plot development. I look forward to working with her on Monday, Wednesday, and Thursday for one hour each day."
"Today we emphasized English vocabulary-building answers. We also reviewed numbers and sets, graphs and number lines, and graphical approximation and distances. We did some calculations using scientific notation, as well. The homework that is assigned is a partial practice test: reading comp plus a few questions of other types."
"The student and I reviewed his homework which is due tomorrow together and worked on strategies for graphing 3 dimensional points and solving equations related to them. Tomorrow we will focus more on review for his upcoming test."
"The student had an upcoming math exam so I helped her prepare. We went over practice questions on 3D shapes, nets and surface area. I helped her when needed, corrected wrong answers and explained a few key concepts."
"Yesterday we finished up the student's syllabus, up to the point that will be covered on her upcoming test. This included t-tests, and a review of types of data (paired, two populations). She's made great progress with interpreting confidence intervals and p-values. A bit more time on hypothesis testing and margin of error would be good before the test, but she's really gotten the hang of things."
"We finished up talking about the student's RC circuit and magnetic field measurement labs today, and spent a little more time talking about the right hand rule (especially as it pertains to the magnetic field generated by a long current-carrying wire). He seems to have a good ability to pick up visual concepts, and to describe them well in writing."