Recent Tutoring Session Reviews
"Worked with the student on his review for his final on Friday. He had already started it, which is GREAT! I gave him some work to do tomorrow before I come over. Hopefully we'll blow through a lot of the confusing parts tomorrow so Thursday is an easy review day."
"My final meeting with the student; we reviewed together the material she'd covered on her own for sections 5-1 through 5-5, covering systems of equations, systems of inequalities, and matrices. Then we worked through matrix operations, matrix inverses, and discriminant problems. The most significant progress made today, I believe, was learning to set up matrices in the calculator. Beyond that, we learned to find discriminants for square matrices of orders 2x2 and 3x3. She is done with the course, has a high score to hold on to, and expressed a lot of satisfaction with the few weeks we've worked together!"
"The student and I worked through another practice verbal GED section, paying particular attention to points-maximizing strategies for situations where she doesn't know all the words in the answer choices and to close reading strategies for the long verbal passages. I've asked her to download the free software from the website and complete a full-length before our next session on Wednesday."
"The student had a problem understanding limiting reactants, so I fully explained stoichiometry first. After that she was able to do limiting reactant problems, so we did some practice problems."
"Reviewed homework as well as f0g type calculation, and how to properly write a domain and how to find it. The student made a few mistakes, but was reminded to pay attention to those and avoid them on the test. Overall good impression."
"The student's final AP Chem exam is on Monday so, we were beginning to review for the final. She searched for textbook problems of the topics that she had the most trouble with in the past. We primarily worked on balancing redox equations, together. It was a productive session, working through the problems together. We will meet on Sunday again, when she has her class notes to prepare for the final exam."
"Today was the student's final review for his biology exam. We went over all of the concepts, and really went into depth on cell respiration, photosynthesis, and DNA replication because those were the areas he was struggling with the most. He seems like he's pretty comfortable with the material, and ready for the final."
"I worked with both students on reading and outlining chapter 30 of their history text book. We also made flashcards for the chapter key terms and discussed study skills. Both boys grasped how to make an outline and are learning how to paraphrase and summarize main points in their own words. Our goals are to develop close reading skills by engaging the text and asking questions. We are also are working on how to prepare for tests in advance by making outlines, flashcards, and study guides."
"We worked through the student's math homework on graphing linear inequalities. Her math teacher was absent today, so I explained the lesson to her and how this differed from her previous work on graphing linear equations. She picked up on it very quickly! I then helped her with a Spanish worksheet focusing on vocabulary matching and fill-in-the-blank."
"The student just started the new semester and met her Spanish class for the first time on Tuesday. We reviewed informal commands and her new vocabulary. She had an assignment with New Year Resolutions and she wrote five of them in Spanish using "Me gustaria" and "Quiero.""
"The student brought her engineering textbooks so we could devise strategies based on that material, as for her history class, she went from an 82 on the first test to a 90 on the second, so we both agreed that we should begin preparing for the more difficult math/science courses."
"The student was having a little trouble translating word problems into equations, particularly with the wording for subtraction. He was reading a question as "8 less than a number" and writing it as "8-n" rather than "n-8." We worked through some problems using only numbers since he can intuitively solve those, and then worked backward to see how he would set them up as equations, so that when he has to do it with variables, he still understands what to do. He seemed much more solid on the concept by the end of the session."