Recent Tutoring Session Reviews
"We went over questions from his practice exams. His problem through and through was in rushing and misinterpreting the information given in the questions and passages. The student is going to take another exam before we meet again and we'll do a side-by-side to see if he does better when he focuses on slowing down."
"Today we covered Chemistry and Biology. We worked on isomers and the Cahn-Ingold-Prelog rules during the Organic Chemistry portion and Eukaryotic cells and the nervous system during the biology portion. The student seems quite comfortable with biology and does not seem to have too much trouble grasping the concepts for organic chemistry. I've asked her to continue working through her workbook for the exam and to look through the content outlines provided for the exam."
"The student and I had a very productive session. We began by going over light and optics. This included mirrors, diffraction, reflection, refraction, Snell's law, lenses, the idea of virtual and real images, Young's Split Experiment, etc. He picked up these concepts very well and applied them to a passage nicely. We concluded our session with a general chemistry passage that he also did quite well on. Next session, we will continue to review content areas that the student needs to cover."
"We reviewed two sections that the student had questions about. We covered a lot of stereochemistry, elimination and substitution reactions, basicity, energy profiles, chirality and its effects on optical activity. In biology we covered blood typing and the basics of the cells of the immune system. In physics we covered circuits, capacitance, electric and magnetic fields."
"During this session, the student and I worked through several questions she had done on her own with her test prep book. We emphasized using these questions to direct her content review, moving from subject to subject each day to ensure that she is fresh on all material as we move forward. One of her weaknesses now is understanding the content but not applying it to correctly to the question, such that she misunderstands what the question is asking. We will keep working on tricks to minimize this type of mistake. We also reviewed several articles I have sent her, and discussed how to determine the main point, tone, and audience and how these three concepts are related."
"Today, we focused on Reading Comprehension for the first time. We began by discussing general theory. Then, we moved on to cover the five basic types of Reading Comprehension questions. We then looked at a passage from a recent practice exam, using it to demonstrate the type of reading that the RC section requires and how that reading translates directly into points. The student is going to do at least one practice RC section this week in addition to his normal work."