Recent Tutoring Session Reviews
"Today we covered quantitative comparisons from the math section, reading passages, and several fill-in-the-blank verbal questions."
"We split this session between the Critical Reading section and the multiple-choice Writing section of the exam. We began by revisiting the strategies we had previously discussed for helping to maximize his reading speed while balancing that efficiency with accurate responses; we also continued to work on vocabulary enrichment and test-taking tips for dealing with unfamiliar words in the context of a reading passage or a sentence completion question. Next, we turned our attention to the Writing section at his request. Here, we reviewed Improving Sentences and Improving Paragraphs passages in particular and refreshed both general strategies for these sections and the specific principles of grammar, usage, and organization that proved most challenging. He has made good progress in both the Critical Reading and the Writing sections, although his pacing has improved much more dramatically in the former than in the latter; while he finished the Reading passages with time to spare - a significant achievement in light of his earlier struggles - we still have a little work to do to speed up his progress through the Writing passages. I'm confident that he can continue to work both faster and more accurately, though."
"The student and I covered statistics, averages and probability as he studied for the ACT math section. He did several practice problems."
"In our first session we covered an overview of the test and then got into working on some sections together. We went over the general strategies section to section, and I emphasized the importance of working around the guess penalty. The student's a smart kid who ought to be in a great position to achieve the 1800 he wants on the test. I assigned him some work for our next session."
"The student and I worked through three SAT reading comprehension passages with a focus on understanding context and detail retention. We worked through the passages at a paragraph level, then worked through questions related to author's purpose, argument, evidence used, and character attitudes. We focused on strategies including process of elimination, splitting answer choices, and evaluating between choices. He became more comfortable working through the questions and effectively eliminating options rather than rushing to the answer as the session progressed. We will focus on math during our next session, which is scheduled for Thursday at 9 am EST."
"We spent most of the time going through the math section. We also worked with the science section with some reading. We also discussed my favorite test taking strategies about going through the test multiple times and skipping harder problems for later. The student was attentive and interested in learning. I left her with a whole practice test to work out what kinds of questions she struggled with because of unfamiliar or rusty core concepts. I feel that she is gaining confidence around her math skills and also learned some critical test taking practices."
"We covered substitution, multiplying and dividing fractions, integers, average, area and perimeter. The student did well with operations on numbers and struggled with average and integer operations. She had a positive attitude towards learning the material. We covered substitution as a strategy and eliminating answer choices. I sent her an email with arithmetic and elementary algebra problems. Our plan is to go over them and pinpoint weak areas from the results. She has made significant process in solving arithmetic problems."
"It was lovely to meet the student during our session yesterday. Due to the spiral format of her studies at the school, she feels as if she isn't given enough time to master the basics of each mathematical subject. To help her feel more comfortable in the mathematics section, we will approach it subject by subject. We started with order of operations, fractions, and exponents and radicals. It is clear to me that she is very bright - she honestly just needs someone to patiently explain to her how to get one step to the next, and why it's done a specific way. I left her with some notes explaining the properties of exponents, and asked her to read sections in her practice guide on the three subjects I mentioned, along with the accompanying practice questions in the book. My goal is to get her comfortable working through algebraic equations and word problems by the time of her exam."
"We continued working on math today, specifically data analysis and problem solving. Many of the mistakes the student made today were due to simple miscalculations and going too fast. The student is very worried about running out of time, so on most of the problems I had him voice how he is figuring out each problem, and when possible, I teach him a simpler way of completing that problem. He has also shown some confusion of using substitution when solving problems, so we also had a question sets to review over those. By the end of the session, he was able to complete a substitution problem in about 75-90 seconds. If he continues practicing these problem by himself, he will get faster at solving them. We are meeting again on Sunday."
"Today we reviewed the student's essay, which was quite good. We reviewed the 6 incorrect answers from the reading comprehension section of the practice ISEE, and clarified some of the math questions which she missed. We then reviewed the algebra questions that she did for homework. She only missed a few of these! At our next session we will continue to go over geometry concepts, do the geometry problems, and also do the word problem section."
"We began with a reading practice section (science based). The student's reading rate has increased on these passages, but we are going to continue working on the comprehension questions. We reviewed an English section (definitely her strongest section; she has the ability to earn a very high score in this category!). We also began reviewing some math concepts that will be on the ACT."
"The student and I met from 4-6 CST. We continued to work on getting the student ready for the math and quantitative sections. I continued to teach her basic principles in algebra. We practiced a number of equations and word problems. I also gave her a lesson in probability and we practiced a number of those sorts or problems. We also practiced data and tables problems and reviewed measures of central tendency."