Recent Tutoring Session Reviews
"We went over the basics of the PSAT, questions from each section and went over math questions the student was having difficulty with. For next week, the student should read the common grammatical errors section of her book and complete the math questions assigned."
"Today the student and I reviewed Science tests for her final. She had three study guides which were the old tests. The first chapter focused on Newton's three laws. He had a good grasp and only needed to review a few concepts. The next chapter was some applied physics such as f=ma. The student is capable of the math once he figures out what the word problem was asking. The last study guide was the hardest; this was basic chemistry. He needed to review atomic number and the role of protons, electrons, and neutrons."
"The student started working on some History. We went over key terms that happened in Ancient Mesopotamia and Egypt. We went over some geographical parts that were important to the culture during that time period. For the last part of the session I had him do some questions that were related to what we went over concerning Ancient Civilizations."
"Continued with brief exercises on basic SAT Math and moved on to cover advanced concepts; the student performed very well with all of these, though one in particular (transformations of graphed functions) will need some revisiting, if only for more intellectual clarity. We also looked at some of the common "Math traps" on the SAT, which really turned out to be more concept review (the student's methodical approach tends to avoid the kind of "traps" that would catch a more impulsive student). I feel very confident about the student's future performance on the test, and admire her motivation and discipline. Our remaining sessions will be a truncated SAT post-test, and specially-scheduled meetings to review just before both the ACT and SAT."
"The student and I reviewed the sections from ACT prep book she did as homework. The assigned math sections were slightly more difficult than what we've been doing, and it helped us determine where she needs more proactive focus. However, reading was a 25, which is more along the lines of what we've been seeing. For homework for Wednesday's session, she is to complete Math and Science of her test booklet."
"The student and I met for our first test prep session. He is a smart kid, and he has picked up some strategies for the assessment. I will work with him to find the best strategies and approaches to all of the sub tests. Today we worked with reading and science. I assigned him online homework for all 4 subtests. We will meet four more times before the April 13th exam."
"This session we focused on constructing an ISEE essay. The student's essay was constructed very well. She needs to add more details into her essay. I quizzed her over her vocabulary and root words. Overall she is making great progress."
"Today we covered solutions, concentrations, and acid-base reactions. I think her biggest issue is trying to think of this material on a large and small scale all at once -- it seems to make discerning units and reaction coordinates really difficult for her. She did, however, grasp very well the math behind all of it. Relating pH to hydrogen ion concentration, for instance, was no problem for her. I think I will try to engage more with the visuals on my tablet to clarify this for her."
"Today we worked on quiz corrections and a few homework problems involving redox reaction and galvanic cell potential. The student missed a few points on her quiz because I think she got the solubility reactions and redox reactions confused and incorrectly listed the products on her answers. We reviewed how to use the half reactions to ensure that the redox equations are balanced (since electrons and charges must be equal on both sides). The student seems to have a good idea of how a galvanic cell works. We talked about how to use the Standard Hydrogen Electrode on one side to determine an unknown redox potential. I think we made some progress today - tomorrow we will continue to study for the student's exam on Thursday."
"The student and I reviewed material from Chapters 14 and 15 in her textbook. This material primarily included rate laws and reaction orders. We covered chapter 14 entirely and began chapter 15 before she had to leave. In our next session we will complete chapter 15 and begin the next topic's assignment if it has been assigned by that time."
"Today we went over electromagnetic radiation, the properties of waves, the electron model, and some calculations. She did her reading, took notes, and finished the problem set. Apart from the pop quizzes she always does well on, she didn't have any scores to report- she mentioned she'll be getting her larger quiz back tomorrow. The student struggles a bit on writing out her work, which definitely has repercussions down the road with units. She also struggled a bit conceptually on a few things- understandably, since it was new material. Going forward and for the test I will try to work on writing out her calculations and knowing exactly what her goals are for problems. That should help mathematically and conceptually, especially since she mentioned having a few issues with vocab on the big quiz."
"The student and I worked on basic chemistry concepts (oxidation numbers and nomenclature) in preparation for her upcoming chemistry assessment. I sent her a worksheet for additional practice (solutions included) and a website for a related game."