Recent Tutoring Session Reviews
"The student had practiced the English and math as I had asked her to do. Overall, she is doing fairly well. She is going to work with understanding the punctuation that separates two independent clauses from two dependent clauses. She is beginning the actual test on next Wednesday and is taking it over two days. After the test, she should work on reading and science. We will meet one more time before that section."
"Today we reviewed pronoun agreement, adjectives and adverbs, conjunctions, and syntax in this session. We used a combination of the books that she has. We will work on verbs, clauses, and prepositions at our next session."
"Because the student is more comfortable with English and Reading, we plan to focus most of our efforts in Science and Math. We started with going over the format of the Science section and then did practice problems. From the practice problems, I was able to see that she has the right technique for answering multiple choice questions. She was glad to hear that she has the skills for doing well, In the second hour, we focused on the Math section. We reviewed the math concepts present on the test. She knows all the basic math concepts; she just needs practice to hone her skills. It was a pleasure to work with her. She is smart, attentive, and determined to practice to improve her skills."
"The student and I began today with a general breakdown of the ACT, an explanation of the types of questions on each multiple-choice section, and an examination of the test's scoring system. I also gave him an introduction to the structure of the ACT Writing section, which he will be facing for the first time, and recommended a book for practice materials."
"We worked on the math section of the ACT, reviewing the problems that the student had worked on following our last session. He is showing progress with math."
"Today was my first session with the student. We spent the time reviewing and correcting his diagnostic exam. We are going to focus on how he can answer the math questions with more efficiency by using short cuts when possible. In English, we focused on not getting too caught up in all the grammar rules and instead tried picking the answer that was the most concise while still being grammatically correct. His reading was strong despite his claims that he didn't think so."
"The student and I worked on the English and Reading sections today. Specifically, we worked on recognizing the different types of questions on the English section and how best to approach them. He did very well, and I have very few concerns moving forward for his English score. However, we will continue to work on timed test-taking strategies for this section. We then moved on to the Reading section. We have worked out a strategy (speed readings the entire passage instead of just skimming) that we will test out during our next Reading-oriented session. I am assigning him an English worksheet with basic grammar and sentence structure questions."
"During today's session we covered every section of the ACT. I reviewed strategies for each section after the students took a small segment of the test. I wanted to get a feel for how they approach the test before any prep. They are both very smart and with some strategy and timing practice will be able to increase their scores. I gave them specific strategies such as searching for consist, clear, concise answers in the English section. I also gave them tips on how to get faster in the Science section by not reading a passage and skipping straight to the questions. I will assign them homework to complete before our next session."
"Today the student and I worked on the Reading section of the ACT. His biggest struggle seems to be the time he takes to read a passage. Today he started practicing skim reading the passages more than he had been doing. The key for him is to read enough to understand the basic structure of the passage so he can know where to look specifically on a question-by-question basis. He does not need to read the entire passage in detail, which will take practice to get used to."
"Today, we started with the Reading section of the ACT. It was one of the more difficult passages but the student did a great job. She got about 7/10 questions correct with no help from me. We also did a Science passage together and she got 6/7 questions correct with minimal reminders from me to re-read the question. We talked about approaches to the most difficult Science questions, namely breaking it down sentence by sentence. She had written another ACT essay for this session which I scored 4 out of 6. She could improve by incorporating more specific examples and less repetitive use of vocabulary and phrases. The student did great on the English passages we did together, and I look forward to seeing how much progress she makes the next time she takes a full-length practice test."
"We covered his previous exams, and his specific section scores. We also discussed practice test-taking strategies. The student worked through some math questions and we discussed his strategies while approaching these problems. I stressed the importance of slowing down and focusing on getting the question right as opposed to attempting to finish the test as quickly as possible."
"We started by grading her English homework. We covered math homework next. The student did very well! Without the stress looming, she performs at a much higher level. Finally, we brainstormed through several ACT prompts before assigning her a prompt to do this week so that she can make sure she's ready for the different essay."