Recent Tutoring Session Reviews
"We reviewed her test results for the Math Diagnostic 3 on which she scored 78%, just slightly lower than the 80% that she scored on Diagnostic 2, and substantially higher than the 52% that she scored on Diagnostic 1. In addition, she scored mostly 100% on the practice tests for the problem areas. The problem areas are geometry, measurement, and data analysis and probability. These are areas in which she has done little to no work or is just beginning to learn in school. So, she is learning as we go. She feels that she has the concepts down now but needs to slow down to make sure that her computations are correct. I discussed with her the different areas of the test and the amount of time that she will have to take each test. She is going to retake the Quantitative and the Math and bring up scores. Then we are going to start timing the tests. On Sunday, we are going to begin the Verbal diagnostic because she feels her reading comprehension is better than her verbal skills."
"Today went very well. I wanted to go over the rest of the verbal section that we had not covered in the first session, so we started with some outlining practice for the essay section. This is especially important because students have such a short time to write the essay, and planning and outlining quickly is an important skill to have. The student did very well, and we talked about the best way to format his essay when the time comes. Then we worked on the reading comprehension section, which is the last piece of the verbal section. He did well on the reading, and was able to read the passages and summarize them for me. We talked about the types of questions that might be asked and the strategies to use for each, and I think he will improve with practice."
"In today's lesson the student and I did a brief vocabulary review, learned several new vocabulary words, used a graphic organizer to practice organizing his thoughts in response to an essay prompt, and we worked on simplifying binomial expressions and finding the value of a variable in an equation."