Recent Tutoring Session Reviews
"The student said that he wanted to focus mostly on the verbal and writing sections, so we didn't do any math on the first day. Therefore, I wanted to quickly go through some math problems just to see if there was anything I could do to help. We just started from the back of the sections, and it is clear that he is in an elite class, mathematically. But, that can be a curse, sometimes, on this test because this test is written to be taken by everyone. So, I think I can help him reconfigure his brain a little bit for the test (he's currently taking calculus and hasn't had geometry since 8th grade). We then moved on to the verbal and writing sections, where, again, he has great fundamentals and can really be helped by tweaking his thinking towards this specific test."
"The student is doing really well. His score is up around 120 points. He just needs to really solidify his understanding of linear equations and some grammar rules, which is what we worked on yesterday."
"We worked on numbers and operations (including review of sets, computation, fractions), algebra (variables, systems of equations), test-taking strategies, and writing out one's work."
"Reviewed essay in detail, discussing form, grammar, and flow of ideas. Discussed transitions. Then did reading section in practice exam to see demonstration of those principles in those passages. Did one math problem. Homework is to rewrite essay and do practice exam prioritizing math section."
"We spent this whole session discussing the SAT essay portion. I ran through the format with the girls then had them do the practice essay. I decided to use a white board and go through every though process of the essay from intro to conclusion, this seemed to help."
"- Reviewed another Math and English section. - The student is improving both in reading comprehension and vocabulary - Less improvement in Math, but he does seem to be remembering certain concepts better."
"Worked with her on time issues. We discussed strategies for practicing readings within time limits and how to maximize points on questions."
"Began with the mathematics section, then moved into the reading section. We started with the beginning of the mathematics section and breezed through the first 25 or so questions, with her simply explaining to me how she would approach each problem, as they were relatively easy for her. We then went through the next several problems in a little more detail to ensure that she was able to approach them all. We finally skipped to the end where the hardest questions are and went through several problems. She was excited to realize that she was able to complete multiple trigonometry problems with no assistance which had given her trouble before. Additionally, while there were a few problems which we had to discuss, the vast majority she was able to solve with no input, and the rest required less assistance than she had in the past. We then went through 2 reading sections. While we spent a little longer than she would normally have, she showed similar improvement. Overall, we spent 25-30 minutes going through the 2 sections; however, there was additional time spent discussing problems to get a feeling of how she was approaching problems. Of the 20 questions completed, she was able to answer 19 of them on her own with little to no prompting from myself (beyond asking her questions such as "Where does it discuss ____?" or "What specifically do we need to find?" i.e. things she can ask herself without me). All in all she was doing extremely well. She was also going to complete a test for our next session on Monday."
"- SAT vocabulary worksheet w/ Grading - ACT practice tests (English and Math sections) w/ Grading and Review"
"We reviewed the homework that the student completed and then did a bunch of math problems. I think the Writing section will not be a problem for her if she is careful since she has a natural aptitude for it. With Reading, the student will need to just make sure that the answer she chooses is directly supported by the reading passages. For the Math section, I think we have reviewed all the major concepts that she will encounter in the SAT, so she should have confidence in her ability to work out each problem."
"Student A: Student A and I discussed the results of her ACT and how we should divide our time in future sessions. We agreed that we should shift our focus mostly to science and try to boost her math score while continuing to practice the English and reading sections, so that's how we will structure our time from this point forward. We then went over the math section of practice test 3 in order to gain a better understanding of the topics with which she is less comfortable, and finished going over the remaining passages of the science section we had begun during the last session. Student B: Student B and I also discussed ACT scores and how we should restructure our sessions. We both believe that it would be beneficial to really focus on math while continuing to review the other sections, so we will be spending one hour of each session on math and divide the remaining time on the other sections. We also discussed doing more of a math concept review rather than exclusively practicing ACT math problems, so we will begin doing that as well. Student B and I then went over the science section of practice test 2 and part of the math section in practice test 3."
"The student and I practiced English and science. We discussed strategies for improving her pacing and in answering different types of questions."