Recent Tutoring Session Reviews
"Today we did a practice test which consisted of doing half the number of questions on the English, math, and reading sections. The student did pretty well getting a 24 in reading and a 21 in English. I believe her math score was a 26. Today we talked about the way the test is scored and that she will do better on the reading section if she takes her time and reads 2 of the 4 sections and answers all of those questions carefully than she has been doing by just answering the questions. Hopefully this gets her more focused on reading the whole section and the entire question."
"We went over the review test for section 4. The student understood most of the material well. There were a few problems that tripped him up but by the end he had a good understanding of everything. Good session."
"We went through all her worksheets for her upcoming test on solving quadratics. She feels really confident about it and understands how to pick the best method for solving, how to simplify radicals, and how to use imaginary numbers. Then we went through some of her review packet for her final, which covered a lot of the same material as her ACT review (finding slope, solving inequalities, writing the equation for lines, proportions)."
"Chapter 6.1, 6.2 and 6.3 were covered. The student was able to see his test and understood the mistakes that he made on the test."
"Today we followed the same schedule as we have been following since we began our math-exclusive prep. A packet went out to the students. The students worked through it section by section, and I graded in between sections and helped those who needed it."
"The student and I reviewed material covered in his two-hour lecture that we both attended: production possibilities frontier (inside = attainable, outside = unattainable), concave curves indicate decreasing opportunity cost, zero opportunity (any point under the curve) = a gain in goods for no cost/sacrifice, opportunity cost (OC) is measured as the slope of a line/curve, a constant OC is a straight line w/constant slope, slope magnitude signifies extent of OC, factors of economic growth (i.e., more land, labor, capital or improved technology), and specialization and trade (i.e., comparative vs. absolute advantage; trade arises from comparative). I also spoke with the student's professor who has asked that I pre-assess each of his exams, indicating which essay questions and graphs would be fair for him to attempt and which would be omitted. I have no problem spending a little extra time to make these assessments. For the past two sessions, he and I have been using our hands, vocal inflection, sound in space, mnemonics, short stories and flexible instruments (for graph shaping) to discuss the material."
"Review of microeconomic structure. Suggested she make flashcards differently, as well as other improvements to study skills. Created schedule for further material to be covered."
"We covered the following topics: 1) Unemployment 2) Inflation 3) How to measure GDP We covered the self-test quizzes and revised definitions and topics in the last chapter that were unclear."
"Today was a final review session before the student's midterm on Monday. We went over a previous quiz and discussed the professor's style and how he came to the answers that he did. I think that she is better prepared to tackle them now."
"We went over several test problems the student had. We discussed the relationship between marginal productivity of labor and wages. We derived several economic relationships and graphed them."
"We discussed marginal costs and revenues and their relevance to perfect competition and monopoly. We also reviewed economies of scale and diseconomies of scale."
"We reviewed concepts from the previous section for the midterm exam, along with new concepts for this week's assignments, including the business cycle and the components of GDP."