Recent Tutoring Session Reviews
"The student and I studied for his US History quiz tomorrow from a list of terms his teacher had given to him. We then worked on the final draft of his informative essay for English which is due on Friday. We have to work on the intro and the conclusion tomorrow still."
"This session we started covering a chapter on World War I. Once he finds a time period and the characters that populate it even remotely interesting, he has no trouble memorizing the rest of what he's supposed to remember. So I spent this session actually describing events that aren't even directly covered by his teacher - the origins of Nationalism and the Ottoman Empire, and I showed him a lot of pictures of trench warfare and a photograph of the actual Zimmerman Telegram. He seems to find this stuff far more interesting than the last few chapters, so I expect he'll do really well on whatever test his teacher gives him."
"First session. We talked about the structure of his quizzes and tests, homework, and study practices. We spent a large amount of time doing highlighted active reading, which I tried to direct to the relevant parts of the text. I explained the concepts of credit and mortgages, as well as the Stock Market. We covered the Crash, Dust Bowl and Depression through the end of the Hoover Era. We then completed his homework assignment, informed by the notes taken."
"We reviewed the 1920s for his test on Wednesday. We went over his notes and discussed each event, putting them in context with many of the same issues today, such as immigration, science vs. fundamentalism, and youth culture."
"In preparation for an exam later in the day, we reviewed a few of the major topics and concepts in Spanish. We mainly discussed revolutions and artistic movements. We also went over some important vocabulary that the student will need in the exam. She has clearly understood the context of the various concepts."
"We finished up answering DBQs in today's session. Having gone over document analysis last week, I focused on writing the thesis, using outside information, and discussing the weaknesses, limitations, and biases of the documents provided. We used the same practice problem. Since it asks about reconstruction, outside information can be mentioning, for example, sharecropping, the Freedmen's Bureau, the Wade-Davis bill and other policies, the Black Codes and Jim Crow, and voter suppression and intimidation. We also talked about the Madison presidency, the War of 1812, and the enfranchisement of all white men over the 1810s and early 1820s."