Recent Tutoring Session Reviews
"Yesterday's session was dedicated to starting the next chapter covering microscopes, staining techniques, and the relevant bacterial cell organelles and structures. We also were able to discuss how microbes are differentiated from one another using techniques which help isolate specific bacteria. Since we were able to start at the beginning of the semester, she and I are able to review material prior to being covered in class. This allows her to see the concepts multiple times before she is tested on it. We will review the concepts tomorrow as well as cover some upcoming material."
"The student and I discussed a number of problems that he sent me from his calculus text. I suggested that he use textbooks to work on additional problems for extra practice. Overall it was a great session."
"We went over the gas laws, ideal gas laws, stoichiometry equation and the gas laws, and partial pressures. We practiced plenty of examples together. I suggested some further reading and practicing. Also, I asked her to update me on her class progress and topics being discussed."
"We started to review for his final exam which he has on Wednesday of next week. Today we covered periodic trends. We completed a worksheet that I brought to our session that covered periodic trends. He seems very motivated to do well on his final exam."
"This session, the student and I covered two subjects that will be on a "mini-test" in his AP Biology class this week. Specifically, we reviewed the basics of animal reproduction, focusing on correctly labeling diagrams and learning vocabulary in this subject. We also covered parts of the endocrine system, reviewing sections that he missed due to recent school absences. He initially struggled with some of the vocabulary, but he quickly began to learn and use the vocabulary as the session went on. At the end of the session, I left him with some of his study diagrams and questions to finish that were related to what was covered in the session."
"The student and I went over finding the amount of heat in problems where the phase was changed (e.g., going from -30 C ice to 150 C steam). I helped her understand which equation to use for which part of the problem, and from there, she solved them fine on her own. We also went over phase diagrams, how to read them and what information could be extrapolated from them."