Recent Tutoring Session Reviews
"We worked on electrophilic and nucleophilic aromatic substitution. We went over the differences between ortho-/para-directing and meta-directing substituents and we did some practice problems focusing on Friedl-Krafts alkyl/acylation. We finished up by talking about retrosynthetic analysis and applying it to a homework problem that asked for a synthesis of m-bromovinylbenzene from benzene."
"The student and I covered the different types of passages and questions that will be on the ISEE. He did well with the factual questions but needs more practice inferring the correct the answer. We also went over above average and below average responses for the essay portion. We discussed how to come up with good examples to support the chosen topic and what constitutes a good example. I gave him some common Math problems for homework as well as an essay topic to work on."
"The student was concerned about her math fundamentals, so instead of doing a practice test, we went back to the review chapters earlier in the book. We reviewed everything from number lines to geometry to functions to factoring. Through it all, we focused on the best strategy to attack a problem: identify what is being asked, write down the formulas and given information, find missing values, solve. With the time we had remaining, we did some brief work on a reading section."
"Worked on the student's upcoming paper, helping her to organize and come up with a thesis sentence. Also reviewed articles she had read, for meaning and vocabulary. Worked on an SAT double passage and the questions related to it. I left her some assignments, and told her she could email me or call/webcam me to touch base anytime."
"I answered questions that the student had about the homework I assigned him. We scored the Practice Test #1 together and taught him how to do this before our sessions. We reviewed math section 3 of the Practice Test #1 from the SAT book. I assigned him homework for the next few days and finalized our weekly schedule."
"The student felt pretty good about the ACT she took Saturday, but felt the science section had been her weakest section, so we focused on that portion. We focused in particular on ignoring extraneous information, not getting overwhelmed by the information, and being able to mentally switch gears between one passage and another."
"Today the student and I went over her vocabulary in great depth. We discussed not only the words that I assigned, but also the synonyms and antonyms of each. We were careful to discuss the relevance of each vocabulary word to other words. We discussed how truly learning a word means understanding its relationships to other words. We used the dictionary to look up definitions and synonyms and antonyms. We practiced using the dictionary, and she has become adept at looking up words. We then went over math problems on the practice tests in the book, and we were able to pinpoint some concepts with which she was not familiar. I assigned her homework for our next meeting: she is to work on her vocabulary words, memorizing as many as possible, while learning and recording antonyms and synonyms for each."
"The student and I met at a book store to work on her 10.5 homework. She has been focusing in class on finding the area of different polygons. We worked on polygons inscribed in circles, and used apothems to find area. We were able to complete the majority of her homework, and she seemed to have a pretty good grasp on the problems we covered together."
"Reviewed sentence completion homework. Introduced long, short, and dual, reading passages; provided strategies for each type of passage; practiced outlining, and reading for tone and detail; guided practice for various passages; went over AP English homework."
"During this session we looked at both Geometry and Chemistry. The student has an exam this Friday on proofs in Geometry so we looked at some practice problems. We were able to get through most of the work. We then looked at bonding for Chemistry by giving him a brief introduction. Overall this session went well."
"Today, we read a story in French about Rudolph the Red Nose Reindeer and the Three Snowmen. We talked about words like "histoire" that look similar to the English translation and focused on "Pere Noel" (Santa Claus), bonhomme de niege (snowman), and weather expressions. Then, we went outside and I asked what the weather was like. The student answered based on affirmative answers or negative using "ne . . . pas.""
"The student wasn't particularly worried about any of the information that she had learned in class recently, so we spent this session working through more of the material that she had questions on. We finished up discussion photosynthesis, and we began discussing cellular respiration. Though I didn't get into the nitty gritty details of either one with her, I think that we were thorough enough that she has a good idea of what she has left to learn. I emphasized that these two processes involved a lot of similar cellular mechanisms, and that they were inverses of one another in many ways. I told her that, for our next session, she should be able to walk me through the similarities and differences of both processes. She said that she felt okay studying on her own, so we agreed to meet after break instead of scheduling any online sessions."