Recent Tutoring Session Reviews
"The student has an exam on Tuesday, so we met on Sunday instead of Tuesday so we could have a review in advance of her exam. She did well during this session. I have high hopes for her on this exam. We reviewed all topics from this unit. Topics included partitioning segments, setting up proportions to find side lengths of similar figures, ways to prove two triangles are similar, inscribed similar triangles, the mid-segment theorem, and scale factors of similar triangles. These are all topics we have covered before in previous sessions, but this time I had her not only complete sample problems, but to explain to me as if I were the student, why she completed each step. We dug deeper into the topics than we had before so that she can not only complete the problems correctly, but to understand better WHY the problems are set up the way they are. I also created some sample problems that were a little more difficult than the problems we'd worked in the past. She was able to complete even the more complex problems with ease. I also had her complete problems without looking at her notes in preparation for not having her notes on her exam. I will meet with her again on Thursday."
"Today we reviewed the student's semester information for her final exam, focusing on parametric equations, triangles, vectors, and transformations."
"We met Wednesday to review for the student's Thursday quiz on quadrilaterals. It specifically focused on the sum of the interior angles of polygons, the sum of the exterior angles, and other properties. From the beginning, she was doing well with the practice problems we covered. By the end of the session, she was much more comfortable with diagonals and their properties. The theorems this time around were a little easier to comprehend, it was just a matter of applying them. At the end of our session, she did the mid chapter quiz in the textbook and she was basically answering every problem correctly. I felt confident that she was well prepared for her Thursday quiz, and I think she felt that way as well."
"I've been laying back more and letting the student make sense of problems more independently, and she's generally been assimilating to this approach. She had some homework on conditional statements; I set out the rules for contrapositive, converse, inverse, and biconditional statements at the start, and allowed her to forge ahead on her own from there. She did fine with these, so I took advantage of our surplus time at the end to get in some review of proofs from the previous session, a subject with which she had had more difficulty. I pointed out the commonality between the angle addition and segment addition properties - essentially, a whole can always be defined as a sum of its parts. I then gave her some extra homework to re-test her on these concepts for review at our next session."
"The student is now getting into the homework involving multi-step proofs. The only way to get good and efficient at proofs is to practice with them. It took a decent amount of time for her to solve the proofs. I believe it comes from her desire to get the answer right the first time, so she hesitates to take risks and possibly make mistakes. Next session, I will help her to make a "geometry reasoning checklist" to help her have a methodical way of increasing her chances of getting the reasoning right."
"The student had a very short chapter in class this week and already was preparing for a test. We worked on midpoints and slope; all were subjects she was very familiar with. I think the test will definitely go just fine!"