Recent Tutoring Session Reviews
"Rather than finishing the chapter on the English test, we spent this session reviewing problems from the student's practice sections. The majority of the problems were either geometry or word problems."
"Today we looked at the literary text, drama plays. I had the student write down characteristics so he can be able to recognize this text. After reading the passage he answered multiple choice questions as well as written ones. Then I had him read Level G to have his reading become more fluent. I also looked at his vocabulary and I asked him to get his tests from his teacher so that we can go over them, since we do come across them in our passages. He is a great kid."
"She has a pretty good understanding of most of the material, and she will do even better with review of the computations. She does most of the computations quite well and has a good, common sense idea of some answers as well. I think she should do fine on her exam, especially because we were able to swap clinical examples back and forth as reinforcements."
"We worked on in text comprehension and question structure. She got progressively better as we practiced. Her sentence structure for questions and affirmative/negative sentences has improved. We also practiced pronunciation. She is sometimes still struggling with sentence structure and the use of "do/does". We practiced by reading short texts and asking questions about the text. We also studied vocabulary by completing synonym exercises."
"We worked on her new chapter, which involved proportions and percentage problems. The first part was more challenging than the second. She showed mastery of the percentage problems and said she has seen these types of problems for many years. She only struggled a bit with the proportion problems that involved quadratic equations, but once she did a few, she had the hang of it."
"Student told me today that he struggles to figure out how to apply the techniques he knows to actual test problems. So, we discussed some general problem solving methods and applied them to a factoring problem and some systems of equations. The first step in solving a problem is to identify what it is we need to find. We call it the "unknown". We also need to identify the givens/data and the restrictions. Often the restrictions don't come into play until the end of a question. The next step is to plan a way to a solution. That often involves trying to relate the givens to the unknown. Sometimes we have to relate the given to a different unknown along the way. In relation to systems of two equations, we often find the most important unknown by expressing the other unknown in terms of the important one. This usually means solving one equation for the lesser unknown and subbing back into the other, unused equation."
"The student is to take his final on tomorrow. He was nervous when going through his oral presentation earlier this week, but thinks he did well overall. I quizzed him on his vocab for ar/er/ir verbs, travel and hospitality vocabulary, and present progressive terms. The only issue that concerns me is the confusion between llegar/llevar/llover (to arrive/to carry/to rain), which are common but mistake that could affect his grade. I advised him to study his vocab, practice a few exercises from his textbook, and take his time to answer the questions thoughtfully. Overall, I believe he will do well on his finals."
"Today we have reviewed angular momentum and rotational dynamics for the exam. The student understands the steps to solve the problems. It was a very productive session."
"The student worked on a "Highlights of the Day" essay, which was a follow-up to brainstorming we did last week. We did some reading. We also worked on completing a vocabulary exercise."
"Student and I talked about words to use for the essay. We worked through a practice math section, with grids and how to solve difficult, multi-step problems. We also discussed the need to check what the question is asking after solving a multi-step problem. We then worked through the vocab section and short passage section of a critical reading section. We talked more about how to narrow down words and use her best judgment on options."
"The student and I did a lot of tracing/writing practice today using his new books. I also asked him to identify the beginning sounds of different words based on pictures in his book and then write each letter. We finished by playing a short round of "Go Fish.""
"We worked through different sections to ascertain the student's specific strengths and weaknesses in the SAT math. We further worked on not only finding the right solution, but the quickest way to achieve it. I believe that completing the section in a timely manner is his biggest issue right now. He had a very good attitude and was very receptive and attentive to the techniques. I left him with an assignment to do math sections twice, one timed and another as long as he'd like, so as to determine which of the ones he got wrong were due to issues of time constraints or gaps in conceptual knowledge."