Recent Tutoring Session Reviews
"The student did a good job today. We studied his spelling and he did an awesome job. We also studied his science vocabulary. We went through it two times. He did a great job the second round. We also got him caught up on his spelling work he needs to do every week online. I got his report card today. He got all B's, we had a conversation with him, and we should be great the second quarter."
"We went over LCD for fractions and adding/subtracting fractions. We also used factoring to add/subtract fractions, and the FOIL method to check work. The student needs to review more for her test tomorrow, but was doing very well!"
"The student and I continued working on Math, English and reading for the first hour of the session. The second hour was spent entirely on the Science portion of the test, which he was initially intimidated by, but he quickly found out that he is very capable in that area. I believe he is making solid progress."
"We spent the first 30 minutes going over homework on "solving equations with rational numbers." The student has become much more confident and comfortable with addition/subtraction of fractions. For the next hour, we did the review on some pre-algebra materials that will be on the final exams, two weeks from today. I will give him a quiz over these materials next week, so he will be reminded of these. He has gotten faster with doing calculations in his head."
"The first half I graphed inequalities and solved systems of equations with the first student. She had missed the lecture on system of equations and just needed them clarified. I feel that she has a good understanding of the material. The last half hour I did pre-calculus with the other two students. We mostly worked with logarithms and reviewed the rules for their algebra. They also had a good grasp of their material."
"Today we went over most of the topics cover on the Chapter 5 test. Although we spent 2.5 hours reviewing, since the problems are long and time-consuming to calculate, we weren't able to cover every variation of the topics. I also assigned several practice problems to help prepare him for his test tomorrow."
"We played a card game similar to Uno, but instead of integers and colors you have to match shapes and fractions/decimals. The student tended to go for the easier geometry matches instead of doing the conversions or reductions to match the numbers. Next time I think we will try the same idea, but with dominoes so that he has to concentrate on numbers. We looked at time and money as fractions as well, but he tends to say different answers without thinking about the math problem being asked. We have to get him to concentrate on the question so that he can see the relationship between numbers."
"We reviewed his planner and he only had part of it filled out. When we talk through what happens in each class, he seems to recall things well, but now we need to tackle organization of his papers in the folders. The math review went well and we created a notes sheet that he was allowed to have for the test the following day. He does better with the graphing, I think because it is visual."
"The student did a great job with the work that I left for him from the previous week. He missed almost no questions on the math practice that I left with him and did only slightly worse on the Critical Reading practice. His essays are coming along, and the review we are doing of English grammar will help with that. We spent a good bit of time working through rules on subject-verb agreement and pronoun agreement. These are difficult, and he did a good job investing the energy needed to pick them up well. I've left him some practice with that for next week."
"Worked with Student 1 on fractions and created a sheet outlining fraction rules for the various operations. For Student 2 we continued to work on multiplying and dividing fractions, and then went over her multiplication table."
"The student and I reviewed her language arts homework. She had to write a descriptive paragraph about one of her family's holiday traditions. We created a graphic organizer, and then she wrote the paragraph. We then edited it together. We then read a few pages in her new book."
"The student is signed up for the test on December 8, which is the latest time he can take it. When we met we set up a plan for taking the test in January, which we'll have to adapt for next session. Regardless, given his progress through the material. The student seems more comfortable with the biology than the chemistry, and in our 2 hours we have taken to discussing the topics in a broad lecture style. Today we went over the details of the reproductive systems and got started with the nephron and renal system. I think that these lecture-type sessions are helpful for the both of us to see the topics more clearly. We worked together to draw up a system and identify every point in the pathway. The student is just about finished with biology and will move onto the physics for this month."