Recent Tutoring Session Reviews
"We began the lesson by going over a problem set which the student had completed that morning. She got over 90% of the questions correct and showed an excellent understanding of the concepts. We then moved on to her most recent essay. Her writing showed dramatic improvement over prior efforts. I explained to her what made it so successful. If she can replicate this on her exam, she should score highly. After that we discussed multiple prompts and conducted a timed outlining drill. She showed improvement in the speed with which she could outline her essay. However, she still needs practice in picking effective examples and fleshing them out. At the end of the lesson, we discussed strategies for moving from the outline to the introductory paragraph. She showed greater confidence in this area than before. If she can master this skill, it should greatly increase her writing speed. For next week, she will be writing two more essays, studying her examples, and outlining two more prompts which I will be sending to her."
"The student and I worked on a practice SAT test. We also did some extra practice problems for special right triangles. For homework, I assigned her problems to continue studying on her own."
"For our first session, I met the student and his parents in their home. They were unfamiliar with the SAT as a whole, so I talked to them about how it was scored, and we talked a little bit about what schools he is considering attending. The student and his mom told me that he would take a practice SAT as well in order to see where his scores currently stand so that we can determine where we'd like them to be at the end of our time together, and this was the only homework I gave him to complete before our next session. However, I did give him a list of most commonly tested SAT vocabulary words and asked him to either make flashcards, and he expressed a willingness to work on this regularly. For the rest of our session, he and I worked through sentence completion drills. I told him that, rather than attempting to find the right answer for each question, he should look for wrong answer choices as a means of bolstering his Process of Elimination, and we worked through several practice sets by crossing out answer choices that were likely incorrect, placing question marks by those words he didn't know, drawing a squiggly line next to words that might work but weren't the best fit, and placing check marks by words that seemed like strong answer choices. In order to classify these answer choices in such a way, we looked for clues in the sentence that might describe the blank, which we underlined, and trigger words-- and, but, however, thus, yet-- which we circled. After marking his questions in this way, he would come up with his own guess word for the sentence prior to looking at the answer choices and making these classifications. At times, coming up with a guess word proved a difficult task, so he and I did our best not to worry about the eloquence of his guess words and to recycle clues back into the blanks when possible. Towards the end of our session, he and I also began to work through some reading comprehension passages, and he told me that he generally prefers to read the passage prior to answering the questions. Therefore, I told him that he shouldn't spend any more than 2-3 minutes reading the passage as we're not necessarily looking to notice every single detail but to get a better idea of the passage as a whole. In order to do this, he and I quickly read through a sample passage together and created short one to two word labels for each paragraph to give us a better idea of the passage's structure. Then, I asked him to summarize the passage in a short sentence, which he did capably. Overall, he exhibited an attentiveness that was enjoyable to work with and expressed an honesty regarding his schedule and the work he'll be able to accomplish in between our sessions. I very much look forward to working with him again on Monday and seeing how his practice SAT went."