Recent Tutoring Session Reviews
"This session was a review session. We discussed the ACT exam a little bit, but we focused on transitioning back to the SAT. We first did some practice on reading comprehension. I wanted the students to take their time reading the passage so they could get used to the wording of the questions. As I expected, they were caught by some of the wording, so we worked on that a little bit. We spent most of the time on the math portion of the SAT. They needed to practice the questions and re-learn how simple the math behind the questions truly is. We ended the session reviewing grammar. I think that it would be most helpful if they continue to practice the questions. They are realizing how the subject material is not difficult, but they need to approach the questions differently than with the ACT."
"Worked with the student on the first writing test that he and I have done together. As with all of our first-time tests, I went through it with him question by question instead of leaving him to do it on his own with a time limit. In the future, I'll give him more freedom to work individually as he did quite well with my guidance."
"Today, the student and I covered solving problems by plugging in numbers in place of variables. The student had no trouble plugging in the right numbers, but she was having difficulty remembering how to add, subtract, and multiply decimals. After a few reminders, she was able to finish her homework without making any mistakes."
"We covered 30 problems from sample tests online. Half were from the "problem solving" section and the other half were from the "sufficient data" section. Overall I think we made significant progress. A lot of the work is reteaching algebraic properties, since he hasn't had a math class in a while. Also, a lot of my work is showing him time saving techniques on certain problems that would otherwise take a long time to do."
"He is still working on shifts, transformations, stretches, and graphs. He had two worksheets of practice problems. We completed one; the second was a synthesis of everything we had been working on from Chapter 5."
"We went over the new flashcards, and the student amassed a pile of wins, focusing on knowing (and saying) his tones exactly right! Until our next class, I hope that he can annotate (as we discussed, with tone markings) any Chinese text he's assigned or brings home from class."