Recent Tutoring Session Reviews
"We managed to get all but one chapter taken care of tonight. He is prepared to answer the type of question that his prof will ask him, and I'm emailing him some more to work on tonight. I'm confident that he'll know enough to perform well tomorrow."
"Today, we finalized the student's speech and practiced her delivery, matching her eyeline with two distinct points in the room. In the next session, we will shorten the speech to two minutes and mark points for her to address the audience directly so her delivery will remain consistent throughout."
"A detailed outline of the student's extended essay is due this week, so we spent the majority of our time working on that. We looked over our previous work, the comments of her advisor, and the research we'd done earlier in the semester. We then crafted a stronger thesis statement and developed a semi-detailed outline. The student is going to work on the outline over the weekend and send it to me to edit."
"The student and I practiced his speech and condensed his four page outline on corporate media ownership into a single page day-of-speech outline. We covered the visual aid cues and adapting a little of the language for the intended audience. He had not finished his essay, so I then coached him through the terminology review portion of his interpersonal communication essay on "The Joy Luck Club". Particular focus was placed on differentiation in source citation style since he was only citing the text book for this essay. We practiced direct quotes and paraphrasing and the most appropriate use of each. Focus was also placed on providing explanation of each definition in his own words, followed by a particular example from the movie to defend his assertion and definition. He was asked to complete his essay on his own finishing the intro and conclusion using my advice and notes, which he did."
"The student told me about his week at work and some of the things he is working on. I took a few notes when I noticed incorrect grammar so that we can touch on those patterns in future weeks. The student also said that he was trying to use bigger works when I was there since I can correct him. Then, we worked with the prepositions in, on, and at. We began with a few sentences he had used when he was speaking and then we reviewed some notes and some practice worksheets. We focused on using these words when referring to time and place. The student did well and asked good questions, but he also knows that becoming familiar with these patterns takes a lot of practice. Finally, we reviewed the diagnostic exam I left with him last week. The student said that reading comprehension is difficult for him, but he did a good job answering the questions. He also did a good job with the beginning and intermediate grammar questions."
"I spent an hour preparing for our session by reading the chapters he wanted to discuss. We discussed and developed a tone paragraph for chapter 6, book 3, from "A Tale of Two Cities." Afterwards, I gave him an independent writing exercise: describing a setting first through a negative narrative tone, then through a positive one. After our session, I spent 15 minutes talking to his mother about his weaker areas in pre-AP English and how we might help to overcome them."
"We did two more practice essays. The student said he did better from his usual 6 and got a 7 on an in class essay. He is getting better at using an outline to collect his thoughts and argument."
"I made her all new flash cards for her alphabet. Then she took a spelling quiz making a word for each letter of the alphabet. We wrote two stories together. I also made her some sight word cards that are common household items. She has improved on her beginning letter recognition. We will continue with beginning letter work then move to beginning blends."
"Today I wanted to assess the student on her knowledge of sight words. I printed out a list of 300 sight words for 1st graders. We went over about 30 words and I had her attempt to pronounce the words as well as use the word in a sentence. I also brought her a reading workbook and we worked on the first two pages of the book that focused on phonetic blends. I ended our sessions by starting to read the book "The Cat and the Hat." After our reading session was over I had her recap what happened at the beginning, middle, and end (to tap into reading comprehension). I closed the session out by playing tic-tac-toe and before she could place her mark on the grid she would have to sound out a word."
"The student provided three pages including an introduction to her topic, an introduction to modernism, and some ideas about how it relates to film. We focused on developing a thesis, relating modernism to her examples, and distinguishing them from what came before."
"I worked with the girls on DBQ's and I also helped them re-write an essay that they were assigned and didn't do as well on it as they had hoped to. I spoke with their mom and she wants me to start giving the girls homework. I had not been doing that before because the girls are in several AP classes each and I didn't want to overwhelm them but I will begin doing so as requested. The girls want to continue to practice SAT and ACT writing. During our next session I will provide them with prompts from past SAT/ACT assessments and then grade their essays based on the SAT/ACT scoring guides and give them feedback about how to improve their writing. One student is most concerned about the time factor. She states that she is not a fast writer and she needs practice with timed writing."
"The student and I worked on techniques used to analyze certain texts and mainly very active reading strategies. We analyzed a quote given by George Orwell in the 1950's and worked on the following: explaining the quote and issue, contextualizing the quote and issue, providing examples to support the student's own opinion/argument in regards to the quote and forging connections b/w the quote and her own arguments. We completed and outline and began writing her essay."