Recent Tutoring Session Reviews
"We began by going over the student's arithmetic homework. I then reviewed geometry and we went through some practice problems. I also gave him some more vocabulary words to learn and quizzed him on some that I gave him previously."
"The student and I worked on vocab--which he still struggles with but is improving on. We also practice essay writing and he's still making progress on organization and details."
"We spent the first 15 minutes of our session going over last week's vocabulary list. The student quizzed well! I pointed out a couple of definitions that could be improved, and we focused especially on the 3 words she said she had the most trouble with. Next, we finished going over the example problems in my book, all math achievement problems. That went smoothly -- we reviewed the concepts of area, tables/graphs, and probability, which involved a couple of new concepts and techniques. The last example problem was an essay question. We had about an hour left in our session, which we devoted to this. She chose a topic from a few choices in the prep book. I showed her a few different brainstorm formats. She was familiar with all of them and chose one. She did a timed brainstorm, and we talked about paragraph organization. We looked briefly at an example essay in the book. After this, she did timed paragraphs - to see what she could write in the amount of time given on the test. We made a few discoveries about what, from her plan, worked and didn't work. She was able to eliminate a couple of paragraph ideas from her brainstorm to tighten up the essay. We also found that she would benefit from writing her easiest paragraphs first - she gets ideas about the difficult paragraphs by writing the easier ones. At the very end of the session, I added some vocabulary words to her list, choosing from the synonym problem sets in the book. Next week, we'll finish her essay work and move on to specific math topics."
"The first fifteen minutes of the session I spent discussing the student's practice test results, strengths, and areas where she struggles. Our goals are to push her quantitative into the average or above average range, and to keep enhancing her verbal scores. She wanted to start with verbal (synonyms). We spent most of an hour going over her practice test and practicing with the questions she had answered incorrectly. She's a really hard worker and has a great positive attitude. We finished going over the sentence completion questions she got incorrect. I taught her some tricks. For next week, we are planning on going over root words, context, and clues for both synonyms and verbal comprehension. Her mother also will have her complete the essay as well as passage comprehension so that I can see how she does on there as well. As I told her mom, my goal isn't to waste their time - we only need to fix what needs fixing, not what's already perfect!"
"Student had taken a diagnostic exam earlier that week. Performed well on the CR and Essay sections. We spent the session reviewing the incorrect math questions on the Quant and Math sections. Made notes about which concepts the student needed additional practice with."
"I met the student and asked about his interests and his school. We then read through the sections of an already-provided book talking about how to prepare for the test. Within each individual section were sets of practice questions. I asked him to answer some questions in each of the sub-sections to see how prepared he was already. He wasn't sure of the meaning of some vocabulary words and a few of the logical math problems, but I explained how to get the correct answer and he learned pretty quickly. Future sessions will cover parts of the practice tests in the same book."
"The student and I spend the session doing verbal and reading questions. He took a practice set and we discussed methods for guessing the meaning of words from context. The practice PSAT test he took was a bit out of his league, but I feel he was up to the challenge. It at least allowed us to talk a lot about a lot different signals from the passages."
"Both students took the Quantitative Reasoning section of the ISEE practice exam. The first student scored a 47% and the second student scored a 40%. It was helpful to see which areas that they each needed attention to. They each took about 30 minutes to complete their tests and each of them received 30 minutes afterwards on a topic of their choosing. The second student stated that he wanted to more fully understand the transition between a math word problem and the formula required to complete the problem. He actually suggested that I assign him homework to review the subjects that we talk about each week. I assigned him a handful of statements he needed to come up with equations for. The first student didn't have a preference for where we started in terms of what material we should cover. Since she stated that last year her class did lines, but that she didn't remember the topic exactly, I decided to start there. I explained the line equation y = mx + b and she had not seen that before. Despite this, she learned that b represents the y-intercept and m represents the slope of the line. By the end, she was able to draw a line based off an equation and was able to come up with an equation for a line when two points were provided to her. I assigned homework to her as well, asking her to draw a graph of the line y = (-1/2) x + 3 and then to come up with the equation for the line going through (0,7) and (-1, -1) Both students seemed receptive and willing to learn. They grasp new concepts easily and are very eager to learn."
"Overall, we had a good first session. He is very capable. He understands the material. He is very strong in both math and English."
"We covered the math, reading comprehension, and verbal sections and talked about the essay section. We planned to do a practice essay next week."
"For our first tutoring session, the student and I went over her organization and note taking. We discussed various ways in which she could improve upon her current system of organization. We also went over the five different note taking methods, and practiced the ones she felt might be beneficial. After that the student worked on a few math problems to see what areas she could improve upon, which will help me in creating lessons in the future."
"Focused on the Math section of the ISEE, working on Math problems and reviewing things we've gone over before."