Recent Tutoring Session Reviews
"We focused mainly on geometry questions that would show up during the ACT. I wanted to instill in her a habit of doing more mental arithmetic instead of using the calculator for every calculation. This would save a lot more time when it comes to time management for the ACT. I gave her some homework to do over the weekend and will be giving her an online quiz over the topics we covered."
"The student is doing an amazing job in our sessions, and I'm sure she will reach her target score before her April test date. We focused on the ACT English and Math sections, specifically by covering strategy and practice problems. Next time we will review a couple more math problems and hone in on specific grammar rules and nuances for the English section as well."
"We went over practice problems. It seems the student has a very good foundational knowledge of the material. The only significant gap seemed to occur in probability/combinations/permutations. We worked on some of these problems and I have assigned him to do several. Aside from that area, his mistakes often resulted from an error in basic operations or a misreading of the problem (never from a lack of understanding how to approach the problem). This is good in the sense that he is confident in approaching problems and mining solutions. Aside from the fact that he needs to be a bit more vigilant in his general algebraic solutions to avoid smaller calculation errors, he can also benefit from seeing the answers and the questions in a more selective light. We discussed the concept of using the answer choices to guide solutions, plugging in numbers to solve for answers that are entirely dependent on variables, and rethinking word problems around common situations. I have also assigned him to complete the first section of the practice 8 exam math portion. Using the text, I'll be able to gauge a much more holistic perception of his abilities."
"We began with the reading section, working on how to find meaning in context, how to identify and describe the main idea and the devices, and how to recognize shifts and differences in perspective. Next, we turned to the writing multiple choice section, working on finding relevant details, rearranging sentences, and identifying errors of various types (transitions, conjunctions, sentence structure, colon and semicolon usage, and pronoun-antecedent agreement). For homework, I assigned a portion of a math section."
"This was the student's last session before the SAT. We did a brief review of the language-based sections, and he seemed entirely ready for them, so we moved on to math. We concentrated on geometry and did as many problems as we could in that area."
"The student and I began with a geometry review, starting with circles and moving on to integrating area with unusual shapes and with shaded area. We followed that by going through a practice reading test methodically and working on picking out details."
"The student did an entire math section under timed conditions -- he scored 4 points above his baseline. We were able to reinforce several high-probability concepts; which should hopefully further bolster his score. He is well on his way."
"We spent the majority of our time on word problems. The student doesn't have any problem with the algebra, but knowing the method of attack for a problem is troublesome at times. I am trying to impress upon him the strategy that if you do not know what to do, do something and hope that something interesting happens. We covered graphing curves based on shifting them from their prototypical curve as a shortcut for having to do the math, and we covered how to use a calculator to shortcut those graphable problems."
"Today, the student and I focused primarily on the Science section of some practice ACTs. We initially started out with 2 passages from a Reading section, and he breezed through them pretty easily without much difficulty. The conceptual Science questions were easier for him. He realized that he struggled somewhat with some of the Science, but he didn't let it discourage him. Instead, he wanted to work on another Science section of a different ACT after we had finished our first one. This persevering attitude will serve him well on the ACT."
"The student and I worked through two full math practice sections. She did very well on prealgebra, algebra I concepts, geometry and arithmetic. She needs more attention on upper level algebra and precalculus. We will focus on that in future sessions."
"The student and I began the session with some writing practice. He is taking the ISEE on Saturday. He did well with this activity. His sentence formation has improved, and his use of transitional words has also improved. After working on writing, we moved onto some math achievement practice for the test on Saturday. His math skills have improved quite a bit since tutoring has begun. He is able to work through the problems with less stress than previously. At the end of the session, I gave him a pep talk about how to focus for the test on Saturday, and he will do fine."
"The student wanted to cover the reading/writing section. We went over how to structure and write an effective essay. We also continued to go over strategies and rules for the reading and writing section multiple choice. I advised her to try to write a practice essay if she had the time."