Recent Tutoring Session Reviews
"We went over mitosis and meiosis I and II. We covered each phase of every process in detail by making colored notecards and writing notes about specific occurrences in each phase. We also went over questions the student had about her previous lecture."
"The student went over singular/plural nouns, irregular plural nouns and the four different types of sentences: declaratory, interrogative, imperative, and exclamatory. Then we continued to work on writing a personal narrative. We wrote a rough draft and went over the intro, body, and conclusion. We also went over some spelling and vocabulary."
"Today, we went through the math problems on the practice test that the student had missed. She seemed to understand why we solved the problems the way that we did. We also practiced more analogy and synonym problems, and we worked on using the connotations of words to find the correct answer. Lastly, we went over the writing sample and discussed how to structure the essay."
"The student and I reviewed math and reading passages that needed to be redone from school. We were able to thoroughly go over the math packet, and got a chance to redo 1 out of 2 reading passages that needed to be looked over."
"Went a bit over time, since the student had a unit test the following day in World Civ. Using her review sheet as a guide, we went through each chapter that would be covered, highlighting the key terms and reviewing the historical and political concepts we had discussed previously. When our time was up she demonstrated conceptual understanding in discussion, and a ready ability to identify terms or locate them in context. I recommended perhaps another half hour to an hour of independent review, and I'm very confident about her performance on the exam."
"The student and I continued to work on vocabulary strategies. We worked through two verbal sections. I wrote down words he should know and put stars next to particularly high-yield items. We also created a flowchart of analogy strategies and outlined common analogy types."
"We worked on a homework assignment for multiple regression. We talked about how adding a categorical variable to a regression is an intercept shifter and adding an interaction term is a slope shifter. We looked at how to add terms to the equation in R, how to plot certain points, and how to plot the regression line with and without the slope and intercept shifters."
"Today we reviewed our prior exercises with circles and ellipses, and completed the discussion of conic cross-sections with hyperbolas. We also practiced identifying key parameters of all in the student's worksheets. We further practiced approaching situations where the equations for these functions are not presented in standard form and thus have to be re-arranged to be in this informative representation. We also practiced this exercise on parabolas and worked on creating a "summary study sheet" with vital information about all of these different hyperbolic functions, how their standard equation looks, and what the numbers in this standard equation represent; A habit that is particularly handy when dealing with lots of "classify, identify and graph" type problems."
"The student received his SAT results, he did well on the Writing section, but not as well on this section as the others, so we have shifted our focus now to working only on the Writing section."
"Since we are at the halfway point I wanted the student to work through an entire test, in time, in order to see how she was doing. We went through the verbal and one math section this time. She showed a lot of improvement in math. On the verbal section she showed improvement on the analogy section of the test."
"We talked about what the student found challenging when she took the SAT in November. Based on this, we mainly focused on writing multiple choice and reading sections. We discussed specific grammatical principles (to be expanded on in future sessions) as well as overall test-taking strategies."
"Apparently his last test was very difficult and the class as a whole did poorly, but he got the best grade in the class. That is progress. We looked at problems involving direct, indirect and join growth, and solved lots of problems relating to that."