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David: Petaluma tutor
Certified Tutor
...and an M.A. degree in Linguistics from Gallaudet University, with additional graduate credits in education. I am certified in the areas of math, English, special education, and deaf education. I am currently in my eleventh year of full-time teaching. In my teaching career I have taught high school English and math courses at all levels, from...
Education & Certification
Bachelors, Deaf Education
Masters, Linguistics
Test Scores
ACT Composite: 31
ACT English: 32
ACT Reading: 31
Patricia: Petaluma tutor
Certified Tutor
...Education. I also love teaching elementary math and grammar at the third-grade level or below, and American Sign Language for students aged 10 and up. Sign language is very fun to learn and use, no matter what your age may be. My favorite subject is math because people use math every day, from everything from...
Education & Certification
Bachelors, Accounting
Masters, Deaf Education
Sally: Petaluma tutor
Certified Tutor
...signers, both in-person and online. Whether you're just starting out with learning ASL, or if you're already in an ASL program and need support with your learning, are trying to obtain certification, or are even an experienced professional who needs support in certain skill areas, please feel free to reach out to me. I hold...
Education & Certification
Bachelor of Education, Education of the Deaf and Hearing Impaired
Doctor of Education, Special Education
State Certified Teacher
Karlie: Petaluma tutor
Certified Tutor
...in English and test/study skills, working as a camp counselor, working as an attractions cast member at Walt Disney World, and serving as a social coach to a young adult with autism. All of these experiences have provided me an awareness to the needs of clients, and the ability to adjust my tutoring approach to...
Education & Certification
Bachelor in Arts, Speech-Language Pathology
Master of Science, Speech-Language Pathology
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Recent Petaluma Tutoring Session Notes
We went through his chapter 10.1-10.3 on scatter plats and lines of best fit. We went through each chapter, and I had him complete the practice problems. He did pretty well.
Tomorrow we will do the chapter review.
We ended our session with a review of some older concepts.
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During the session, we covered the following concepts: roots, exponents, inequalities, factoring, linear graphs/equation of a line, absolute values, rationals, and polynomials.
The student appeared to not remember most problem types upon first glance, but once she knew the type of problem it was and what the "trick" to a problem was, she was able to complete the steps of a problem quickly and accurately.
It seems for most problem types it is a matter of "recalling" past algebraic concepts. I am sending a PDF both of practice problems and a key along with it for her own reference.
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During this session, we went over questions the student had on quantum chapter, and we also looked at a couple of questions in the textbook. We then moved on to look at a Pre Calculus question on Matrix algebra. Overall this session went well.
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In this session, we went over factoring and solving equations. The student was struggling a bit with more complex factoring situations. We went over numerous book problems and practiced different factoring methods. He was having an easier time with factoring by the end of the session.
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For this final session, we focused on the math and critical reading sections of the exam. We focused on some problems relating to probability and went over some problems that often confuse test-takers. The student did a good job of converting words into math and now seems a little more confident about whether or not she should multiply or add in determining the number of events in a given problem. I suggested that she use words such as arrange and combination to determine whether she should multiply to determine the number of possibilities/events. For reading, the student seemed pretty confident and had a good grasp on the content, though was less certain when it came to questions that related to more "big-picture" questions about tone and overall message. I suggested that she read the opening and concluding sentences in order to best answer these questions. The student seems like she is in good shape to take the SAT this Saturday!
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The student was struggling a bit with her recent homework, so we went over it. She had trouble with the equation of line, slope-intercept form, finding if a point lies on the line, etc. I went over the concepts with her, and she seemed to be more comfortable at the end of the session.
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