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Sophia: Corona tutor
Certified Tutor
...I tutor a broad range of subjects, I am most passionate about English, Literature, and History. I also enjoy working with students to increase their public speaking skills and confidence, as I participated in Speech and Debate all four years in high school. As a recent graduate from a top ten university, I also provide...
Education & Certification
Bachelor in Arts, Legal Studies
Test Scores
ACT Composite: 34
ACT English: 34
ACT Math: 35
Kyle: Corona tutor
Certified Tutor
...a background in Political Science and Philosophy, I'm passionate about helping others succeed on the LSAT. My tutoring approach emphasizes understanding the "why" behind each concept to build deeper comprehension and long-term confidence. I aim to create a supportive, engaging learning environment that helps students master logic and reasoning skills and reach their goals.
Education & Certification
Associate in Science, Political Science and Government
Associate in Science, Philosophy
Bachelor of Science, Political Science and Government
Juris Doctor, Law Enforcement Administration
Test Scores
LSAT: 172
Richard: Corona tutor
Certified Tutor
...years of tutoring experience, I specialize in tax Law, focusing particularly on making complex legal concepts accessible to my students. My teaching philosophy centers on practical application; I strive to transform abstract legal principles into tangible, relatable ideas that resonate with adult learners. I believe that using visual aids and real-world examples enhances understanding and...
Education & Certification
Doctor of Science, Taxation
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Recent Corona Tutoring Session Notes
The student let me know that he got an 83 on his last test; part of his problem was time management. He wasn't able to finish the last problem and there weren't many problems on the test. Before his next test, we'll discuss time management strategies. The student was working on vertical asymptotes, horizontal asymptotes, and points of discontinuity. The student and I went through what all of these terms mean; I had him explain each term to me. We spent extra time on horizontal asymptotes and how that relates to the behavior as x goes to infinity and negative infinity. Once we went over these concepts, the student said that he felt that he understood the material. He also was able to do all of his homework correctly. He was applied what we discussed and reasoned out the more difficult problems. The student said that his teacher is planning a quiz for next week.
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Concepts: Reviewed the student's second test and went over any errors he had, along with his homework about translations/rotations.
Issues: The algebra seemed a bit tricky to him from the test, but oddly enough, when I quizzed him on it he knew how to do the problems.
He had a good positive attitude this session.
I instructed him on how to do the problems he missed, as well as told him to make sure he is more diligent with his problems so he doesn't make simple errors.
I left him a practice "test" on the problems he missed on his exam and the current homework he is working on.
As long as he takes his time and studies he should still be able to get an A in the course.
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The student and I worked on arithmetic series. Specifically, we worked on finding the sums of arithmetic series as well as defining arithmetic series using the given value of its sum and the number of terms. She showed great retention of the material we worked on over the last two sessions regarding sequences, and used this knowledge to solve subproblems within the problems we worked on today.
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Today, we covered forces in equilibrium and the net force. I made a list of steps (procedure) to solve force equations, and we worked through some homework problems I picked out from an old college physics textbook. For each problem, we worked through it using the procedure I had outlined. The first problem was a simple block held on an incline by a string. Then, we worked a problem with a picture being held up by 2 wires at equal angles and lengths. Next, we found the net force by a wood block used to stop a bullet. And finally, we worked a problem to find the acceleration needed to keep a 2 kg block in place on an accelerating incline.
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The student and I worked on Algebra for most of our session today. He is having a bit of difficulty grasping the concepts. I think with repetition he will be able to grasp this. He is completing a verbal diagnostic before our next session and continuing with the algebra on his own. We will pick up with reading and more algebra next time we meet.
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Today's session started with homework involving the concept of functions and equations. The student asked that I review the lesson, as she did not grasp the concept. I showed her a video that explained the definition of a function and the strategies and steps of functions and equations. We reviewed an example together, and then she worked on the homework sheet independently.
When she completed the worksheet, I checked each problem with her. She struggled with three problems involving graphing a given equation and creating a table to represent the function. I guided her in correcting the three problems. She recognized her error and was responsive in making the corrections. We followed up by practicing some higher order thinking problems from her textbook involving the concept covered. She completed these problems, showing mastery of the topic.
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