Certified Tutors From Strayer University-Louisiana

The student and I reviewed her homework problems, in which there were two equations, and in order to solve, she must use substitution. After completing a couple of practice problems together, she was able to find the solutions to the homework problems on her own. She needed some more guidance as the problems increased in difficulty, but she quickly mastered these as well.

The student understands the basic concepts very well and the difficulty he is facing is that he needs guidelines for solving problems step by step. He has all the right stuff for math: detail oriented, very careful with basic concepts, and never assumes what the 'correct' answer might be. Based on this observation, I decided to give him more flexibility in the future session, and let him generate his type of strategies for solving problems. In this case, he will perform well not only in the future tests, but also will be very outstanding when he decides to pursue science.

During our first session this student and I reviewed his vocabulary, practicing speaking and using the words in context. He seems to have a good grasp on Spanish grammar and fundamentals and expressed to me that his primary issue is vocabulary memorization.

The student is doing very well in her algebra II class! She has been getting A's on her tests and quizzes, and currently has an A in the class. Today we covered matrices and graphing inequalities. She feels comfortable with matrices, and her most recent quiz covered them, so we just went over how to calculate with matrices on the graphing calculator. After that, we had time to move on to graphing inequalities, which her class hasn't covered yet. She had no problem learning the new information, and she was able to finish the homework assignment for that part of the chapter. At the end of the tutoring session, we discussed what calculus is and what it is used for, as well as how calculus would be applied in science.

The student started off by reading her sight words to me. She got only two of them wrong. We then read her SRP book together. We are working on fluency, but she was getting stuck on some words so we choral read together. Then, she again read by herself and she did much better than her first time. We read her "Jobs for Dogs" book. She can read that book very fluently! We then practiced her spelling words. I gave her a fake spelling test. Student and nonfiction she mixed up and wrote "stufiction."

I spent the first 15 minutes with Student 1. We reviewed the material we've been working on, namely writing the digits 0-9 and putting them together into two-digit numbers. We also practiced adding briefly at the end. I then worked with Student 2 for the remaining time. We went over a test he had in school, and I gave him some extra problems to practice the concepts he was having trouble with.