Recent Tutoring Session Reviews
"Our first meeting together began with introductions, and I told the student a bit about myself and how I like to work with students. I found Elena to be a very receptive listener, willing to ask when she didn't understand something I said or wanted clarification. I told her that I welcomed her approach, and encouraged her to continue asking questions. We talked for a bit about the Socratic method, my preferred mode of teaching. I had her tell me about her expectations for our time together, making clear that my goal is to meet her needs as closely as possible, and to that end need for her to let me know what it is she needs from me. I asked her to tell me what she took to be her main strengths (positivity, zest for life, and a love of systems) and weaknesses (little practice in writing and indecisiveness), and determined that she would benefit in our work together from the use of verbal imagery. We decided to spend our time that day on her response to a prompt from a university. I gave her the choice of who would read it aloud, and she asked me to read. After I finished reading, I asked her to tell me what her initial reaction was. She said that "some things [were] random" and when I asked her to elaborate, she described an issue I had wanted for us to address first. She realized that her essay seemed to have two different theses, and so we discussed how best to choose which one to use, or whether to combine the two. The student demonstrated commendable perspicuity in describing how and why she made her decision. I then directed her toward the conclusion of her essay, and suggested that she continue to ask herself, "What is my point?" as she reshaped the essay in light of what she had determined to be its focus in the introduction. We continued addressing "global" issues, moving from the introduction, which I reminded her to not stress over until the end of the writing process, to her body paragraphs. We were able to set down the purpose that each paragraph would serve, narrowing the focus of the essay to primarily the thesis, but also allowing the flow of the writing to carry the essay to touch upon the second thesis she had chosen to downplay. The final part of our time was spent addressing "local" issues. I asked her to tell me about some patterns that she has noticed in her own writing, and was very pleased to hear her describe the troubling fluffiness that filled her essays. We discussed ways of pinpointing "fluffiness," and I encouraged her to examine the motives driving her need to fill space. I asked her to begin her second draft by restructuring her essay, and to then remove all adjectives, replace passive sentences with more active language, and vary her sentence length. We discussed the reasons behind these revisions until I had the sense that she grasped the value in the changes. It is clear to me that this student is remarkably self-aware and learns quickly. I hope that we might work together on strengthening her sense of assertiveness in making decisions, because I am certain that she has the capacity for discernment and has no reason to be framing so many of her statements as questions. I very much enjoy working with her and hope to continue doing so."
"We worked on the student's essay for the Common Application for universities. Some objectives I set out for him were to condense his essay so that it met the maximum word count and to reframe it so that it better explained his experiences as a person."
"Today was my first meeting with the student. We started the session by reading through his US history work covering the 1960's and JFK. I explained that it is always a good idea to take good notes while reading and make sure that he is defining the key terms. Once we finished a few sections, we did a bit of SAT prep. The student and I worked through a practice section, and I saw that his reading comprehension seems strong, but his vocabulary is a bit weak. We will work on improving his vocabulary in our sessions. I also encouraged the student to read more, and I gave some reading suggestions."
"Today, he and I worked on a second draft of the writing he had done on the topic of "winter." We worked on this simple topic so that he could concentrate on the mechanics of writing before we talk more about content. He extended his first draft by adding a number of additional details concerning what he dislikes about winter, such as the pain he feels in cold weather in the toe he broke and the inconvenience of having to wear several layers of clothes. He also added information about the fact that he is a "picky" eater. He worked at putting into words his reactions to many foods. This gave him an opportunity to relate an interesting aspect of how he relates to food. Specifically, he mentioned that he won't eat something his grandmother makes, even though he loves her. I left him a table of sensory words and a table of transitional words for him to use as we continue to work on his writing."
"Today, he and I worked on his book report for class. We continued the report from the previous session. He had some good ideas, and he knew exactly what he wanted to write. I helped him with the grammar, spelling, and transitions. We also worked on adding SAT words to his writing."
"Today, our focus was on completing his homework assignment, which was terrific because it was a long English writing exercise that was covered at his school. He had to decide where each sentence example fit and then create sentences of his own. He had about 3 categories and 16-18 sentences to complete. We discussed the mechanics of good writing and how to create new sentences that were engaging and accurate. To complete our task, we added more content to his Daily Journal."