Recent Tutoring Session Reviews
"We first covered the process for determining a compound's empirical formula, and then went through the student's homework problems that were due. With our remaining time, we also discussed how to find the molecular formula."
"Worked with the student on polynomials and factorization. The student was very rusty in these areas; I re-taught him some important concepts. Revised scientific notation and exponents and bases from last week and assigned homework in factorization of polynomials, exponent and base rules, and multiplying and dividing numbers written in scientific notation. "
"We went over reading and writing sections of the SAT with timing. The student seems to be improving but I hope to continue to improve his grammar even more. He does not struggle too much with timing when he really focuses on moving efficiently but I hope to get him more accustomed to being in a timed environment."
"The student and I began our session with some reading passages. We did one fiction and one non fiction. The student read the selection alternating between aloud and silently, summarized and discussed it with me, and then answered some short answer/multiple choice questions about the passages. We spent the second half of the session on multiplication practice. We started with a sheet that included only 8s and 9s facts -- she did 50 in 3 minutes and 3 minutes and 10 seconds respectively. We then did a mixed fact review, and she finished 50 problems in 2 minutes and 15 seconds, which is getting close to where she should be! Her practicing is starting to show, which is great!"
"Critical reading sample sections (long passages); essay overview, active language and concrete vs. abstract writing exercises, and sample essays; assigned Critical Reading Ch. 7 full practice questions and essay prompt p. 189 as HW."
"I asked the student what he had left to do for the school year. He has testing this week, and the following week he will be working on an in class project for science. I brought a story by Dodie Smith for us to read together, and I asked him general reading comprehension questions."
"Today's session was spent on one part of the homework assignment for module 2. We had to put together a kind of mock revenue and cost report. "
"Today we reviewed dividing with fractions and did an introduction to geometric principals which the student excelled at this morning. We also worked on outlining and researching her research paper on the Eiffel Tower. I showed her how to cite sources and we discussed how to organize her paper. I would recommend getting index cards to organize her notes for her bibliography and finishing ALL research before drafting a paper. She was very focused this morning and we got a lot accomplished."
"We focused on the science and English portions of the ACT today. The student was very nervous about the science section, but we talked about how it's really just about reading graphs and charts and extrapolating the necessary information. Once she saw that and stopped feeling overwhelmed by a page full of data, her accuracy immediately improved. On the English, she has a good intuitive sense of the rhetorical questions (where would this sentence best fit, what sentence could be eliminated, etc.). She has some grammar weaknesses, but she's very forthcoming about them: she directly said she didn't understand when to use possessives, and she asked the difference between when to use many versus much (the less/more and many/fewer rule). She doesn't seem inclined to do a lot of independent homework so I'm reluctant to assign her much, and for her chosen school, the median 50% of ACT scores is 17-24, which I think she can accomplish without a ton of homework."
"Today we went over the general mathematical components that the student will be covering in her Chemistry class, and those covered in Chapter 3 of her book. This also included the parts of the periodic table and element names, classifications, electrons protons, and neutrons."
"We reviewed all the topics that we have previous covered in preparation for the student's final exams. She showed great improvement in solving equations and inequalities."
"We're moving ahead now in Chapter 4 and almost ready to complete it! The student understands the concept of cognates and it's proving to be a very helpful tool in vocabulary building! With the help of the book, the white board, and our conversation, taking apart the phrases we've used and using the individual words to make sentences is starting to happen and it's very exciting to see! I'm seeing the student developing an understanding of the language, and a great accent to boot!"