Recent Tutoring Session Reviews
"I started this session with the student by going over some practice exam questions to see where her strengths and weaknesses are on the ACT Math section. She was very strong in algebra and geometry, but not as strong with more complicated word problems. We worked out a process to go through those word problems and quickly figure out what they are asking for and how you can achieve that answer through an equation. She seemed to catch on quickly and by the end of the session she was utilizing the process to answer rather complex word problems. We ended the session by going over the key math facts for the ACT. "
"The student had done an entire English section on her own and missed 12 questions, which gave her a projected score of 29. We also looked at the Reading, as doing two passages a week gave her a completed Reading section and she also had a projected score of 29 on that section. We looked at the essay she had also written and talked about some things she could tweak to fit more with the ACT essay format. We went on to Science and went through an entire section talking about the best ways to approach different kinds of passages. I thought she caught onto reading charts quickly."
"The student and I worked on her paper that discusses three different reasons for marriage- convenience, infatuation, and deep-founded relationships. She had an outline that we worked on and added lots of details. She is going to work on it and email it to me to be proofread. We also worked on permutations. She is already a pro at them."
"I am concentrating on math and reading with this student. She shows the ability to do most of the problems but sometimes forgets the formulas when she works the problems. If I ask her the formulas before she starts, she can tell me, but once the test starts, she forgets them. "
"In preparing for the student's Ch.3 test on Monday, we worked with the material in conversational settings. We practiced the future tense talking about the weather, "ce," "quel," and expressions such as "je t'en prie" and "bonne idie." He gets the hang of the material and falls into a rhythm quickly."
"Today the student and I went over the new verb tenses that he has been learning in class. We practiced writing sentences to exercise correct usage and conjugation. We discussed subordinating and coordinating conjunctions as well as content clauses. We also reviewed vocabulary and practiced pronunciation. He made it a point to look up any words that he did not know as we went through his textbook readings. We read several passages, making it a point to work on increasing his skills in reading comprehension. "
"Introduced idea of nucleus, atomic orbitals, rationale of bonding, and concept of valence shells. Discussed the ideal gas law and why the relationship of each of the variables is intuitive using the example of an inflated basketball. Introduced the idea of the different phases of matter; next week we'll follow up with concrete application of the ideal gas law."
"The student made an "A" on his last test, so things are looking up for the final. Today we worked on his study sheet for his pre-calc final and talked about his chemistry final as well."
"Worked with the student on targeted areas for the upcoming mathematics exam and covered polygons (including quadrilaterals, parallelograms, etc.) and graphs and statistics. He had some questions about commas, so we went through all the standard uses of them: in lists, in dependent/independent clauses, and in and around dialogues. Along with what he's learning in school, I think our sessions have more adequately prepared him for success on the math exam. Good luck!"
"This was my first session with the student. I asked him for information about his history and English classes regarding content, scope and the teachers and their methods. Then we looked over some of his U.S. history material from last semester in preparation for Thursday's quiz."
"The student's final exam is on Thursday, so we met today and will meet again Wednesday to prepare. Today, we went through his final review packet, which covers limits, derivatives, local extrema, and some word problems. We went through each problem in the packet and he tried to work through each himself. He asked some excellent questions to help keep him on the right track toward a solution."
"The student and I worked on word problems, long division, and fractions today. He is working with multiples of 6,7,8, and 9 and with fraction equalities, so I left him with instructions to buy multiplication/division flashcards and I assigned ten fraction equality practice problems to work on."