Recent Tutoring Session Reviews
"The student and I went over the math section of test 2 together. He seemed to struggle a little today with many of the questions, but I tried to explain how to do each, and he picked up some of the techniques and applied them to later questions. We'll continue to review the equations list I provided. He also mentioned that he is going to review FOIL-ing with his math teacher tomorrow, which I think is a good idea."
"The student and I went over English practice problems, testing apostrophes, commas, colons, dashes, and other grammar subjects."
"The student did a wonderful job today! We jumped around to all sections and she had excellent results. She is confidently skipping questions, has no issues with managing time, and is really starting to improve in the multiple choice grammar. The only section she still has some confusion and resistance about is the essay, but we are trying to mitigate the effect of that by focusing on the other components of the writing section. I am impressed with her retention and focus, given her busy schedule. We have two more sessions before the SAT, and I expect her to continue to improve."
"Today we covered fiction and nonfiction passages utilizing various test-taking techniques and strategies. The student is becoming more familiar with the test and more confident with her critical reading skills. I left her with a practice passage and we will be moving on to dual passages on Friday."
"We covered some math concepts, specifically algebraic equations and solving for the perimeter and area of different shapes. The student isn't too comfortable with the concept of negative numbers, so we reviewed those basic ideas as well. We also worked on sentence completion and reading comprehension towards the end of the lesson. He performs very well when he feels confident and competent; if he lets himself get frustrated he has trouble continuing with a train of thought or solving a problem. Having him learn when to disengage from the lesson and take a few deep breaths before returning could be a great help to his learning process. He should practice writing the essay tomorrow and next session we'll go through a practice test together to finish preparing him for the exam on Sunday."
"We went over the problems together. Topics included sector of a circle, tangent circles and areas, finding area of a trapezoid in terms of other shapes, and percent change/ sale price/ mark-up."
"The student did more reading. She is getting a remarkably high amount of problems correct. She still needs some practice with reading comprehension which can only come from more practice. I am unsure at the moment how well she fares on the timing on reading sections but it seems to me that she is spending an appropriate amount of time to work through it. Lots of little "aha" moments in this session when she began to grasp what the passage was really talking about."
"I went over the math questions that the student did for me. Except for 3-4 questions, she was able to self-correct her mistakes. I explained the concepts behind the questions she did not get. We then spent the rest of the time on the writing test since she will have to take it. I walked her through a writing prompt, how to break it down, and how to tackle the new enhanced writing. Then, I had her do a practice one, just so she can get a sense of the timing. Her practice essay was a strong start, and I have no doubt she will continue to improve once she gets better with the timing. I advised her to start doing 1 practice test each weekend so she can also get the feel of sitting for a test for 4 hours in a row. She should have done 3 full-length practice tests before the actual February test date."
"This evening the student took three practice sections (one reading, two writing) from a previous year's test. We reviewed her missed questions and discussed strategies. She did extremely well on the reading section, but felt pressed for time and missed several from a complicated passage comparison selection. I emphasized that she must practice throwing herself entirely into each passage as she reads it, no matter her innate interest or disinterest in the selection's subject. Maintaining consistent interest and energy through each reading section will help her not lose time to inefficient reading. She did well on the writing sections. I encouraged her to attend to the details and take care not to insert corrections to the sentences as she initially reads them."
"We started with a math quiz. The student had 30-60-90 and 45-45-90 triangles down as well as area of a circle, but didn't have circumference. I taught him that. He had all his exponent rules down which was very good. After the math quiz we worked on some practice math problems. And then we went over his writing sections he did for homework. He does quite well at writing. He grasps concepts such as conciseness, choosing active over passive tense, having the noun following an opening dependent phrase or clause be the word which is modified by the clause. In this lesson, we also reviewed some grammar concepts from the book."
"The student and I worked primarily on the reading section of the new SAT, although she also worked on her algebra homework. She had received the scores from her December SAT, and she was disappointed overall, but she did extremely well in the sentence completions, and her highest score was in math, which wasn't a surprise. We now know that we need to focus more on the reading and writing sections of the test. We discussed some of the changes for the new test, which included mostly how to deal with the new reading questions about supporting evidence. I assigned her the remainder of the reading section that we worked on for homework."
"The student and I worked through approximately 25 SAT math questions and several SAT grammar questions. She showed significant improvement in setting math problems, including algebraic expressions, geometry questions, ratios, and probabilities, up on her own. I did recommend that she work on solving problems without looking at the answer choices first, as she has a tendency to go with the answer that "looks" right without solving. She also showed improvement on comma placement and sentence flow in the grammar section."