Recent Tutoring Session Reviews
"The student and I completed a worksheet on addition. The worksheet required her to add three numbers together so she was learning how to group numbers so they are easier to add. We also played an addition/multiplication game. She kept score and it required addition and multiplication skills. I am trying to teach her to write down a problem if she has trouble counting it in her head. It is easier and faster than using her hands. She is getting the hang of it I just kept reminding her to write the problem down. This will increase her addition and multiplication skills and speed."
"We completed the rest of his homework and practiced his Spanish. We also studied for his English vocabulary quiz. He did an excellent job on his math weekly problem. "
"We translated just over a page from a book, with the student writing down the vocabulary he did not know. He is picking up on the patterns of verbs being conjugated but we didn't focus on any one in particular. He is also working from a textbook that has exercises in beginning Spanish."
"We started with a basic intro to the test. The student has already looked over a lot of the sections, so she felt comfortable getting started in the critical reading section. We broke down one of the practice tests question by question and looked for clues and information to help her while she is taking the actual test. I also had her explain why she chose certain answers so that we could see if her deductive reasoning was helping her make good choices. It was a long session, but she picked up a lot and seems to be doing very well. We need to strongly focus on vocabulary when we come back around to the critical reading section right before the test."
"We were able to figure out some commonalities between the questions he missed, which is always a really good thing because we can address these specific issues. His multiple choice math section should increase with some practice. We are panning on tackling the free response next session."
"The student and I split the time between math and vocabulary. We first discussed some basic strategies (when to guess, how to allocate time) and then reviewed geometry and did practice questions. We then talked about strategy and approaches to fill-in-the-blank vocabulary questions and did some practice questions there as well. Before we meet next, she is going to review vocabulary terms and write one practice essay for me to review with her."
"The student and I reviewed fractions and decimals, which we had discussed during our last session. We practiced changing mixed numbers into improper fractions, and vice versa. She and I also worked on double-digit multiplication and triple-digit addition, focusing on accuracy of lining up number columns. She was very cooperative and motivated to perform well. We plan to meet next Saturday at 10 am. "
"The student and I completed her World Religions quiz, and responded to one of the other discussion threads for that class. We then looked over her History of Photography 200 level quiz. It appears that her World Religions teacher is not providing much information (at least not as much as her History of Photography teacher does), so she will need to be reading the World Religions textbook and make sure that she reads the links provided in the on-line course materials (I advised her to rely more on the text as her reading source, and less on the on-line materials for content for that class)."
"She has a quiz coming up this week on sorting algorithms so we talked about two in particular. The first is a naive algorithm that is O(n^2) which gets the job done but is inefficient. We went through the details of this particular program and why it works. Then we looked at a more efficient version that only has to sort through n^2/2 terms which is far more efficient and why it is preferable. We didn't go into any fancier methods but I think the point got across, you can write programs that do the same thing but one can be better than the other."
"The student and I continued to work on the math section of the ISEE. His instincts are becoming better, and his test-taking strategies are developing. I was particularly impressed with his growing practice of eliminating answer choices whenever he was stumped by a problem."
"We did problems involving factoring and rational roots. While the student needs work on putting everything together and setting up a problem, she does have the basics for getting it. Indeed, during the 90 minutes she demonstrated improved ability in doing problems and in explaining to me exactly what she is doing when solving a problem."
"Today we focused on the math section of the ACT. We completed the problems in the sample section, then began working through problems on a math section of a practice test. The student is unfamiliar with a lot of the material and is currently moving slowly through the problems. We plan to complete this section and at least one more before he takes the test to make sure we can go over all of these problems and prepare him well to do well and keep pace on the test."