Recent Tutoring Session Reviews
"We did some kinesthetic learning for science. We used clay to create different plants, animals, and planets. The student learns much better with kinesthetic activities and clay is an excellent medium for many subjects."
"Today we covered linear equations (graphing based on the slope and y-intercept) for a quick second and spent the rest of the 2 hours on quadratic equations (mostly finding real and complex zeroes). The key was recognizing how many different types of questions might be asked (not so many) and cementing in the student's mind the specific way that he's meant to approach each type, once he recognizes the problem. The strategy was repetition, which was dictated by his homework really. He has made loads of progress on his own; my role today was mostly for confidence/clarification, to catch his mistakes, and in one or two cases to be the one to introduce him to a new concept (discriminants, for example). "
"Worked with the student on math. I gave her two hand-outs: one on math information that she needs to know, and the other on general multiple choice tips. We worked on translating word problems into number problems as well. Next time I want to work with her on the reading/grammar portion of the test."
"The student and I continued working on his writing skills by having him hand-write a short paragraph about a significant theme in To Kill a Mockingbird. We then discussed and revised his response. This activity also reinforced his reading comprehension and critical thinking skills."
"Writing out the steps/showing her work seemed to help her gain a greater understanding of math concepts. We focused today on preparing her for her test tomorrow, reviewing the concepts that she has had most issues with (fraction, percentages, algebra). We also talked about the fact that it is okay to leave some blank if she does not know how to solve one. I reminded her the importance of showing her work to avoid errors. Wished her the best of luck!"
"Went over a problem set to practice for an upcoming quiz. She is completely able to work out the problem on her own, but rather than try she seems to rely on my prodding her in the correct direction. I'm trying to figure out a way to help her but also try to get her to take her own initiative, asking general questions such as "What are they asking for, what information do we have, what information do we need?". General questions that she could ask herself in the future. "
"The student and I met yesterday afternoon for our first session. He wants to maximize his score before taking the ACT in June. He struggled with completing all four sections in the allotted time, and will need the most practice in English and reading. I assigned one hour of reading homework, the English section of test 5, and math of test 4 as homework."
"Since this was our first session, we spent the first part going over many different types of math, analogies, and logic problems so I could get a barring for where the student was in her abilities. We then spent the second part of the session focusing mostly on fractions, how to find the lowest common denominator, and how to add fractions with different denominators. By then end of our fraction studies, she was successfully able to solve a fraction problem with different denominators and simplify the answer without my guidance. At the tail end of the session, we looked at writing strategies, paragraph and sentence structure, and quantitative reasoning."
"The student and I spent the afternoon taking 2 practice tests online; a verbal section and a math section. We worked through each problem, making sure to discuss different strategies for each problem. Over the 2 hour session, we were able to fully complete one verbal section and a math section."
"Today was more test review. He's become familiar with a lot more verbs than before, though he still has a lot to memorize for the test. We spent a lot of time today going over when to use imperfect and when to use preterite."
"Today I worked with the student to review graphing on standard coordinates. I also worked briefly with the student to review some chemistry for an upcoming exam. We discussed the atomic structure and basic bonding and naming."
"The student worked on conjunctive adverbs and prepositions today. She did well. We also went over the midprocess and final drafts of a school paper on punitive damages, which I thought were extremely well executed. We discussed minor criticisms the professor had made. We went over her written response and she did an extremely good job. Tomorrow, we will use all of her reading to frame a writing challenge that will mimic the Writing Skills Assessment. We will analyze her strategy. Her homework is the read the newspaper and a section in a magazine on parallelism."