Recent Tutoring Session Reviews
"Looked at Assessment Exam grammar and vocabulary, only briefly touching on math to review exponent rules and ratio stuff. Went well - the student's grades on his homework are stellar at this point."
"We used this session to finish reviewing some of the basic math concepts that we covered last week, particularly converting fractions and percentages. Percentages is still one of the student's areas of difficulty, but we made progress on them at the beginning and end of the session. I also gave him a list of some of the basic conversions to memorize so he has a better "lay of the land" of percentages so he can check more challenging calculations by estimating in his head. We then spent the rest of the session working on the geometry sections of the workbook. Most of these concepts were completely new. I gave him the formulas for area, perimeter, and volume, and we completed the practice exercises in the book in the remaining time. I assigned him the next section to read and practice as homework. I also assigned him sections from the vocabulary list in the back to make notecards for and study."
"The student and I reviewed the practice sections of the practice test that she completed (verbal and quantitative) and clarified any errors that were made. We discussed strategies and techniques for approaching verbal logic questions on the test (ie: "If the first two statements are true, then the third is..." and "what word does not belong?"). The student practiced using these strategies. She completed chapter 10 exercise 1 with my assistance and then did exercise 2 independently and we reviewed her answers. She seemed to show improvement from the practice test to the completion of these exercises. The student independently completed a spelling analogy match-up game. To help build the student's vocabulary, she was sent a PowerPoint with 10 new vocabulary words that we reviewed and put into sentences. The student was told to keep this PowerPoint to review before the test, and will review more vocabulary words before the day of her test. The student independently completed the language section of another practice test and was asked to email me the answers so that we can review them next session."
"The student and I started this session by going over the root-and-prefix-based assignment she had done since our last session. She did a wonderful job of finding meanings and sample words for almost all of the roots and prefixes on the list I had given her! After working on vocabulary for a short time, we went on to focus the rest of our session on the math section of the test, with attention to both the concepts and problem-solving subsections. Using both the questions that she had found challenging on an in-school practice packet and some fresh sample questions from our study guides, we reviewed some skills for solving algebraic equations, problems involving fractions, and ratio- or proportion-based word problems (in addition to proportion-based geometry problems involving similar polygons). In the early portion of our work on the math section, she struggled with problems that involved skills I'd seen her apply in the past, and seemed to jump to guesses without taking enough time to consider what to do for a given problem. We talked about why that was, and it came up that she felt intimidated by the math section after a practice / study session at her school. We talked through the negative self-talk that she had been engaging in since that experience, and also addressed the habit she had developed of reflexive guessing under stress. I reminded her of some of the self-calming tips we had discussed in our first session, and offered some ideas for minimizing -- or outright changing -- the feelings of intimidation or inadequacy that were interfering with her ability to focus and to access her math skills. After this conversation, she tackled the rest of our math preparation with renewed determination and positivity, and the difference in her ability to solve sample problems was like night and day! She stayed calmer, caught more mistakes as she was about to make them, and got much more accurate answers. I'm very proud of her for putting the techniques we discussed for managing her state of mind into practice so quickly, so completely, and so effectively!"
"Exam vocabulary 300-word set. SSAT Practice Test 7, sections 1 and 2 (verbal and quantitative). I gave the student tests for our next meeting because he's worked through the material in his book and through school programs."
"We reviewed for the test and went over the practice homework. We did an overview of new question types (analogies, etc.). The student continues to be a well motivated, bright student."
"During this lesson, the student and I started off with verbal reasoning. We tackled some strategies for dealing with analogies and logic questions, and I demonstrated to her that certain types of "word group" questions repeat from test to test. We then moved on to reading comprehension, where she and I discussed reading for main idea. We wrapped the lesson with some math fundamentals review, from integer operations to fractions and decimals."
"The student and I went over various sections in the practice placement test including math, reading comprehension, vocal, and more. He is progressing very well and is gaining more confidence every week."
"The student and I have worked mostly on math. This was the case again during this session. He is really improving. I am hoping that he can fit in as many practice sections between now and Saturday."
"We reviewed the test she did and then focused on math. I recommended that she read over the strategies in preparation for the test on Saturday."
"We began with the math concepts we had previously been working on. He showed continued reluctance to actively perform the step-by-step equation work some problems require, but we agreed to try a hybridized strategy whereby he can plug in "middle" answers into test questions that he would prefer to work backwards on. He took to this new method with vigor, and he began doing equation work where necessary without further prompting. I am impressed by his quick ability to deduce which problems require which kind of work from him. We then worked on non-test material: his entrance essay. He is enthusiastic and, with some encouragement, fully capable of an excellent, well-ordered essay."
"Today I worked with all four students. We started with analogies, and went on to antonyms and synonyms. The each individually did a practice test, and then did one big one as a group."