Recent Tutoring Session Reviews
"Student 1 wanted to start with flashcards, so we sang/shouted/rhymed/whispered his 64 sight words. We also did 5 basic sentence flashcards. Student 2 had 15 basic sentence flashcards to practice. We had a blast saying the sentences first in English and then in Japanese together. Her mother picked out another workbook for her to complete, which is particularly fortuitous, because we just finished her enormous Grade 1 Reading, Writing, Spelling, and Math book!"
"We took the first session to get to know each other, as the student is an upbeat bright kid that sometimes is a little shy and needs some talking to break out of his shell. After talking about his school, what subjects he likes and dislikes, and how he is struggling with writing, I think I developed an idea of how I want to go about helping him improve. Next session, we will begin to work with grammar and the work that he will be doing in school. We also agreed to squeeze in a little bit of math as well."
"I covered the reading comprehension assignment of "How I want to be remembered" with the student; he read the story, and we discussed it. The main objective was to make him grasp the concept in order to answer the questions correctly. I went over vocabulary words in the story and gave him examples since that strategy works for him. I also went over how to create solid sentences. I advised him to proofread the sentences each time he writes paragraphs."
"I started this session with a tip for essay writing: embedding quotes. I gave the student a handout explaining how to properly embed a quote, then had him practice with the quotes he'd previously used in his essay. After this writing practice, we turned our attention to Othello. We both independently read and annotated some of the background information from the Folger's edition of Othello, then discussed what we underlined/noted. Annotating (actively reading) a text is probably the best strategy to help students who have trouble remembering what they've read. The act of writing down what you read in the moment forces one to pay attention and seals understanding. Finally, he and I read a little of Othello (Shakespeare's words, not the modern day translation he reads in class) together."
"As this was the first session, we introduced ourselves, and I asked the student a number of questions (her background, family, interests, etc.) to help shape future lessons. We then focused on the present simple (main uses of it) and adverbs of frequency. We had a role-play situation and concluded with a short game. She is a positive, engaging, and attentive student: I believe that we will see an improvement thanks to her hard work and attitude."
"We worked on some grammar worksheets that the student had for homework. His teacher gave him enough information to answer all the questions, so he just needs to be persistent in finding the answers even if he hasn't fully internalized these grammar rules yet. I also gave him some additional techniques for placing commas, in addition to the guidelines his teacher provided."