Recent Tutoring Session Reviews
"We continued working on the same review packet we had started on Monday. The student showed improvement with the reduced polynomial graphing but was still having trouble with the number line/inequality graphing. One of the main reasons for that is that I have not worked with that material in the past and have trouble interpreting what is expected for those problems. We also worked on some word problems that apply material involving graphing polynomials and finding maximums. While he demonstrates strong ability in working with the equations, translating the material to word problems becomes difficult because she sometimes struggles to set up her own equations based on the information in the word problem. I would like to practice more of this during our next session."
"Today student and I practiced for an exam. We read through the instructions for the exam online, and then we outlined all of the important information we needed to know about the guidelines. We discusses both formats of the writing assignment (expository and persuasive), and then we read through some anchor papers to get a good understanding for quality work. Then we used a prompt from the anchor paper to have a practice exam. He wrote out his essay and we edited it afterward for grammar, syntax, style, and organization. Next time we meet we will perform a practice persuasive paper and discuss how the outline differs in this format (e.g. counter argument)."
"Student and I prepared review cards for one of three chapters so student would have model and practice to complete the remaining two chapters on her own. Review cards consisted of definition and included an example/application of the definition so student could practice scenarios for exam questions."
"The student and I reviewed the prior day's material for the first thirty minutes. Then, we covered polynomial division (synthetic division and long division), principal and interest, and logarithms."
"Today we started with the English section of the ACT. We went over the concepts being tested, then worked through the three sample passages with a focus the student pacing himself. He had said that on the last test he had run out of time. His problem today was rushing too fast, which was easily corrected. Next we started in on the math, going through the list of concepts and reviewing anything that wasn't immediately clear to the student."
"We used a Japanese food/ snack package to learn new words and grammar. Through the session, I also included a history and culture aspects of each word and its meanings."