Buffalo Tutoring: Tutors in Buffalo, NY

The city of Buffalo is located in New York's Erie County. It serves as the county seat and is right along Lake Erie, though it is named for Buffalo Creek. The region was originally inhabited by the Wenro People.

Buffalo Public Schools serve the city's educational needs. There is a growing number of charter and magnet schools in the system. There are also over 50 private schools. The City Honors School at Fosdick Masten Park has a gold medal awarded by the US News & World Report. Private tutoring in Buffalo, New York, for test prep instruction, which is available online and in-home, is a great way to make the effort to try to get accepted into and excel at an elite school. To help you work towards success in your courses, expert online or in-home private tutoring from tutors in Buffalo is offered for both general class instruction and test prep. The top Buffalo college is Canisius College, ranked at #52 by the University Web Ranking. You might benefit from online test prep and tutoring in Buffalo.

98% of our clients love us! Contact us to hear why. We serve Buffalo and all surrounding areas.

Recent Tutoring Session Reviews

★ ★ ★ ★ ★

"We read a couple of passages from William Zinsser's "On Writing Well" - a book I gave the student a while back. We read the introduction to the 30th anniversary edition of the book, and most of the first chapter. As we discussed the group's definition of good writing, we also explored using passages from Hemingway, and from the Hemingway Competition. We discussed how he would frame his remarks, and timed how long it would take to read a few quotes from Zinsser. He said that the group definition was "a bit broad," leading us to a discussion of what types of writing were included (poetry, prose, fiction, nonfiction, memoir) and whether one definition would apply to many different genres. "

★ ★ ★ ★ ★

"The student and I worked on sections P2-P9 in preparation for his exam tomorrow. We studied rational exponents and radicals, simplifying algebraic expressions, factoring (including special formulas), working with rational expressions, and modeling with algebraic equations. He appears to have a high level of self-awareness about what he is doing well on and what he needs to study more; although we did several examples out of the possible problems about modeling with algebraic equations, he was going to complete the rest of the problems on his own and contact me if he needs further help. The problems have an added layer of difficulty because calculators are not allowed even for basic arithmetic. He is working hard to overcome this additional issue and is beginning to develop his own strategies for coping with the necessary work."

★ ★ ★ ★ ★

"Today we primarily worked on vocabulary, which is an area that we hadn't done much with until now. I gave the student some word root lists to review and explained the "word detective" approach to choosing answers on the SAT vocab questions when he didn't know all the words. We then went through a good number of SAT difficult vocab questions so he could practice this method of refining his answer choices on these types of questions. "

★ ★ ★ ★ ★

"The student and I worked on word problems this session. He was able to complete about 14 of them, and only had some minor mistakes on 2 of them. He did very well with determining when to multiply or divide based on what the word problem was saying. He's getting much faster at solving the mathematical portion of these problems. We spent the last few minutes doing multiplication flashcards. "

★ ★ ★ ★ ★

"Student H: We went over some of the problems he got wrong on his diagnostic test. Concepts covered were mean/ median/ mode/ range, area/ perimeter of a rectangle and square, and algebra and distributing. Student A: We also went over some problems on his diagnostic test which included: prime/ composite, types of triangles, converting from fractions to decimals, and adding/ subtracting fractions with unlike denominators. "

★ ★ ★ ★ ★

"We reviewed classical and operant conditioning and generated examples of each. The student was initially struggling to grasp components of classical conditioning, but after generating and evaluating several examples, he came to understand the concepts and could even explain them to me. We went over operant conditioning and came up with examples, and this seemed to be a little easier to him. We discussed facets of operant and classical conditioning, such as stimulus generalization and the law of effect. We also started the chapter on memory. We reviewed and discussed elaborative rehearsal and began to discuss types of memory (procedural, declarative, semantic, and episodic). We will probably start with a brief review of these topics next week. The student has been creating flashcards and a chapter outline, as we discussed doing last session. I'm very happy he's been sticking to these strategies!"

★ ★ ★ ★ ★

"The student and I began working on his film strip. He completed the first frame and is going to find evidence to support the characters and setting for the next two frames. We also discussed the major conflict. He and I also worked on his math. We practiced problems using the distributive property and problems that are infinite and no solution."

★ ★ ★ ★ ★

"We reviewed the geometry section of the student's SAT test booklet. This included parallel lines and transversals, basic geometric notation, the Pythagorean theorem, triangle inequality, area, volume, interior angles of polygons, similar triangles and congruent triangles. Since it was review, she picked up the concepts very quickly. She scored 96% on her last math test! Yay!!"

★ ★ ★ ★ ★

"During today's session, the student and I worked on the Quantitative Reasoning section of the ISEE. He is currently enrolled in an Advanced Mathematics class at his school. He did very well on this portion of the practice. There were some answers that were questionable, but we worked our way through them. We also glanced at the Verbal Reasoning portion of the test. He was able to answer 11/12 questions correctly. For the next session, I would like to continue working on the Quantitative Reasoning."

★ ★ ★ ★ ★

"Today, we focused on the ISEE synonym HW that the student was given. We broke down each word and defined not only the stem word but the answer choices. His HW is to read the newspaper and look up words he doesn't know to become better acquainted with unfamiliar words. "

★ ★ ★ ★ ★

"Today we began with addition and subtraction cards which the student did very well on. Next we completed an addition and subtraction word problem page as well as one with fractions. Following this, she worked on multiplication. To end, we did the dice game."

★ ★ ★ ★ ★

"The session went well. We went over the linear momentum, impulse, potential energy, kinetic energy, and the principle of conservation of energy concepts. We looked at problems from the student's exam review sheet. We will pick up tomorrow where we left off today. I want him to go over the problems we did and practice again, which would make him ready for the test."

98% of our clients love us! Contact us to hear why. We serve Buffalo and all surrounding areas.

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98% of our clients love us! Contact us to hear why. We serve Buffalo and all surrounding areas.

Recent Tutoring Session Reviews