Cohoes Tutoring: Tutors in Cohoes, NY

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Session Summaries by Tutors

★ ★ ★ ★ ★

"I started by asking her about some of the struggles she has had in the past with history. She noted that she has hard time retaining information. We discussed that flash cards would be a great option for her to have fun while studying in the future. We began by reading about the Missouri Compromise and Sectionalism in Pre-Civil War United States, which will be her first lesson in September at her school. After going over the vocabulary words of the reading passage, I asked her to write a response to how she would have felt as an abolitionist in the 1800s. We then went on to review key people in the abolitionist movement, such as Harriet Tubman, Frederick Douglas, and Sojourner Truth. After completing the assessment on the abolitionists, we went on to primary source related questions pertaining to the Missouri Compromise, the Dred Scott Decision, and the Kansas Nebraska Act. She will continue to complete her document based questions for homework. I helped her with techniques to succeed with document based questions. Next week, we will be working on her essay writing skills."

★ ★ ★ ★ ★

"- The student is working on plotting points (x,y)...x horizontal, y vertical. - He was very comfortable with the material. - We also covered graphing points and connecting points to create figures. "

★ ★ ★ ★ ★

"The student and I started by reviewing the concept of proportions. The student completed her homework, and we completed word problems that dealt with proportions. All said, she has a solid understanding of this concept, though we will do more word problems practice next week. Her spirits were high, since she has improved her work in math so much in the last few months, earning an A on her last unit test. We also worked on revising a paragraph that she wrote for social studies. Her teacher wanted her to explain her evidence more, so we worked on adding sentences that more clearly explained how her evidence related to the main idea of her paragraph. She got the hang of it quickly, and saw how she needed to more clearly explain her examples."

★ ★ ★ ★ ★

"Today, we continued with logarithms. We worked on how to solve when the logarithms were not base 10, including natural logs. We also briefly discussed completing the square, and reviewed parabolas. "

★ ★ ★ ★

"During this session, we worked with scale factor in regards to area, surface area, and volume. The most difficult part for the student was setting up the problem and figuring out what steps to take, however, he persevered and made significant progress. We practiced using his notes, his textbook, and by making a graphic organizer to list the basic steps. We also illustrated the scale factor with drawings, showing how the ratio is affected when it is squared or cubed."

★ ★ ★ ★ ★

"The student and I practiced her fluency. She read a passage twice and graphed how many words she read correctly in one minute. We then reviewed the meaning of nouns and pronouns. After reviewing the meaning of pronouns we played two pronoun games. I also quizzed her on some of her multiplication facts. I left her with some multiplication cards as well. In addition, she solved two math word problems. She had to draw a picture to show how she was solving the problem and identify whether the word problem was requiring addition, subtraction, multiplication, or division. Finally, she responded to a writing prompt in complete sentences. "

★ ★ ★ ★ ★

"The student and I went over systems of equations today. I explained to him that some systems of equations are illogical to write down. When we attempt to solve for such systems, we will get nonsense results such as 0 = 1. If we receive such a result, it's likely because although the system appears to have 2, 3, or N variables, it actually only has 1, 2, or N-1 variables. I showed him that when we have N non-identical equations and N-1 variables, we will always have such an illogical system. "

★ ★ ★ ★ ★

"The student has an exam coming up. Today we worked on a review packet to help him get ready for his big exam. He goes about his work very deliberately and does very well on everything that we have covered. He hasn't shown any concept errors when working his problems. He rarely misses a problem, and if he does it is usually because of a minor error like a dropping a sign. He will get to the end of a problem and recognize if the answer doesn't make sense and will go back through the problem find his mistake and correct it. This is very impressive for a student of any age."

★ ★ ★ ★ ★

"The student and I played a math game that involved most of the concepts she has been learning since we started working together. She seemed very interested and engaged and was doing a really good job! I wished her luck on her fast-facts division quiz on Friday. I hope that the practice we've been doing pays off for her."

★ ★ ★ ★ ★

"We went over various concepts including dipole moments, solutions, dilutions, phase changes, vapor pressure, solubility. It seems the student hasn't had the best luck in instruction from professors. Overall she was an excellent student and willing to learn."

★ ★ ★ ★ ★

"Today, the student and I worked on naming ionic compounds, naming ions, balancing charges, understanding positive vs negative ions, general types of reactions, and balancing equations. She needed help with naming compounds and was clear to address this issue. She was determined to work on this problem area and approached the issue positively. A lot of learning about naming compounds does come to memorization, but we did cover the idea that nonmetals change to -ides or other molecular anions change to -ate or -ite. Extra practice was just memorizing the chemical formulas and their charges. "

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Session Summaries by Tutors