Award-Winning Test Prep & Academic Tutoring in Cordova, TN

"Today I met with the student. We reviewed her World History study guide. I gave the student some tips on preparing for her upcoming finals. We developed a study plan for the next week or so. She was receptive to the ideas and seems motivated to apply some of the suggested tips. Overall, the session went well."

"Today we started with a review of planar geometry, making connections and transition to solid geometry. The student has shown improvement in the planar category of geometry, having performed a comprehensive review on his own between sessions. I reinforced that he use the websites on his own and to own his success. We transitioned into reading/ literature by reviewing "The Road Not Taken" by Robert Frost, connecting real-world situations in the student's life to the themes of the poem. We read the bible as well to complement this work; he's a fine young man and will have success if he takes it upon himself now to use the websites mentioned to do a review of algebra 1 and algebra 2. Best wishes to this wonderful young man! "

"Today we spent more time on nomenclature. The student told me that she felt very confident about the problems when I was there, but then had trouble working on her homework later. I provided her with a periodic table that included the oxidation states (charges) of each element. I had her do a set of five problems and looked for her weakest areas. She answered 3 out of 5 correctly (on her own) and was able to correctly answer the other 2 with some prompting. From that we made a checklist for her to look at after each problem to help her remember what to focus on. We put the list onto her new periodic table so that she has to look at it for each problem. Throughout the session, when she got stuck, my first prompt was "Have you done everything on your checklist?" so that she would get in the habit of relying on herself and her resources, instead of me. She did very well with this. We also spent time talking about nomenclature for acids. She and I created mnemonic devices to help her remember the suffix changes. She was able to answer 2 out of 3 correctly without any prompting. The third question she answered correctly with some prompting. A goal I have for the student is for her to become less reliant on me and any handouts I may give her. She is more than capable of solving these problems without me, but she needs to build some confidence. To help with that, she needs to make sure that she is memorizing the information. Flashcards are a very useful strategy. You can help her study by quizzing her on the flashcards. We will talk about additional strategies next session. "

"We went over the new section in the student's Math class, and we covered the relationships between the angle types in figures that have one line going through two lines. I had him measure all of the angles through a protractor and from that, I was able to show him the relationship that the angles have to each other, more specifically the meaning of supplementary and complementary. "

"The student has a test on Friday. She has been covering radicals, complex numbers, and imaginary numbers. We reviewed how to simplify radicals; adding, subtracting, multiplying, and dividing complex numbers; and the distributive property. We will meet tomorrow for an hour to review for her test."

"The student and I worked through a review she was given for her test on Thursday. It was largely on integration, mostly with the power rule, trigonometric substitution, and u substitution. She's doing very well with power rule and u substitution, though she's sometimes uncertain when to use what. We went through what to look for in order to identify which method to use. We also went through integration by parts for piecewise defined functions, specifically breaking apart absolute value questions. She understood the process when we went through it; I just hope she can recreate the process in an exam setting. Overall, I think she's in a really good place for her upcoming exam."

"We finished up preparing for the student's test! We went over all the formulas (there really aren't very many) and then just worked on general strategies and making sure she knows how to resolve any potential situation! I think she'll do really well."

"On Monday, the student and I began with our math sprints. I've increased him to 20 addition problems and 20 subtraction problems. We're still working through those concepts, and I'm just trying to get them as solid for him as possible. We kept reading his library book. He seems to love dogs, so we worked on vocabulary through that interest. In addition, we did more vocabulary work by looking at famous paintings online. We finished up with some math sprints. He loves to do well on them."

"Today, we reviewed the student's math homework. Concepts included working with negative numbers, finding the volume of a square pyramid, and solving for variables. I also reviewed adding, subtracting, and multiplying with negative numbers. He did well today and was able to complete his math homework. "

"Student 1 and I worked on adding and subtracting (simple) fractions. Since his math homework is slowing down at the end of the school year, I am taking data from his diagnostic test and going over concepts that need work. Student 2 and I reviewed math homework over patterns in tables and graphs. He did very well. "