Award-Winning Test Prep & Academic Tutoring in Eastern Michigan University, MI

"We discussed the problems the student got wrong on his homework. The main concept we covered today was solving simultaneous equations by either adding or subtracting the two equations; thus, eliminating an unknown and then substituting to solve for both unknowns. His biggest struggle today was adding and subtracting positive and negative coefficients. He has a very good attitude. He wants to learn."

"I worked on writing skills with Student 1. I am trying to get him to think through what he wants to say. I then worked on one variable problems with Student 2 and helped her for her biology test."

"The student and I worked intensively on the English section today, using the English section of the practice test she did for me two weeks ago as our guide. We talked about the repeating patterns of both style and grammar that we're likely to see on the ACT and did in-depth review of comma usage to set off grammatically non-essential details and to connect ideas. We also looked at using colons and semicolons and worked through problems that asked for stylistic or rhetorical fixes, like eliminating redundant language or choosing the right ending to a passage. Her instincts are very good. "

"Today we covered numerical integration methods. The student seemed to struggle more with the trapezoidal rule than the rectangular rule. He seemed to be more confident about this material than the previous material. I left him a number of extra problems for practice."

"The student worked on the rest of her architecture PBA, which is due on Tuesday. Together, we completed the writing minimums on her spiritual spaces: the meeting/gathering place for congregation, the park (which included a spiritual cleansing pool for purifying purposes), an aromatherapy garden (for relaxation, exploration, and recreation), and the pyramid she planned for meditation. The student remained focused, and she wrote steadily with my cues and suggestions. I'm hoping that she'll complete the model and sketches today for her final project. "

"We covered simplifying complex fractions. The student was having a little difficulty with properties of fractions and finding the LCD. By the time the session ended I felt that she had a strong understanding of complex fractions."

"The student and I covered concepts in physics pertaining to circuits, battery terminal, and flow of electricity. In algebra, we discussed radical exponents and logarithmic functions. I would say she has a very good grasp on this material. She is doing well with all of the new concepts as she moves into her new 6 weeks. "

"The student completed some worksheets I provided on percentages and finding the area of irregular figures. At first, she had trouble recognizing separate rectangles within figures or finding an unknown side length. After some instruction, she was able to successfully solve some problems. She also had some struggles placing decimal points. After some instruction, she was able to successfully complete most of the problems. She worked hard during the session."

"The student and I worked on sight word cards. I wrote each word using dotted lines. I asked him to tell me the word and then trace it, telling me each letter in the word. He was very focused and did a wonderful job! I noticed that he was much more confident seeing one word at a time rather than in the list. "

"This was a very good session. We read Susan B. Anthony's speech about women's right to vote and also read a section from Mark Twain's The Gilded Age. The student did a good job comparing and contrasting the two pieces of literature. "