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About Florissant

Florissant, Missouri, is a medium-sized city, with over 52,252 residents. It is a suburb of St. Louis, Missouri. Florissant is the 12th largest town in the state. It is a total of 12.87-square miles.

The city's educational needs are served by the Ferguson-Florissant and Hazelwood School Districts. Florissant, MO, tutoring might help you get into the school of your dreams. There are three high schools in the area, including the top-rated, nationally recognized North Technical High. For higher education, there are two theological colleges, including the top-rated Saint Louis Christian College. Are you looking for private instruction to help you try to get into your top college? Online or in-home test prep tutoring in Florissant, MO, is available to help you work towards your goals.

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Recent Tutoring Session Reviews

Tutoring review by Jeffrey in Florissant, MO
We reviewed a quiz that the student took in the past week, in which she received a 29/28 on (the last quiz she took before tutoring she got around a 22/30; huge improvement!). We continued practicing on synthetic division with a focus on using graphs to decrease pool of possible zeros. The student was able to predict which possible zeros from p/q could be eliminated by looking at graphs of functions and was able to use the remaining zeros to factor polynomials.
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Tutoring review by Daniel in Florissant, MO
The student and I worked towards further understanding module 8 and the problems that he got incorrect. We went through module 8 in more detail going through each of the three sections, so that he could understand how to work with statistics, mean, and median. He now understands how to work through those problems and he understands the concept.
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Tutoring review by Roy in Florissant, MO
During this session we discussed inequalities to prepare the student for an upcoming quiz. We first reviewed his homework problems. He does well with solving inequalities once they are set up since they are similar to equations in this respect. He had a few issues with translating word problems into inequalities, but did much better with these problems by the end of the session. The most difficult aspect for him was converting inequalities into written statements. He had no apparent issues with graphing single variable inequalities. He should score well on the quiz.
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Tutoring review by Grace in Florissant, MO
We covered rules of powers during today's session. The student's understanding of the material greatly improved by the time we got to the second homework section and she was doing almost every problem correctly. We were also able to work ahead to the next section that she will be covering in class tomorrow, which is synthetic substitution.
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Tutoring review by Joe in Florissant, MO
Given that the student's weakest section from the most recent ACT was reading, he and I spent 15 minutes conversing about test-taking strategies for the reading section of the ACT. I highly encouraged him to read the passage closely enough to glean the gist of each question, but to not sweat the small details as time is limited. This is especially important because he has stated that he always runs out of time on the reading section. While reading, he should be annotating by writing a descriptive phase of the topic of each paragraph and underlining the key details of the passage. We then spent some time practicing identifying the key details of a passage. Finally, we discussed the four types of passages, the eight key types of questions that are asked on the reading section of the ACT, and time management skills. For the last three-quarters of the session, I gave him a timed reading passage with questions. After 10 minutes, I scored his answers, then timed how much additional time was needed in order to complete the passage. He typically needed an additional 5 minutes to complete the passage, which was the result of a slow reading and comprehension speed. Following completing each section, I asked him to walk me through his answers and explain the evidence he used for each question. In particular, we dissected his thinking process for the types of questions that he was consistently missing. He is good identifying specific details that directly answer a question, especially when he does not feel rushed. However, he did struggle to answer questions that left him to infer the answer based on very subtle context clues that must be pieced together, though given the frequency of these types of questions, the time he has to study, and his composite score goal, these more difficult questions are not the focus of our sessions right now. At the start of the session, he only scored 20% on the reading passage questions. By the end of the session, he scored 50% on reading passage questions. This is a move in the right direction, though it also indicates that we have significant ground to cover. In the coming session on Tuesday, we will continue to focus on dissecting questions and utilizing context clues in order to improve accuracy while also decreasing the time required for each passage. The student also still struggles to create what I call a "road map" of the passage. In essence, he is to briefly summarize the key points of each paragraph in the margin so that when he is looking for details, he knows where to look, so we will focus on this in the coming session as well. I have assigned two practice ACT reading passages and questions to complete before we meet on Tuesday. We will review his answers and rationale, look over the road map he has constructed when there is no time crunch, then complete 1 or 2 more practice passages. We will then move on to math for the remainder of the coming session.
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Tutoring review by Taunita in Florissant, MO
We reviewed and prepared for upcoming exam on trig functions, graphing sin, cos, and tan. We also reviewed amplitude, period, and midline of sin/ cos. The student stated she felt pretty confident with the material. We also made flashcards to review the functions. She informed me that her overall score for class is a 76%, which should improve after exam on Thursday.
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