Award-Winning Test Prep & Academic Tutoring in San Clemente, CA

"We reviewed the following concepts: average rate of change/slope of a line, rational zeroes theorem, long division for polynomials, determining factors, understanding bounds and narrowing possible zeroes, and the difference between a zero and a factor Before getting into new material, we went over what he got incorrect on his previous quiz. He seemed to know polynomial long division pretty well, before we started to go over it. I explained that he needs to write out each step and that you always need to be asking yourself if the answer makes sense. After long division, there was a section on synthetic division. Because the two are used to solve the same problems, I evaluated how proficient he was with each and realized he should always use long division. "

"Figured out Acid and Bases and some problems regarding that subject. Also did pH and concentration gradient for pH. "

"Today was the first time we met, so I took 15 minutes in the beginning to get to know the student and what problems she was having with her math. In her own words, she told me she does fine on homework and section tests but struggles with chapter quizzes. She doesn't necessarily like to practice extra problems, and when first describing her trouble, did not understand why she was getting quiz problems incorrect. Upon further discussion, she revealed that tests can be retaken, so she has the chance to correct any mistakes while she did not have the same opportunity with quizzes. She and I took the time to go over her most recent quiz, where she had scored a 56%. While going through the problems, she demonstrated that she was quick and bright. She has no issues with the basics and core chapter concepts, i.e. multiplication/division and ratios/percents, but because of this confidence misses details or steps as she rushes through a problem. The bulk of the problems that were wrong were incorrect for this reason. First she reads problems too quickly, then she did not take the time to write out the problem and missed details. To counter this, I wrote out in her notebook and repeated verbally for every problem we encountered: "(1) Read the problem out loud. (2) Write out what we know, what is the question asking for. (3) Show all work." I emphasized that for reading out loud, she should read it fast once, then read it slowly and start step 2 during the read through. As we wrote the problem out, I showed her how to figure out what concepts are important to write out, and how to keep an eye out for what the question asks for. For step 3, when she tried to rush through a problem, showing all work with help to slow her down. The repetition of these three steps with each problem clearly helped her, as she caught herself near the end of the session skipping steps and worked to go back and fix her mistakes. As we went through problems and encountered mistakes, I got her into the habit of highlighting her mistake, so that when she goes back to review she can see where she needs extra work and what type of problems need practice. I emphasized that practice every day can help, but that she doesn't need to overdo it, because it's not the concepts themselves she has problems with. While doing the problems, she just has to get into the habit of slowing down and not getting in her own way. I recommended no more than 12 minutes if she does study everyday, enough to get into practice, but not so long that she gets burned out by the concept or the action itself. "

"We started with a grade check. There are not many grades in, but he does have an A in Science and English, and a C in Spanish. We spent 1/2 the time working on a reading study guide for Science on water, water tables, watersheds, and the difference between porous and permeability. There were vocabulary definitions to discuss and graphic organizers and comprehension questions to complete. He is good at finding the answer, and just needs some help at times putting it into his own words. We then worked on a very long Spanish packet that dealt with Spanish pronouns dealing with ownership (mi, tu, su, nosotros, etc.). He struggled at first, but with repetition and review, he found his rhythm and was able to do most of the last of the packet on his own with minimal guidance. Next session is next Tuesday at 6pm."

"The student has a quiz tomorrow on the first half of chapter 8. I helped him with his homework for 8.3 covering 45-45-90 and 30-60-90 triangles. He felt a lot more confident about the material after we went through it. I also reviewed sections 8.1 and 8.2 with him."

"The student and I discussed credit by exam and completed review for credit by exam. We focused on magnetism and electric circuits problems. We composed and revised college admissions counselor communications."

"I listened to the student read and identify the main idea and supporting details. She is doing well at identifying both in a paragraph; we will continue to work on this skill, and next time I come, we will work on cause and effect. We also worked on adding and subtracting with borrowing/carrying. She is also doing well on that. "

"We covered the latest section in the student's class, regarding polar and rectangular coordinates and equations, parametric equations, and curves. He's getting a better understanding of the material, and I feel confident he'll be ready for his test next week. The sooner he can send me his coursework prior to our next lesson, the easier it'll be for me to understand which points I should cover for his benefit. "