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Recent Tutoring Session Reviews

★ ★ ★ ★ ★

"We began comparing linear and non-linear functions. Most of our time was spent exploring linear functions though. The student's ability to read, understand, and synthesize shone wonderfully this time. I asked him to retell the story of the word problem while the book was closed; he did a very good job. This time, his main struggle was relaying information into a graph. Like reading and comprehending, graphing will just take some practice. His attitude was engaged and even a little excited - especially when he saw his own full grasp of a problem. The strategy I used this time was emphasizing that he should read all of a problem - scenario and questions - before starting to write anything. I left him with no extra practice. Though I saw no grades, the student reported that his math grade was up. I was especially impressed when I gave the student a hypothetical number for one of the problems, and not only did he respond correctly but he also explained in numeric detail how each option related to the other."

★ ★ ★ ★ ★

"-We reviewed understanding the concepts of income tax, sales tax, gross income and net income. -Find the sales tax when given the original price and tax rate. -Finding the net income when given the gross and taxes. "

★ ★ ★ ★ ★

"Today the student and I did a basic introduction to combinations and permutations, a big area of probability. We talked about the difference between the two, and how to use factorials to figure out how many combinations or permutations are possible. We also went over permutations with or without repetition. There was some notation to learn which the student did very well with implementing. I think the most challenging thing was understanding how exactly combinations differ from permutations, and why there will always be more permutation possibilities than combination possibilities. We will continue with this on Monday."

★ ★ ★ ★ ★

"The student did the assigned reading of her homework. We spent some time at the beginning of the session writing a character sketch while reviewing what happened in the two chapters she read for homework. I taught her a formula for the character sketch that she can use for any character in any story from now on. This formula is called "Does <---> Is Like", and it helps students to understand a character's personality from the actions which they perform. After doing the character sketch and tell back from what she read at home, we began the next chapter in the book. During the reading we stopped every two pages to do a tell back, discuss characters, and have discussions of meaning where she made connections to her own life from the story. We also did predictions of what would happen next. Also important for her was to discuss the problem the main character encounters, and identify the Beginning, Middle, and End of the story as they connect to the problem. In every story no matter how short or long the main character has a problem they are trying to solve, or a goal they are trying to reach. In each chapter of Henry Huggins, she and I identified this problem/goal and discussed the story elements in relation to it. This is very helpful for comprehension. For homework, I asked her to finish reading Chapter 4, and write a Beginning, Middle, and End of the story in her notebook. "

★ ★ ★ ★ ★

"The student and I continued test review, graphing parent functions and creating graphs with given limits."

★ ★ ★ ★ ★

"We covered the product rule, quotient rule, chain rule, and Mean Value Theorem. The student had a very good attitude. He was very diligent and receptive. I showed him how to solve the problems so that he can understand what he needs to build a solid foundation. "

★ ★ ★ ★ ★

"It was so fun to meet with this student today! We reviewed math homework and she completed her spelling worksheet. We practiced writing declarative and interrogative sentences. I had her write, correct, and describe the different kinds of sentences. She did a great job! "

★ ★ ★ ★ ★

"The student and I reviewed each of the four sections in chapter 7, which deals with systems of inequalities. I showed him how to graph inequalities and find solutions according to the shading. I think he understands the main concept of each section, although we will continue practicing interpreting word problems into inequalities or equations."

★ ★ ★ ★ ★

"The student and I reviewed her paper in depth and did thorough edits and made some additions. She acknowledges that she's not good at organization, but she did a great job of what I call word dumping and putting all of her ideas on paper, and then from there it's easier to edit. She'll get feedback this upcoming week."

★ ★ ★ ★ ★

"The student is reading Pinocchio for school and was assigned one chapter for homework. She mentioned that it is more advanced than what she is used to reading and that they usually read to her or with her. With the exception of some more advanced vocabulary and unfamiliar names, she had a great grasp of the text. She stumbled a little more than usual over the words, but she is still very good at sounding out difficult words or correcting herself if she mispronounces them. We had 24 challenge words today, but we only made flashcards for the first 12. We will do the last 12 next session. I'm really impressed with her progress. She seems a lot more confident tackling difficult books. I timed her 4 times today, and she got an average of 96 wpm, so the difficulty of the book is not altering the speed at which she reads. "

★ ★ ★ ★ ★

"The student and I went over some homework that he had been given. This included product rule, quotient rule, and finding the tangent line to a certain function which is perpendicular to another line. He did very well with the quotient rule. He always performed the derivative correctly. The second worksheet covered taking the derivative of a product or quotient of two trigonometric functions. He did fairly well with this."

★ ★ ★ ★ ★

"This week the student and I reviewed his notes from the previous week on work and energy. We discussed the principle of conservation of energy qualitatively, and discussed how energy can be transferred between different forms through falling, friction, photosynthesis, burning or other methods. Additionally, I gave him some more in-depth problems that illustrated how we can use the concept of conservation of energy mathematically. He seems well prepared for his upcoming test and is very confident. "

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Private 1-on-1 Tutoring by top UW Honors Grads! 4.9/5.0 Satisfaction Rating*

Recent Tutoring Session Reviews