Winters Tutoring: Tutors in Winters, CA

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We require the most rigorous qualifications of Winters tutors, in addition to a background check. Only a tiny fraction of those candidates who apply ultimately make it through our demanding interview process. From this elite group, an expert director will help you find the best tutor to meet your individual needs – and we stand behind your satisfaction with our money-back guarantee.

Skilled tutors develop lessons to meet your individual needs. One-on-one tutoring sessions are held at a time and location of your choosing.

About Winters

The city of Winters is located in the central region of California. It is a part of Yolo County, and has a population of about 7000. It is a part of the Greater Sacramento Metropolitan Area. It was founded in 1875, and would go on to be officially incorporated as a city in 1875.

The main school district serving the town is the Winters Joint Unified School District. It includes Winters High, which offers Advanced Placement classes to its students. If you're worried about falling behind in these advanced classes, professional in-person or online tutoring in Winters is a great way to try to get ahead in your class or test prep. The best college in the area is the University of California-Davis in Davis, CA, about 25 minutes away. It is consistently ranked within the top 50 colleges in the nation. With Winters, CA, tutoring in-home or online, you could potentially increase your odds of getting into these top schools, especially through private instruction for test prep.

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Session Summaries by Tutors

We completed the student's homework (Section 8-D, "Angles of Elevation and Depression"). Then we completed a chapter review except for vectors which covers the material on his quiz on Wednesday. Finally, we started the Chapter 8 Test. The student should get close to 100% on his quiz.

Today we discussed the student's significantly improved scores in the untimed LSATs, recently reaching 163. From now on, she will be timed while taking practice LSATs, although we are starting at a generous 80 minutes per section, which we will gradually work down to 35 as the test approaches. Today we practiced reading comprehension, and discussed strategies for specific types of LSAT logical reasoning questions, specifically strengthen, weaken, and parallel reasoning.

The student had a geometry test today so we went over all her material for her test to make sure she was comfortable with it. She understood the material fairly well and felt good about taking her test. We also went over probability which would be bonus material on her test. We're hoping for a 100!

The student's class is covering constant acceleration, and she already had a good qualitative understanding but had trouble setting up problems. We went through examples and I showed her how to identify known and needed variables, and select equations for getting from one to the other.

The student has a test next week, so we spent our time today doing review. Our time was split 50-50 between the Pythagorean theorem and factoring trinomials. We've worked on both tasks before, and other than an initial nudge in the right direction, he did not need much help.

The student and I did his final preparation for his final exam in calculus. We went over questions that he had from practice problems and studied the materials covered in the practice exams that he completed independently. We concentrated on integration by parts and u substitution as well as reviewing Riemann sums and a number of smaller topics. We finished up with a study plan for him to complete that evening before the test.