Recent Tutoring Session Reviews
"This student is working on section 2.1-2.3 of their book which covers evaluation of functions and graphs of functions. The student is starting to develop a stronger understanding of functions, especially the more "weird" functions such as piece-wise functions or single-variable functions where it may be a function of x, even if there isn't an x variable (ex, y=5 is a function x, but doesn't "take" an x variable as input). This student has a positive attitude about the material, as always. Their main area of improvement in this section would just be to pay extra attention to distributing and when expanding. [ex. (3a)? is 9a? and not 3a?]. We are still looking forward to seeing her test score from her test earlier this week."
"This was another great session with the student. I started by checking in with her about her test earlier that day and she said it was pretty easy, so I felt great about that. I used this session to go over the next chapter in her textbook so that she would be ahead of the class. This chapter was about graphing linear functions using the point slope formula. She had done this before, but she still needed to refresh. She struggled on using the slope and the y-intercept, so I will offer more practice for the next session."
"This was my first session tutoring the student so I wanted to gauge the skills he needed to learn. He needs to work on division and multiplication as he keeps making mistakes while doing them. He gets confused by large numbers, and I advised him to break it down and deal with the larger numbers in segments rather than a whole. He feels like his handwriting is messy, however, when he takes his time to write, his handwriting is good and only his Es and As are slightly illegible. He is slightly worried about being behind other students in the class which causes him to stop himself from asking the teacher questions thinking it would make him look stupid, however, I told him that making mistakes was how you learned and why you go to school and get taught by a teacher. I encouraged him to ask the teacher all his questions. He is very vocal about what he is thinking and having trouble with, which is good because being open about it makes it easier for me to help him where he feels he needs help."
"This was my first session with him. He was very compliant and cooperated well during the entire 90 minute session. First, we determined what his homework was by going to the school website. The session consisted of 2 pages of science (the digestive system) and 2 pages of math (multiplying with decimals, including several word problems). As the mom has noted, he often rushes through directions and/or does not read things carefully enough, thus resulting in errors. When he slows down or is asked to reread the directions/material out loud, he does much better. Goals when working with him will be to get him to slow down, to read directions well, and to take his time when doing work."
"This was my first session with the student. We began by discussing what was currently being covered in her class and how her teacher presented the information. She had an upcoming assessment, so we looked over her review guide and completed several additional practice problems. The material mostly covered proportions and percents with an emphasis on using them in a real-world context. Many of the problems were word problems, so a lot of what we worked on involved translating them into proportions using mathematical equations. She had a few questions about how to set up problems at the beginning of the session, but she quickly became more comfortable as we went through the practice problems."
"This was my first session with the student. We've started the process of getting to know each other. He is a very bright little boy. He is capable of doing a lot of things that are beyond his age. The main goal for our lessons is going to be optimizing his problem solving strategy. I'd like to see him have a better understanding of "why" behind an answer rather than just the answer itself."