Recent Tutoring Session Reviews
"The student and I covered in our session, chronologically: 1. We got to know each other and I saw that the student was fairly comfortable with reading things. She was not as comfortable with writing, but she had no fear of it. 2. I asked her for the kinds of comments her teachers gave her regarding her writing. She mostly cited sentiments expressing that her writing was unfocused and vague. 3. Wanting to see her writing for myself, I had her write a short piece on a prompt and timed her (7 minutes). 4. I asked her to describe her writing process visually; she showed that she spent much of the time writing. I emphasized that the prewriting process--that is, thinking--was much more important than the writing itself. 5. I demonstrated this prewriting process myself by interacting with her and asking questions that were appropriate to bring up. Examples: What does the prompt mean by using a certain word? What does that word connote? Do those connotations and definitions reflect reality, and if they do, what kind of opinion can be expressed? 6. We talked about the importance of knowing exactly what a word means. In order to formulate any sort of opinion, one must know what building blocks (words) comprise that opinion! The student understands how to write in an academic style, and that's what I plan not to focus on. Instead, I plan to address her problems of not clearly focusing on an opinion or thesis by having her practice doing more prompts. Every session will include an in-depth critique and analysis of her work; these talks will include a lot of engagement as to ensure that she develops critical thinking and organization."
"The student and I had a good meeting last night. We discussed his religion/history/English essays that are due this week. He is currently doing well in all of his classes (A's and B's) due to his hard work last year! We'll continue to meet weekly this semester."
"During today's session, the student and I continued discussing the Odyssey, discussed his upcoming exams, and finished out the session by reviewing the conflicts and characters from the earlier major texts from his class, Romeo and Juliet and To Kill a Mockingbird. For Tuesday, I gave him some ideas to keep in mind as he continues with The Odyssey, and I also asked him to do some further work on the worksheet he started regarding plots and subplots."
"Today we reviewed the student's comprehension of a vocabulary list (consisting of items found in a bathroom) I had left with him last session. He completed the assignment with his mother, and I tested him. He was able to recall the definition of 70% of the words. We then completed an online unit dealing with words and phrases used in a classroom, as he is to begin kindergarten next week. We practiced his listening, speaking and pronunciation skills. He performed well."
"Today we covered mistakes made in the student's writing. He wrote about his favorite breed of dog. We covered rules for academic writing and grammar mistakes he made. These errors included capitalization of "I," poorly constructed contractions, parallelism, and misspelled words. I assigned 2 paragraphs/ half a page on any topic of his choosing to work on his writing for next time."
"We read Meet the Justice League, which is a level M. The student did really well despite the book being a little challenging. He told me he didn't mind that some words were hard because he liked the story. We also read a story about a class getting ready for open house. We worked on comprehension and making inferences. We discussed that sometimes you need to look at the pictures and other clues to answer questions."