Tevyn CO#3

Tuesday September 27th, i observed Leslie Wagner's speaking class. In class she broke the students into 3 groups of about 4-5 students then broke them up again into diferent groups. Then she presented them with questions to answer in their groups, basically comparing and contrasting their country and the U.S. in different way. One question was " In your country, how do you treat waiters? Should they tell you their names?" and such questions. I observed the groups and from time to time gave some insight on american culture in that situation. The groups were then told to go back to their original groups and share what they found. After that they were instructed to share things with the class. I like the topics that Leslie used in class and i decided that i may use that in my next meeting with Ruyi, my adult tutee.

Tevyn CP#4

Tuesday September 27th, I Met with Shu. He wants to improve his speaking and listening skills outside of a classroom setting and was wondering about local radio stations. I showed him podcasts that are on his phone and computer and some interesting shows that he could listen to. We also spoke in Japanese a bit because i think that it comforts him and it definitely helps us connect more. His family is now in the city and he seems to be enjoying it. Shu is a great guy and pretty skilled in his english ability. I thoroughly enjoy working with him. 

Tevyn TS#7

Friday September 30th, i met with Eliah at his home again. I showed up at around 4 and started tutoring him before Shaimaa showed up at 5. First we just reviewed the things that Shaimaa and i went over, colors, shapes and fruits. Then i went over some new vegetables with him. Some of them he already knew, but the ones he didn't i sounded it out with him. After that we started reading the story "The Very Hungry Caterpillar" until Shaimaa showed up. Eliah is progressing very well and is a pleasure to work with.

Tevyn TS#6

Thursday September 29th, i met with Ruyi. We went over her power point presentation that she had prepared. It was about emoticons and meme's. She explained some of the ones that they use in her country. She is very interested in pop culture. As a speaking and listening practice, i gave her a couple of riddles to listen to and figure out. The first riddle was a word riddle, which may have been a bit difficult, but we worked though it. The second was a math riddle which she got right away. I enjoy meeting with her and helping her practice her english. She wants to focus on speaking and listening so i thought this would be a great idea.

Serena TS#10

Date/Time: September 28, 7:30-8:30pm

Location: PJ’s desk

Topic/Skill: science & idioms/ listening, reading & speaking

Feedback provided to tutee: After we went over each idiom I would ask PJ an example of how he would use the same idiom in the context of his life. I would affirm him positively when he used the idiom correctly, or I would provide extra examples if his example was inaccurate.

Lesson(s) about tutoring and/or the tutee you learned: When I first sat down with PJ, I could tell that he was not excited about having to do work. In response to his lack of enthusiasm, I focused on making the lesson as fun as possible. Prior to the session I had prepared a PowerPoint slideshow to help illustrate the meanings for a dozen different idioms. On each slide there was the meaning, a funny picture, and sample sentences using the idioms. From this session I learned how important it is to constantly create new games and interactive lessons to keep kids on their toes in order to maintain interest. Especially since PJ is a kid, he gets bored easily, so the more engaging and the greater the variety, the more he is open to learning.

Toylene TS#3
9/25/16


This little guy has excellent listening comprehension skills.  He is able to recall facts effortlessly.  He is not shy about sharing what he learns with his parents during our session.  He is a confident learner. He is always ready to role-play when the opportunity presents itself.  For example, we were talking about the opossum.  After telling him that the opossum likes to "play possum," and what this meant, he went into action setting up the scenario, and he began pretending to be dead because the make believe predator was near.

Shaimaa TS #8

Date/time: Wednesday 9/28, 9:30am

Location: Skype

Today I met with Dojun over Skype. We talked about his work. He said that he was having trouble there. One very interesting thing that emerged from this session is workplace etiquette. He told me that in South Korea, no one really gets to go home when their shift is over. He said that they have to read the room and try to understand what is going on and whether or not it is okay to leave. He said this is especially true if their boss is much older than them. He also said that because no one ever leaves on time, their pay already includes extra money accounting for this. This was so interesting to me. I told him all about how pay works here, and how overtime is quite a big deal in some companies. Many companies will force people to go home because they don't want to pay them overtime. I told him that overtime is a time and a half, and he found this interesting- that people WANT to work longer, and that the employers don't want them to. 

Shaimaa TS #6

Date/time: Friday 9/23, 9:30am

Location: Skype

Today I met with Dojun over Skype. It was definitely an interesting meeting. We talked all about the "age of adults" in our countries and what legal rights they have. I told him that in America, although they say that legally you are an adult at 18, most people will not treat you like one. At 18, you can finally sign your own documents, join the army, and have the right to vote. But, on the other hand, at 18, you still can't rent a car or even drink alcohol. He said that it was definitely different in his country (South Korea). I said that in Europe it is that way as well, and that perhaps that is why alcohol is abused so much in the States. It is the most common cause of death (drunk driving). 

Shaimaa TS #7

Date/time/: Friday 9/23, 5pm

Location: Eliya's House

Today Tevyn joined us in our tutoring lessons. We went over the colors again, which he now has memorized and can recognize both colors and the words for the colors in real life. We also went over the fruits I taught him last session. He remembered them! It was wonderful. We went over the rest of the fruits and then I introduced vegetables to him as well. I gave him a certain amount from each vocabulary list to remember for the next time I come over. Afterwards, Eliya practiced writing the words for each color a few times, and I asked him to practice this more later on. 

Shaimaa CO #3

Date/time/professor: Monday 9/26, 2pm, Ramin Yazdanpanah

Location: Room 304

Today I observed a listening class by Professor Yazdanpanah. This was supposed to be someone else's class, but she was not there and Prof. Yazdanpanah substituted. I liked the informality of the class. It was like having a conversation at the beginning where everyone shared what they had listened to over the weekend. He even included me and another observer (Alexa) in the conversation. The listening activity for the day constituted listening to four different trailers for movies. They were given a picture from each of the movies, and had to write which movie trailer was playing in the order they played in. I liked this activity a lot, and I definitely hope to do this in the future! I liked Professor Yazdanpanah's teaching style a lot. 

Shaimaa CO #2

Date/time/professor: Monday 9/26, 1pm, Ryan Flemming

Location: Room 302

Today I observed Professor Flemming's speaking class. It was definitely interesting. There was one thing particularly that got my interest that I hope to use in the future. He did this 3:2:1 activity where he gave the class 3 minutes to talk in pairs about a subject they prepared before hand, and then changed partners and talked for 2 minutes, and then changed again and talked for 1 minute. It really got them to solidify their ideas. He gave them a topic at first and let them prepare a couple of sentences before hand. They all even seemed to enjoy this activity. I will definitely do this in the future. 

Shaimaa CP #4

Date/time: Friday 9/23, 3:30pm

Location: Sweet Shop

Today I met with Deniz. It was nice, we talked about research projects. He said he has to present his proposal in front of some professors soon (within the next couple months). I told him that I could get together my team and that he could practice in front of us, since we are also working in academia. We could help him improve his english is regards to his presentation. It isn't bad anyway, but there is definitely room for improvement. I also let him know that my roommate is interested in having a conversation partner, and he is excited to start meeting with her as well. She is an international relations major, and she is graduating this semester, so she would not get a chance in the future to have a conversation partner at FSU. 

Milcia CP #2

On Friday September 23rd, Mei and I met with a group of different conversation partners at Crenshaw Lanes. In total there were 6 of us, of which 3 were American and 3 were foreigners. Mei and the other conversation partners had never bowled before so for them this was an entirely new experience. In between playing we would all talk about our different cultures and what they have learned so far by being in the United States. When it was the conversation partners' turn to bowl, we taught them the rules and how they should approach the lane. At first they would all get gutter balls or hit a single pin, but we would always encourage them and laugh along. Eventually they got the hang of it and would get strikes and would be very excited with their improvements. Aside from bowling, we discussed our travels and our favorite foods. I spoke with Mei and Yeo-Jung, one of the conversation partners, about Korean food and how we would all like to go out to eat sometime. Yeo-Jung even invited us to cook food with her and enjoy a meal together someday.

Megan CP#1

I had tried to meet with my conversation partner, Ana, the week before, but she unfortunately had to cancel. Regardless, I was finally able to meet her this week. I must admit that before our meeting I was still a bit annoyed do to the fact that I had seen her in the lounge where we were supposed to meet before she left the building and messaged me that she could no longer meet. Yet, all is forgiven now due to our wonderful discussion. I began to speak Portuguese and she continued to respond in English so both of us could practice communicating. Although we both were self conscious of our speaking, we promised that we would always correct each other as needed. I told her that she could always ask me for help if she didn't know a word or had a grammatical question, but I think that I ended up having more questions than she did. I was so excited to finally have someone to practice the language with after returning from a 3 month teaching experience in Rio de Janiero. Even though my best friend Rodrigo speaks Spanish he refuses to listen to me speak Portuguese despite the similarities of the language. Ana told me that she was from Sao Paulo, Brazil and we both marveled in the wonders of the city. I told her how my friend lived there and I had recently visited her, to which she replied that it must of been from her that I had received my accent. I found this to be an extremely wonderful compliment considering how difficult it has been for me to perfect my pronunciation and how much I adore the particular accent that comes from those who live in Sao Paulo. In that way I felt that we had a bond due to the fact that there are so many different accents all over Brazil. Speaking Portuguese with her was like having a secret way of communication that, at the time, only we knew. For this reason, I am very excited for our next meeting (which will be next week because she canceled).

Megan TS#6

This week I learned that teaching (and tutoring) is definitely not always a piece of cake. In order for me to be more of an English "coach" than an English "sage," it is pertinent that my student(s) put in just as much effort as I do. Me doing all the work for the student is not what is going to make the student grow in their knowledge and use of the language. David was unfortunately very uncooperative in our last meeting. Although I had planned to work with David on the past tense of irregular verbs, his mother had printed out a reading with questions that she had wanted me to go over with him. The paper began with a short article about a woman who had "translated" the constitution into a book that children could understand. I had asked him to read it over and I would time him, but he merely glanced it over and tossed it aside. For this reason, I had him read it out loud instead to make sure he actually read and comprehended the content of the story. I understood that a story of this nature must have been very boring for him, so I plan to have him read an article more interesting to him (perhaps about video games?) in our next meeting. Regardless it was extremely difficult to get through the lesson. During multiple choice he continuously said "Fudge this" and "fudge you." I told him not to say that word because in the context he was using it he and I both knew it didn't mean "chocolate." Although he stopped he didn't do so without adding in that I am a "bad tutor."  This undoubtedly hurt my feelings; however, I didn't give it much attention since I know that he is just being a middle school boy. Rather, I returned to the lesson because I know that what he truly wants is to arise a response from me so that there is an interruption to our lesson. Pulling every answer from him with great effort we completed the lesson. However, I spoke to his mom afterwards about different options. She is a wonderful woman and is very involved in the education of  both her twin boys. She and I both realize that David needs extra help focusing on his studies and I have assured her that in my next lesson I will try to implement the computer more as a means of keeping him engaged.

Megan TS#5

This week, Dojun and I began our lesson with a review of last week's vocabulary. I believe that by implementing these regular reviews before moving on to other words will play an vitally important role for him in being able to actually retain what he has practiced. After stating the word I asked him to tell me what the significance of the word was either by definition or a synonym we had discussed in the previous lesson. If I saw that he was struggling to recall the word's overall meaning, I gave him guided support. I begin by first using the word in a sentence and asking him what the part of speech is. By understanding the way the word functions within the sentence he is able to extract more meaning from the context that the sentence provides. However, I've found that using multiple sentences works best in conveying the overall breadth of the word to him. As we discuss the different contexts and ways the word can be used, he is reminded of the significance of the word and how it is commonly used.

Toylene TS#6
Sm. Gr
9/26/16


For this session, the kids and I read the Clever Prince.  This was a continuation of the adjective lesson previously taught (short, tall, long, green, blue, brown, black, straight, curly, etc.).  While I read the story, they had to use adjectives to describe the characters or identify the descriptive words used in the reader for the characters.  They has to start their sentence in one of the following ways- (He has/She has/He is/She is). They were encouraged to predict the outcome of the story as well.  After the reading exercise, we took to the floor.  We played "Guess Who."  From a variety of magazine clippings, spread out on the floor, each student had to use the taught adjectives to describe a picture, then they had to guess who it was.  They really enjoyed this activity.  It got a little competitive; even their older siblings wanted in on the fun. 

Kayla CO #3

Date/Time: September 21, 2016/9:00 am - 9:55 am
Topic/Skill: Grammar/Group 1B/Adjectives
Teacher Presentation: Vicky Golen


OMG, Ms. Vicky gave me life at 9 am!  She forgot I was coming, but she was so energetic and seemed ready for the day, she made me smile and be a little more alive.  She first started the lesson of with correcting a sentence a student had just said in class. Then she moved onto their "Beautiful Mistake Log" and had them write the incorrect sentences and then correct them.  All of the sentences came from the students' while they were speaking (sometime before class) or their writing.  The good thing about the log that there are different ways to correct the sentences, so there's not just one right answer.  Once her and the class went over the sentences, she moved onto adjectives.  Last lesson she focused on adjectives that described something (I forgot), but this lesson focused on adjectives for touch and feel: shiny, fuzzy, prickly, lumpy, bumpy, soft, wrinkly, hard, and rough.  Vicky went through each adjective and explained it as best she could with things found in the classroom or a body feature.  After all the adjectives were described, she gave a brown paper bag, with an object inside, to a student.  Their objective was to describe the object using the adjectives just learned without looking at the object, and see if the class could guess the object.  For the first activity she had them do an in-class worksheet from the textbook.  They all went over it.  The second activity was the "What Does It Remind You Of".  I actually participated in this one.  Students had to ask other people in the class their most beautiful, cheap, boring, and other adjectives object.  This was a good way to integrate speaking into the lesson.  If students were finished early, they had to rewrite their "Favorite Possession" paragraph using the new adjectives they learned if they applied.  She then wished the class a great rest of the day (even though she'll see them again) and dismissed them.


Classroom Management:


Ms. Vicky managed the class very well.  However, she could not control this one student, but you could tell he was the class clown/"problem" child.  He was cooperative, but only on his own terms.  At the beginning of class it was funny then it progressed into her asking him, "Why are you fighting with me right now?" by the end of class.  She was able to keep her composure and energetic self though.  Other than that one student, she managed the class pretty well and the students respected her. 


Materials:

The materials used for this lesson was paper, pen/pencil, markers, whiteboard, computer, projector, and objects for the brown paper bag activity.


Student Participation:

If I had to rate the the students' participation on a scale from 1-10, I'd rate it a 9.9.  They all wanted to answer the questions (mostly).  There were a few times where there was noncooperation, but mostly the students followed the lesson smoothly.  All of the students participated in the partner activities and even asked a few questions.

Feedback Provided:

Ms. Vicky provided feedback on the students' speech by correcting the major mistakes.  She would take the time out to correct a sentence, and then move on to the lesson.  Throughout the lesson she gave great compliments!  She also suggested a good book to teaching grammar: Keys to Teaching Grammar to English Language Learners by Keith Fosle.  I will definitely have to check it out.

Lesson(s) on teaching you learned:

I noticed (again) that it is really important to be mindful of the pace and tone of your voice.  It is important to keep a positive, encouraging, and uplifting tone while not speaking too fast or too slow.  Students need time to process words and actually comprehend them.  Although this was a level one class, I was not expecting much comprehension and participation.  However, they were able to take instruction as well as critique.  It wasn't as difficult as I had expected it to be.  Also, it is good to always keep a smile; it makes your students feel more energetic, especially in the morning.  This was definitely a great lesson, and I enjoyed it.

Kayla TS #9

Date/Time: September 26, 2016/4:00 pm - 5:00 pm
Location: CIES Student Lounge
Topic/Skill: Speaking/Supporting your statements
Feedback provided to tutee:

I explained to Jimin my purpose of doing this activity:  I wanted her to talk more and not be so shy in being wrong.  Sometimes I think she doesn't fully voice what she wants to say, and I would like her to get out the habit of doing that.  She's not totally shy, but I think she has more to say.  I also did this activity because it might help in her writing (specifically persuasive/opinion essay writing) during the outline phase.  Sometimes speaking aloud can help with planning an essay.  She did an awesome job.

Lesson(s) about tutoring and/or the tutee you learned:

At the beginning of the session, I let Jimin ask me questions on anything she's having trouble understanding.  This time it was dialogue from the sitcom Friends.  She had found the script in English and highlighted what she didn't understand.  Some of the words/phrases included dumped, to hit on, gig, and the "If I had a nickle for every time..." phrase.  Unfortunately her computer died, so she couldn't ask all her questions.  The next thing we did was a speaking activity.  There were four topics that we either had to be for or against (chosen randomly by using a folded piece of paper and picking one):

1. Instagram should be banned vs. Instagram shouldn't be banned.
2. Are men more complicated, or are women more complicated?
3. Nice girls finish last vs. Nice girls don't finish last.
4. Guys are better with facial hair vs. Guys aren't better with facial hair.

I tried to pick lighthearted topics that we could both talk about since I was participating in this activity too.  We each had 2 to 4 minutes to plan (depending if she needed more time), then we would each get two minutes to speak (the goal was to use the whole 2 minutes).  We would then talk about it a little bit and then move on to the next topic.  She said it was a little difficult because it was hard to come up with reasons, but some of that was due to inexperience.  However, I assured her that she did a great job.  Through this activity she was able to explain what she was trying to say with little correction.  I think we both enjoyed this activity.

Kayla TS #8

Date/Time: September 24, 2016/2:30 pm - 3:30 pm
Location: Tutee's Home
Topic/Skill: Writing an Explanatory Essay/Planning
Feedback provided to tutee:

I told PJ that he did a great job today!  It started out great and it ended great.  He was very focused and engaged.


Lesson(s) about tutoring and/or the tutee you learned:


This session was pretty chill.  I had just came from the FAMU Viticulture Center, so I had some fresh grapes and offered some to PJ and his dad.  PJ and I ate them throughout the session; who doesn't love fresh food?  Anyways, we decided to move on from his Traveling Opinion Essay and start a new essay: explanatory/informative.  I started by explaining to him what informative/explanatory essays are and why they are used.  I then had him read an "How To" essay on how to run a babysitting business.  This writing sample was okay as it has many paragraphs with only three or four sentences, but the flow was good.  We pointed out the introduction and its main parts, the body paragraphs and its main points, and the conclusion.  He needed a little help, but that was okay.  We then started to brainstorm and outline for his essay topic, fire, on his small whiteboard.  I feel like writing things on a whiteboard helps bring clearer thinking.  We only got to body paragraph two as far as planning, so we will continue to plan next session.  PJ was very enthusiastic and engaged throughout the session.  He liked the fact that we were taking more time to plan, because he feels that he won't get too confused.  I agree that this is a better way for him.  To take the planning more slowly.  He also showed me what he learned in Boy Scouts earlier that day which probably inspired him to write about fire.  I feel progress coming on. :)

Kayla TS #7

Date/Time: September 19, 2016/8:30 pm - 9:30 pm
Location: Panera Bread Co. on Thomasville Rd.
Topic/Skill: Text Messages/Sentence Correction
Feedback provided to tutee:

Jimin was great as usual.  Just for fun and extra practice, I told her she can finish the worksheet.  I also gave her six idioms to figure out for our next meeting.

Lesson(s) about tutoring and/or the tutee you learned:

I always start the lesson by letting her ask me questions on anything that she is having trouble with.  She did not have any questions this time so we moved on to the activity.  Since most students have smartphones, most of them need to be able to read and write text messages.  As someone who is learning English may not understand the English text message (language), I thought this would be a fun activity for Jimin.  First we matched the correct words to the shorthand texts (i.e. c u l8r - see you later).  Then we corrected text messages to the correct sentences and matched what type of person said which text message (we didn't finish all of them).  Because someone from the U.K. came up with this lesson, I had to translate some British terms to American meaning.  This was good practice for sentence correction, and it related to something that everyone does on a daily basis (Link to activity: http://www.onestopenglish.com/esol/esol-lesson-plans/pdf-content/cambridge-esol-skills-for-life-text-messages-lesson-plan/146935.article).  I think she enjoyed the activity.  It seems that Jimin is interested in vocabulary (mostly phrasal vocabulary).  She enjoys learning the meaning of a phrase.  Because of this, I found a list of idioms (eleven pages worth) and discussed some of them with her.  I also gave her six idioms to think about/figure out for the next time we meet. 

Remi TS #7

Today I met with Shu at the CIES house. I had to change the date of our meeting so he did not have time to prep a NPR story to talk about. Instead I chose a story which we went over together. The topic was a heroin clinic in Seattle. I prefaced the conversations with questions about the title, asking him what he expected to hear and how much he knew on the topic. In Japan drugs are very uncommon and have extreme laws against them. As a result, most Japanese people see all drugs as equal and have very little to know knowledge on any of them. So I explained what heroin was and all the issues surrounding it. 

We then listened to the story once and had a discussion about what he understood. While listening to the story I took notes on words he had reactions to and asked questions about them after. He listened to the story three times before he had a complete understanding of it. Afterwards I asked him his opinions and to elaborate, he has a small habit of making statements and not providing supporting details. I spoke to him briefly about this so that he can be more conscious of it. 

We decided to alternate choosing the stories and styles of meetings. Next time he will choose and prepare beforehand so that we can have a longer more in depth conversation about it. The following meeting I will choose and he will have to do faster critical thinking and analysis. 

Toylene CP#4
9/25/16


Life's little inconveniences knows no cultural boundaries.  We all can probably relate to this situation.  My CP was telling me about how it takes her entire Sunday to do laundry.  With her busy schedule, I thought I knew why, but I asked her why anyway.   She stated that of the 6 washing machines at her apartment complex, only 3 of them work.  So, you can probably imagine her dilemma. She also mentioned how expensive it is to wash and dry the laundry. She's sounds very meticulous about how she washes from what I could gather.  She also says she has to leave her husband with the laundry because people will take your clothes.  Has this ever happened to you?  In spite of all this, she is positive and hopeful because her husband promises to buy her a washer/dryer set when they move into a house one day.  To make the pot a little sweeter, they usually go out to dinner afterwards.

Serena TS#9

Date/Time: September 26, 7:30-8:30am

Location: Skype

Topic/Skill: Korean history & idioms/ speaking & listening

Feedback provided to tutee: Each time Dojun used the incorrect vocabulary word I would be sure to correct him. However, I was careful not to over-correct him so that I was sensitive to his current skill level. As we discussed some common idioms used in English I let him guess the meaning first to see if he was familiar with it already. If he didn’t know it then I told him the meaning and used it in a sample sentence. I made sure to write out each idiom and the meanings so that he could understand exactly what I was saying.

Lesson(s) about tutoring and/or the tutee you learned: I found today that listening patiently really allowed Dojun to practice his production of speech. The more I interject, the less he really has to dig for what he is trying to say. Today he was describing to me the new movie he saw about the Korean man who joined the Japanese police force during Japanese rule. So I gave him plenty of time to figure out what he was trying to say and only supported his speech on occasion.

Serena CP#6

Date/Time: September 29^th 8:15-10:15pm

Location: Starbucks

Topic discussed: Cultural differences Turkey v America

Cultural and/or linguistic topics you and your partner learned: Jen Dickinson sent out an activity called the cultural iceberg to stimulate thought about surface and deeper level aspects of culture. In the activity one topic mentioned was gift-giving customs which became the first topic that Deniz curiously inquired about. I never really thought about this custom in America and explained to him that it really depended on the individual and the way one was raised. We then talked about political issues especially the topic of Trump vs Clinton. He asked me what I thought of Trump and I explained that I see him as being very unaccepting of different cultures and ethnicities. He wondered why people like him so much and I tried to explain this to the best of my ability. I also checked in with Deniz in regards to how his other two conversation meetings have been. He is super motivated to master his English by practicing as much as he can, so previously I had shared his contact info with two classmates from TEFL. He told me that both the meetings had been enjoyable and he found them to be beneficial as well.

Serena CP#5

Date/Time: September 29^th 6:40-7:40pm

Location: Pong’s Boba Tea

Topic discussed: Cultural differences Korea v America

Cultural and/or linguistic topics you and your partner learned: During my meeting with Jimin we drove to the boba tea place attached to Mr. Roboto’s. Here we ordered some mochi ice cream to share. It was funny noticing some of the cultural differences that we just mentioned in class earlier today. I had made small talk with the cashiers as if we were friends. Later Jimin confirmed what we learned in class, which is that no one does that in Korea. She said that Koreans don’t socialize with strangers. I also threw her under the bus by introducing her to the cashiers, which she was shy about. Luckily one of the girls mentioned that she was a grad student of foreign language and was very familiar with CIES and the other one mentioned her brother was currently stationed in Korea for the army. Then on our drive back to CIES where her mom was picking her up I joked to Jimin about not saving a mochi to share with her friend. Then I offered her to take one of mine to give to her friend. She said no but because of what I learned in class I asked her two more times and she finally took one graciously.

Serena TS#8

Date/Time: September 21^st 7:30-8:30pm

Location: PJ’s desk

Topic/Skill: science homework & idioms/ reading comprehension & inference skills

Feedback provided to tutee: We began the session by reviewing science homework that he was too frustrated to figure out during the last session. After I re-explained to PJ what the question was asking he was able to answer the question quickly. I praised him for finally being to answer the questions and reassured him that it was because he looked at it a fresh and rested. Last time he was trying to figure out the questions near the end of the session after already having spent 40 minutes on other science questions.

Lesson(s) about tutoring and/or the tutee you learned: For this session I prepared a PowerPoint with pictorial representations of different idioms. When we began working on idioms I realized it would be more effective to take a diagnostic on idioms PJ already knew rather than wasting time trying to teach him idioms he knew. So we spent a few minutes where I read through a master list of idioms and he told me what he thought they meant. For each idiom he didn’t know I copied them onto a word document to focus on for future lessons. At the end of the session I copied 8 of the idioms or meanings onto cards to use for a game with the magnetic crane we created last session. We played a matching game where I read either the meaning or the idiom and then PJ had to pick up the right answer using the crane.