TUTR 2 Assessment (Sp14)
SurveyMonkey
Q1 Name:
Answered: 80
#
Skipped: 0
Responses
Date
1
5/30/2014 1:34 AM
2
5/28/2014 10:40 PM
3
5/28/2014 5:41 PM
4
5/28/2014 2:56 PM
5
5/28/2014 2:41 PM
6
5/23/2014 5:54 PM
7
5/21/2014 9:20 PM
8
5/21/2014 3:36 PM
9
5/20/2014 3:35 PM
10
5/20/2014 3:33 PM
11
5/20/2014 3:26 PM
12
5/20/2014 2:16 PM
13
5/20/2014 1:38 PM
14
5/20/2014 2:22 AM
15
5/19/2014 10:25 PM
16
5/19/2014 10:03 PM
17
5/19/2014 9:34 PM
18
5/19/2014 5:04 PM
19
5/19/2014 3:39 PM
20
5/19/2014 2:06 PM
21
5/19/2014 10:48 AM
22
5/19/2014 2:03 AM
23
5/19/2014 1:14 AM
24
5/18/2014 12:37 PM
25
5/16/2014 4:00 PM
26
5/16/2014 3:46 PM
27
5/16/2014 3:42 PM
28
5/16/2014 3:41 PM
29
5/16/2014 3:38 PM
30
l
5/16/2014 3:35 PM
31
5/16/2014 3:35 PM
32
5/16/2014 3:34 PM
33
5/16/2014 3:32 PM
34
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35
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TUTR 2 Assessment (Sp14)
SurveyMonkey
36
5/13/2014 7:53 PM
37
5/13/2014 6:07 PM
38
5/13/2014 6:02 PM
39
5/13/2014 6:00 PM
40
5/13/2014 6:00 PM
41
5/13/2014 5:59 PM
42
5/13/2014 5:59 PM
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5/13/2014 5:59 PM
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5/13/2014 5:58 PM
45
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46
5/13/2014 5:58 PM
47
5/13/2014 5:58 PM
48
5/13/2014 5:57 PM
49
5/13/2014 5:56 PM
50
5/13/2014 5:56 PM
51
5/13/2014 5:56 PM
52
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53
5/13/2014 5:56 PM
54
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55
5/13/2014 5:55 PM
56
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57
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58
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64
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65
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TUTR 2 Assessment (Sp14)
SurveyMonkey
77
5/13/2014 5:50 PM
78
5/13/2014 5:47 PM
79
5/13/2014 5:47 PM
80
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3 / 23
TUTR 2 Assessment (Sp14)
SurveyMonkey
Q2 Subject Area (English, Math, etc.)
Answered: 80
Skipped: 0
#
Responses
Date
1
Psych 1
5/30/2014 1:34 AM
2
English
5/28/2014 10:40 PM
3
communication studies
5/28/2014 5:41 PM
4
chem 30b
5/28/2014 2:56 PM
5
Business
5/28/2014 2:41 PM
6
English
5/23/2014 5:54 PM
7
Communications
5/21/2014 9:20 PM
8
Communication
5/21/2014 3:36 PM
9
English
5/20/2014 3:35 PM
10
Math
5/20/2014 3:33 PM
11
Math, Chemistry
5/20/2014 3:26 PM
12
Communication Studies
5/20/2014 2:16 PM
13
Communication
5/20/2014 1:38 PM
14
Communications
5/20/2014 2:22 AM
15
Japanese
5/19/2014 10:25 PM
16
English
5/19/2014 10:03 PM
17
Communication
5/19/2014 9:34 PM
18
chemistry
5/19/2014 5:04 PM
19
Math
5/19/2014 3:39 PM
20
Math
5/19/2014 2:06 PM
21
Math
5/19/2014 10:48 AM
22
Math , Chem
5/19/2014 2:03 AM
23
ESL
5/19/2014 1:14 AM
24
math
5/18/2014 12:37 PM
25
Computer Application Software, Business 92
5/16/2014 4:00 PM
26
English
5/16/2014 3:46 PM
27
Physiology
5/16/2014 3:42 PM
28
Computer Science
5/16/2014 3:41 PM
29
English
5/16/2014 3:38 PM
30
ESL
5/16/2014 3:35 PM
31
Math
5/16/2014 3:35 PM
32
english
5/16/2014 3:34 PM
33
Business
5/16/2014 3:32 PM
34
Math
5/16/2014 3:30 PM
35
ESL
5/14/2014 8:14 PM
4 / 23
TUTR 2 Assessment (Sp14)
SurveyMonkey
36
Chemistry
5/13/2014 7:53 PM
37
Communications Studies, English, Spanish, ESL, Geography
5/13/2014 6:07 PM
38
Math 43-Statistics
5/13/2014 6:02 PM
39
Anatomy
5/13/2014 6:00 PM
40
Math
5/13/2014 6:00 PM
41
French, Political Science
5/13/2014 5:59 PM
42
Math
5/13/2014 5:59 PM
43
Microbiology
5/13/2014 5:59 PM
44
Business
5/13/2014 5:58 PM
45
ANATOMY
5/13/2014 5:58 PM
46
Biology
5/13/2014 5:58 PM
47
Anatomy
5/13/2014 5:58 PM
48
Chemistry
5/13/2014 5:57 PM
49
English
5/13/2014 5:56 PM
50
Business
5/13/2014 5:56 PM
51
Chemistry
5/13/2014 5:56 PM
52
Math
5/13/2014 5:56 PM
53
Chemistry
5/13/2014 5:56 PM
54
Anatomy, Biology, and Chemistry
5/13/2014 5:56 PM
55
Math
5/13/2014 5:55 PM
56
English
5/13/2014 5:55 PM
57
Math
5/13/2014 5:55 PM
58
Math
5/13/2014 5:55 PM
59
Biology
5/13/2014 5:55 PM
60
Math, Stats
5/13/2014 5:55 PM
61
English, ESL, Comm Studies, Sociology, and Geography
5/13/2014 5:55 PM
62
Math (Statistics)
5/13/2014 5:55 PM
63
Math
5/13/2014 5:55 PM
64
Astronomy, Art History, Music Theory, Passion and Purpose
5/13/2014 5:55 PM
65
math
5/13/2014 5:54 PM
66
Administration of Justice
5/13/2014 5:54 PM
67
Business
5/13/2014 5:54 PM
68
Chemistry
5/13/2014 5:54 PM
69
Anatomy
5/13/2014 5:53 PM
70
math/ bio
5/13/2014 5:53 PM
71
Chemistry
5/13/2014 5:53 PM
72
ANATOMY
5/13/2014 5:52 PM
73
Business
5/13/2014 5:52 PM
74
Chemistry, Math
5/13/2014 5:51 PM
75
English
5/13/2014 5:51 PM
76
Math
5/13/2014 5:50 PM
5 / 23
TUTR 2 Assessment (Sp14)
SurveyMonkey
77
Political Science
5/13/2014 5:50 PM
78
Chemistry
5/13/2014 5:47 PM
79
Englidh
5/13/2014 5:47 PM
80
Psychology
5/13/2014 5:43 PM
6 / 23
TUTR 2 Assessment (Sp14)
SurveyMonkey
Q3 What do you do as an LC Scholar?
(Check all that apply)
Answered: 80
Skipped: 0
Learning
Assistant
Study Group
Leader (MESA...
Drop-in
tutoring
Scheduled
appointments
Conversation
Group Leader
Student Worker
0%
10%
20%
30%
40%
Answer Choices
50%
60%
70%
80%
90%
100%
Responses
Learning Assistant
12.50%
10
Study Group Leader (MESA or LC)
20.00%
16
Drop-in tutoring
77.50%
62
Scheduled appointments
81.25%
65
Conversation Group Leader
5.00%
4
Student Worker
2.50%
2
Total Respondents: 80
#
Other (please specify)
Date
1
Writing Coach
5/16/2014 3:34 PM
2
ESL Writing Workshop
5/13/2014 6:07 PM
3
Math-Lab
5/13/2014 6:02 PM
4
STUDENT ASSISTANT
5/13/2014 5:58 PM
5
Also tutor as a MESA study group tutor
5/13/2014 5:58 PM
6
Teaching Assistant
5/13/2014 5:56 PM
7
ESL Writing Coach
5/13/2014 5:55 PM
8
Some small groups too
5/13/2014 5:54 PM
7 / 23
TUTR 2 Assessment (Sp14)
SurveyMonkey
9
none
5/13/2014 5:53 PM
10
WRAC
5/13/2014 5:51 PM
11
N/A
5/13/2014 5:43 PM
8 / 23
TUTR 2 Assessment (Sp14)
SurveyMonkey
Q4 Providing as much detail as possible,
describe how you explained three concepts
to a student with whom you were working:
(text box will get bigger)
Answered: 80
Skipped: 0
Answer Choices
Responses
Concept one:
100.00%
80
Concept two:
100.00%
80
Concept three:
97.50%
78
#
Concept one:
Date
1
I taught many different concepts to my fellow students. One of the three is The Four Main Points of Psychology. The
5/30/2014 1:34 AM
way that I taught her these concepts is by relating the material to her life and by giving examples.
2
When explaining a tutee what a thesis is, I tell them that a thesis is the main idea of the essay. A thesis is your
5/28/2014 10:40 PM
argument and it should be saying something about the poem/book. A thesis is not a sentence summarizing. Instead, a
thesis is saying something more than what has already been said in the story/poem. Ultimately, in your thesis you are
making your argument/point and your essay is supporting that argument.
3
Persuasive speech: speech that either wants to change the audience beliefs, values, or opinions about a topic.
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4
when explaining PI I described it as the pH at which each amino acid is happy in tbe switterion form and has a charge
5/28/2014 2:56 PM
of 0
5
Debits and credits mean nothing more than left and right. If it happened on the left side of the account, it's a debit. If it
5/28/2014 2:41 PM
happened on the right side of the account, it's a credit. You need to make sure that each transactions debits and
credits balance.
6
i helped students understand different ways of brain storming and i helped them understand how it can help in all
5/23/2014 5:54 PM
stages of essay writing. Especially the free write style.
7
When a student came in to tutoring about their awards speech. They seemed confused about which award to choose
5/21/2014 9:20 PM
and how to introduce the student that was receiving it. I made it fun and let them know how they could make up
details wherever they wanted i.e. if there were any previous award winners, when was the award first created, what
were the requirements
8
On 4/8/14 i worked with Blessing on the indroduction of your presative speech. We went over ideas for her attention
5/21/2014 3:36 PM
getter, as well as for her creadability
9
A concept that I have explained to students is the concept of eliminating words from their sentences because they are
5/20/2014 3:35 PM
seen as "wordy" and taking away from their main ideas. I explain to the students that when using too many words, it
can be seen as improvising or trying to reach the word limit their teacher has required for them. Also, the sentence can
sound awkward if too many words are used. So I help them eliminate words so that their sentences are more clear and
to the point without using words that are unnecessary.
10
Not only reading the question but understanding what it is asking. When reading a question like a percent question but
5/20/2014 3:33 PM
it is a word problem, I tell my tutees to pay attention to the words like of and is
11
Ideal Gas Law
5/20/2014 3:26 PM
12
Communication Analysis: An assignment that looks at an artifact through a theoretical lens. To explain this assignment
5/20/2014 2:16 PM
I provided examples, some that I invented to help the student understand. (For example, if we were to analyze a
poster, we have an idea of what makes it effective or not. However, for the assignment we are looking for a theoretical
way to see what makes it effective or not and then look at it through what that theory states.) After a hypothetical
example, I went over a concrete example of a communication analysis then assisted the student in finding examples
of theories. From this the student was able to make sense what they had to and I was able to assist when necessary
13
I first look at what the teacher wants (her syllibus)
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9 / 23
TUTR 2 Assessment (Sp14)
14
SurveyMonkey
How to form a thesis. A thesis in speeches is composed of two things: a topic and a purpose or a subject and an action
5/20/2014 2:22 AM
(same meaning, but different words help). It is simple and straight to the point. Example for persuasive, "Mac and
Cheese should be served in the cafeteria" The subject is mac and cheese and the action is that it should be served.
An informative example thesis: Plastic, in any form is dangerous. The topic is plastic and the purpose is to inform the
dangers. **It's also worth mentioning, that it is okay to make a thesis simple in a speech because it makes it easier for
the audience to catch.
15
Describing the concept of Kanji to study group: Already the students had learned 2 of the 3 alphabets in Japanese. I
5/19/2014 10:25 PM
explained that because there are MANY homonyms in the Japanese language, the use of Kanji (Modified Chinese
Characters) is essential to learning the language. I used various examples of homonyms to show how difficult it would
be without the thousands of characters and average Japanese person must know.
16
The Thesis Statement: Usually when asked about the thesis statement I try and tell students that it is the main
5/19/2014 10:03 PM
argument or point that their paper is trying to make. The thesis should clearly state what your paper is going to be
about. If I had to explain it in even simpler terms the thesis can be consider almost like a summary of the paper itself.
After reading the thesis I should have an idea what the paper will be about.
17
Brainstorming: I would ask the student what is their presentation going to be about. If they have a handout we would
5/19/2014 9:34 PM
look at it. I would then ask the student when is their presentation. If they have time, I would ask if they have thought of
any topics they are interested in. We would make a list of topics they are interested in. I would ask them if they feel
they could find evidence on that topic. I would them tell them to go and find at least 2-5 works cites.
18
A concept many people struggle to understand in introductory chemistry is the concept of polar and nonpolar
molecules. Polarity occurs when there is a difference in electric charge of one or more and in a molecule. Unless the
5/19/2014 5:04 PM
elements binding are the same or with similar properties, there will be a difference in charge, causing a solid and
making the bond polar. In order for something to be nonpolar, the elements must be the same or the molecule must
have symmetry in order to "balance out" the charge. I would explain this to my students and would have them draw the
molecules to determine the polarity. If they still couldn't determine the symmetry, I would use a chemistry kit so that
they could see it in 3-D.
19
The firs one was about math65. I had to explain how to solve the algebraic equation. It involves the work of expanding
5/19/2014 3:39 PM
or simplifying. My tutee did not understand how to divide or multiply a constant from the both sides, so that I have to
draw out a scale and some dollar coins. If I take away 1 coin on both sides, it would keep the scale balanced.
20
I explained students how to organize their essays.
5/19/2014 2:06 PM
21
I will get to know the person' math level to see the best way they can perceive the problem better
5/19/2014 10:48 AM
22
Understand the book
5/19/2014 2:03 AM
23
I taught the student to use pre-writing strategies for his writing assignment such as brainstorming, outlining and doing
5/19/2014 1:14 AM
research on the topic. I used the graphical chart of essay's structure to help him developed a formal outline. I also
asked him many questions regarding their topics so that he could get more idea to support his essay.
24
inverse function: switch x and y first, and then solve for y. the function we get that is the inverse function.
5/18/2014 12:37 PM
25
How to Navigate in Microsoft Applications? The first thing to remember is the Ribbon. The Ribbon is important
5/16/2014 4:00 PM
because it provides all the necessary tools to allow you to create, modify and even delete elements inside the
documents. On the ribbon there are many tabs including what we call the contextual tabs which magically appear on
the ribbon in bright colors when you select one the many different objects that might be embedded in the document.
(Good examples of objects are tables, footer/headers, charts pictures etc.) Every tab has many groups; the textbook
does a great job of pointing the groups out. And in each group you may find a menu, gallery or even a dialing box with
additional elements, objects and/or features to include in your document. Have fun with it and explore the many clicks
provided in using the Microsoft application. Remember Microsoft Applications have a Ribbon.
26
I had to explain to some of the students I work with what a thesis was. Some of them didn't really know what it was,
5/16/2014 3:46 PM
just that it was at the end of the first paragraph. I explained to them that a thesis is the argument you are making in the
paper; your whole essay revolves around it. I further explained that a thesis is something that has to be arguable and it
cannot be just summary. After explaining the concept I then gave them several examples of what is and what isn't a
thesis. For example: " In Hamlet everyone dies" that is not a thesis because that is what happens, the sentence is not
making any new point, idea, argument, etc. A good example of a thesis would be "Everyone dies in Hamlet because
Hamlet made foolish choices. In this example I am making a point or saying something that is arguable. I continue to
make examples or explain it further until the tutee understands.
27
Cardiac functions and bloob flow
5/16/2014 3:42 PM
28
I helped them in how to study for computer science definitions and built in functions
5/16/2014 3:41 PM
29
i use a box web (iit has a box with their sub idea to the main idea and then lines sticking out from the right side for their
5/16/2014 3:38 PM
ideas) with colors to help students understand how to organize their own ideas in correlation to the topic, and then
organize their quotes.
10 / 23
TUTR 2 Assessment (Sp14)
SurveyMonkey
30
I use a lot of examples and draw charts.
5/16/2014 3:35 PM
31
I try to explain to my students how to use formula correctly.
5/16/2014 3:35 PM
32
I explaind how to organize and essay using a diagram and pictures and then broke it down into simpler terms so that it
5/16/2014 3:34 PM
was easy to mannage.
33
Fundamental Accounting Equation: This equation is the basic thing that students need to know before they move on to
5/16/2014 3:32 PM
more advanced topics. So, if the student was not of good understanding of the material. I drew the diagram of the
equation for them.
34
I described math related word problems by drawing a picture which allows the tutee to visualize. Color coding will also
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help with visualizing.
35
This semester I had the opportunity to work and help wonderful people, specially with a girl that wanted me to help her
5/14/2014 8:14 PM
with some grammar concepts. I tried to help her as much as possible. I remember she asked me how modals work. It
was a huge amount of information so I tried to break that information into pieces to make it easy for her to understand.
I explained to her that modals are auxiliaries that add a specific meaning to a verb then I tried to give her some
examples. It took her a while to understand it but at the end she was able to do it. I think she did great.
36
First off, I ask them what can they tell me about the problem and what they are confused about? Okay, so let's start off
with the definitions. Then, I asked what the definitions of acid and base were to see if they understand what the
5/13/2014 7:53 PM
chapter's about. Now, looking at an example, I asked the student to identify the acid and base to make sure she
understood the concept. After several examples from the lecture notes, she pulled up MasteringChemistry so she
could do some homework problems to ensure she understood the concepts. From our session, it seemed like she
understood the concept.
37
For Spanish, I had to explain the concept of reflexive verbs. The first aspect I chose to focus on was the basic format
5/13/2014 6:07 PM
of an infinitive non-reflexive verb compared with an infinitive reflexive verb. For example, with the verbs “IR” and
“IRSE”, I ask the student to identify the similarity and difference in spelling. Once the student has identified these, I
reveal that all reflexive verbs in Spanish have a “SE” attached to the end. I then explain that the verbs “IR” and “IRSE”
have very similar meanings as well, and that the difference is in who is being affected by the action. I explain that all
reflexive verbs with the “SE” form are actions that a person does to themselves, whereas non-reflexive verbs are
actions that affect or occur to other people or things. We then do some basic examples and activities to reinforce the
lesson and allow the tutee to ask questions.
38
1) A student asked what is a d-bar? I essentially explained how the d-bar is in essence the x-values listed in a data set
5/13/2014 6:02 PM
subtracted by the y values. (For example (x-y) (1-2) =-1.) We were going over his online homework which referred to
the problems in chapter 11 of the Statistics Matt Davis textbook. I explained how you list all the x-values in L1 ,the yvalues in L2 ,then highlight L3 and input L1-L2. You then go to STAT, CALC, 1-VAR Test then type in L3 and list type
in the x-bar listed in the calculator as the d-bar.
39
One of the concepts my tutee and I had to spend ample time on was the pathway of blood from and to the heart, with
5/13/2014 6:00 PM
the use of models. The terminology was the greatest concern of this topic and my tutee was growing frustrated as she
continued stumbling on the terms. I tried holding up the model and have her follow what she thinks is the correct path
of circulation. That way, whenever she was stuck during a test, she can figure out her answer by the same technique
we started on. After that, I explained to her—with great attention to pronunciation—the correct answer and then have
her teach it to me. Then, we went over the pathway again and I had her write every term down on paper, but this time,
without the model.
40
With the concepts of adding and subtracting negative numbers, I would explain how negative numbers is just like
5/13/2014 6:00 PM
subtracting. I would use a number graph and show them how the numbers move about. I would give them some tips to
help them solve equations.
41
Tutee brings her review questions for her exams and she tells me what she believes the answer to be. I then either tell
5/13/2014 5:59 PM
her she is understanding the material correctly, or I point to a section that she should reread, or I look up an article that
is from a reliable source and have read that and see what explanation she gains from that. Then I have her re-answer
the question. Then if it's still unclear I use situations that have been in the news or from stories that will get the key
concept across. For example the other day we went over the executive branch and all the different "hats" that the
president must wear, and I gave more concrete examples about the hats that the presidents wears. Such as when the
president is commander and chief he/she will lead our military forces, such as Lincoln did when he went down to
Richmond VA to survey the destruction the Civil War has caused.
42
Factoring: I explained that factoring is taking out numbers from variables, much like taxes. When you tax someone,
5/13/2014 5:59 PM
you want to take an equal amout of money from everyone (for instructional purposes only), and that you cannot take
more money than a person has. Likewise, if we have an expression: (8A+4B-2C), we know that each person (variable)
can pay 2 (C cannot give up more). So, the expression will be factored out as 2(4A+2B-C).
43
I helped explain the significance of some lab tests like MIO. I showed them that with MIO, you test for 3 things: Motility,
Indole, and Onrnithine. In the lab book, I showed them how it looks like too.
11 / 23
5/13/2014 5:59 PM
TUTR 2 Assessment (Sp14)
44
SurveyMonkey
Adjustments:I usually start with an explanation what adjustments are and what they are done for. Then I give some
5/13/2014 5:58 PM
examples to demonstrate how adjustments are journilized. And then I have my students to do some excersises
themself. As a result, most students understand that adjustments help to see the real numbers and real situation going
on within the company. The income and expenses are not understated or overstated.
45
I thought my student to use a recorder to record their lectures and then listen to the lecture over and over again during
5/13/2014 5:58 PM
their leisure hours because this will acquaint them with the lecture and the particular topic.
46
I explained mitosis to students by first trying to put into the scope the process and its relevance to humans/ other
organisms. I then proceeded to explain each phase of mitosis (interphase prophase metaphase, anaphase, and
5/13/2014 5:58 PM
telophase). Showing how each phase transitioned into the next and providing diagrams of each phase helped to
explain mitosis as well.
47
In order to help understand the different cranial nerves’ functions, I went through each cranial nerve with the students
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and would have them come up with real life examples or situations where those nerves are used. In some situations I
would help come up with examples of what would occur if that nerve was damaged or injured in some way.
48
I taught people how to find the information that they needed while reading the whole article. One of my students asked
5/13/2014 5:57 PM
me how to compare the strength of the vapor pressure of three different molecules. I tell her to find what vapor
pressure was. After she found the definition, she just stopped. Then I told her to keep reading. Then, she found a
factor that relate to the vapor pressure, which was the strength of the intermolecular force, which is the chapter that
she was in. And she just found the answer.
49
A concept that I have explained to a student is quotations in a studen't essay. Quotes seem scary to a lot of students
but I see that the main issue for students is quote introduction. I explain to students how important it is to introduce a
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quote because a lot of the time the quote is just placed into a paragraph and doesn't make sense to the point they are
trying to make in thweir paragraph. Also, I explained to them that quote intros do not need to be a grand thing (which is
what a lot people think it is supposed to be) so by helping them relax about small (but still important) quote intros are,
they get a better understanding of quotes altogether.
50
My student had trouble understanding what a stock split was, so I just told her that it’s exactly just as it sounded:
5/13/2014 5:56 PM
businesses just splits their stocks so that they have a higher amount of shares sell, but of lower values.
51
Teaching how to remember polyatomic ions involved having them just remember six elements.
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52
I used a similar technique to most problems I encountered where I went through a checklist: 1) Have student show me
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class notes and try to put those notes in context of current problem, 2) worked through example problem(s) in text out
loud or from notes to show student how I would address problem, 3) watch student solve problem and provide
feedback, and 4) do similar problems feedback.
53
Lewis Dot Structure of H2O: To determine the valence electrons of an element, a trick to this is to look on the periodic
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table and see what group the element is in (valence electrons are located in the s and p orbital)-hydrogen has 1 eand oxygen has 6 e-. You then want to determine which element is the central atom (the element that can’t make the
bonds will be the central atom) which will be oxygen because it can make up to two bonds while hydrogen can make
only one bond. Then you would want to arrange the elements following octet rule and your Lewis dot structure of H2O
should show us that it is tetrahedral bent with two lone pairs at the central atom making it a polar molecule.
54
I tried to explain mitosis and meiosis by explaining PMAT (the overall steps for mitosis) and then explaining each step
in detail. I would discuss key differences between each step, show pictures and diagrams in the book for what each
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step looks like, and then had the student do practice problems or attempt to discuss and identify the different steps of
mitosis.
55
I taught my tutees how to find the Least common denorminator. We need to do the prime factorization then we
5/13/2014 5:55 PM
multiply the common number with the not common number. We will get the LCD
56
In explaining how to write an introduction, I described to this student the three main parts depending on the focus of
5/13/2014 5:55 PM
the paper: a hook/attention getter, background information/summary, and the thesis statement. The attention getter is
easiest in the form of a question, statistic, fact, or anecdote. The attention getter was the easiest part; this particular
student had the most trouble with summarizing his book in a way that related to the topic he was writing about and we
discussed what the summary could sound like before he went about writing.
57
When I explained to a student how to study for an exam. The first thing I recommended was to watch a video. This is
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becuase when I study, I general wach videos to learnt the topic after I attempt the problem. Also, it is very important
to not only do the problems, but to get them right. I think this is one of the main problem with students. They never
check if the answer is right and just want to the homework done.
58
I was explaing the process of finding the inverse function for a function that passes the horizontal line test. I did this by
first explaining how to graph a function and how to apply the horizontal line test to it. Then, if the function passed the
horizontal line test I taught them how to find an inverse for a function by switching the x and y variable of a function
then solving for y.
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TUTR 2 Assessment (Sp14)
59
SurveyMonkey
Because there are a lot of terms in biology that have to be memorized in a certain order, I taught my tutee
mneumonics to help them remember the terms. For example, they would have to remember phyla in certain orders so
5/13/2014 5:55 PM
I would help them make funny acronyms.
60
How to find probability? Probability is a measure of the likeliness that an event will occur. To find the probability you
5/13/2014 5:55 PM
could use the sample space divide by the total outcome.
61
In English, I was able to show students how to create a well-structured essay with well-incorporated quotations and
bibliography. I used a simple outline and explained each point and what is needed in each point. I used many
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examples and asked many questions for the students to think about and answer.
62
Hypothesis Testing I taught people how to set up a hypothesis problem in six steps. First, I taught the tutees to write
5/13/2014 5:55 PM
down their null hypothesis then their alternative. Second, I told them to make sure to label their significance level which
was the same thing as alpha. Furthermore, I taught them that the third step was to calculate the p-value and z-score
using their calculator and the formulas given to them. Then I told them when or when not to Reject Ho by looking at
the p value. Lastly, I taught them that the last step was to translate it using the confidence interval and whether or not
there is enough evidence to prove this.
63
Derivatives. I taught a student the concept of derivatives by explaining to him how a derivative measures the rate of
change of a function. I started with linear functions, and connected the idea of slopes and derivatives, then moved on
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to quadratic and cubic functions.
64
I taught students Newton’s Law of Gravitation. To do this, I had to teach them how to square a number by multiplying it
with itself. I also had to teach them that in a formula, each variable represents something. In this formula, F is the force
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between masses and that is equal to the gravitational constant G, which is always the same, times the mass of the
first object and the mass of the second object all divided by r, the distance between the centers of the masses. I used
drawings to illustrate two objects being attracted to each other.
65
I taught my student how to multiply equations. I taught them how to foil. I wrote out the equations and explained the foil
acronym. I then drew lines to connect the terms what needed to be multiplied together.
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66
I explained to my tutee how the exclusionary rule is involved in most of the subject matter we learned in Evidence. I
drew diagrams to show how each exception to the exclusionary rule linked together, and when they do/do not apply.
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67
I explained the my student the accounting equation. A=L+E. I first broke down which each Variable meant. I then
applied each variable concept to real world situations.
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68
As my students started studying Chemical Equilibrium, I had to come up with a creative way to explain them how it
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works. I came up with a very easy way to make them understand the concept. The more stress is applied on the
product side, will make the equation to go to the reactants side, therefore shifting to the left. I took both of my hands
and placed them in the air. My left hand would represent the reactants and the right one the products. If I apply stress
to reactants I would lower my left hand, and the right hand will be raised, to note that there will be more products
created; shift to the right. And visceversa.
69
Most recently, I was able to explain the structures within the kidney. It was easy to relate function with structure
because I have just learned the kidney functions in my Physiology class. This made it easier for me to relate the
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importance of knowing the structures to my tutee. I used diagrams and had her draw out the structures to retain the
new information.
70
for instance if i were to explain factoring in 5(3+9) i would explain that the 5 is part of each aaddition in the equation.
therefore, if we are to solve this problem we have to take in noticer that it is part of each addition.
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71
How to balance a chemical equation? First, we have to look the molecules of the right hand side and the left hand
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side. We need to try to get the same number of the molecule from the left and right. Then we also need to balance the
charge of the left hand side and the right hand side.
72
I taught people how to memorize models using the words they know and to draw a picture to better memorize
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73
Journal entries relates to cash. Whenever you received money is debit side, and you paid money is credit side. So,
you did your cash journal transactionfirst, then figure out what should be other side of journal.
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74
I taught my student an easier way to understand dimensional analysis in Chemistry. Over time, I can definitely see a
big improvement in their attitude in class, being more positive because they are understanding the lessons. This boost
of confidence reflected on their grades.
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75
I have been working with a student who has reading comprehention issues. We have been working on not just
understanding the surface meaning of a text but, how we need to look at what the deeper meanings are. Some ways
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we do this is read a passage and take notes and discuss the nuance portions of the story. Also we do a lot of
rereading and picking apart scentances to understand the story.
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TUTR 2 Assessment (Sp14)
76
SurveyMonkey
When teaching how to solve porportions.. The first step for me to teach a student is how to properly set up the problem
5/13/2014 5:50 PM
which requires reading the problem correctly and finding key words like of or is.
77
Because I only had one tutoring appoint this semester, I don't have much to work with. However, I did teach my one
5/13/2014 5:50 PM
tutee the importance of putting political science concepts in her own words. It's all well and good to memorize textbook
definitions but if you don't understand the concept, the information is useless.
78
Mass percentage of a chemical compound: I gave an example to my student to describe how the partial vs. total
5/13/2014 5:47 PM
sounds like, it actually relates to the concept of mass percentage of a compound that has beed identified.
79
I've taghts students how to be more simple and clear with their paper rather than tying use big words and unecessay
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synonyms.
80
The auditory system: The structure and function of the areas of the brain that are involved.
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#
Concept two:
Date
1
Another example is when I taught the parts of a Neuron to a student. She was struggling with the placements of the
5/30/2014 1:34 AM
different parts to a neuron. So, we went online and we found an interactive neuron structure. It showed all the parts to
a neuron an gave examples of what each part does.
2
One of my tutees wouldn't lead into his quote or explain it. He would simply write the quote as a sentence and then
5/28/2014 10:40 PM
move on to another sentence. He didn't explain it and I told him he had to. First, he has to lead into the quote so that
the reader knows who said and isn't confused. Secondly, he has to say something about the quote. I explained to him
how as the reader we do not know what you are trying to say. Therefore, he has to explain it to us, otherwise the
reader can get lost.
3
Nonverbal communication: explained how facial expressions or body movement is important in an speech.
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4
a student wanted to remember the difference between amine and amide. I told her I remembered by thinking amiNo
does Not have a double bond to an Oxygen, and that amiDe does have a dohble bonded oxygen.
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5
Financial statements have to be prepared in order. The income statement comes first so that you know what net
income or loss needs to be applied to the statement of owner's equity or retained earnings. This helps you to calculate
the ending equity which transfers to the balance sheet. Your balance sheet will not balance if you don't create the first
5/28/2014 2:41 PM
two statements first.
6
i helped students understand how to use quotes. that it is important to pick quotes that are related to the ideas of the
5/23/2014 5:54 PM
essay and that they can use key words instead of the whole quote.
7
When dealing with informative speeches the resources should be stated throughout the speech
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8
on 5/6/14 i worked with Aliah on understanding presception checks
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9
Another concept I have explained to students is using a transition in their intro paragraph. For many students, it is hard
to make the transition for having to explain to their reader what they have read and to show the reader the overall point
they are trying to make in their intro. Many students believe a transition should be this obvious, grand gesture when
5/20/2014 3:35 PM
really, the whole introduction should flow into the student's thesis (or point they are trying to make) and can actually be
as simple as explaining a certain topic and saying their point.
10
After that first step I would show and explain how to set up the problem
5/20/2014 3:33 PM
11
Making Solution
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12
Thesis: Statement/sentence that captures your intent, what you are arguing about, presenting, etc. When asked to
5/20/2014 2:16 PM
explain what a thesis was for a speech on a persuasive speech on organic food, I first asked the student what they
thought would be a strong thesis. Then I showed example of thesis statements, asked what the teacher requirements
were, and ultimately shared feedback on what I think was strong or could use rephrasing.
13
We look at the topic for the speech and narrow it down to a specifc theme or idea.
5/20/2014 1:38 PM
14
How to change an informative speech to a persuasive. An informative speech focuses on giving a full understanding
5/20/2014 2:22 AM
of a topic, where as a persuasive speech gives a information with the purpose of changing views or a call to action.
Looking at an informative statement, try to word it in a way that a person can answer yes, no, agree or disagree.
Pretend like you're about to get into an argument and you need that person to be on your side. Adding action words
can help. Words such as must, should, or need. Opinionated adjectives too! An informative example could be "I have
seven cats." The persuasive could be "I must have/should have/need/etc seven cats."
15
Explaining the usage of "っ": In the Japanese language there are many words that have simply a double consanant to
differentiate between words. The use of the "っ" (tsu) makes all the difference in both writing and speaking. In order to
get the students to understand the concept, I would drill them with certain similar words and repeat them one after the
other so they could physically hear the difference between the words. EX) きて(Kite; Come!) vs. きって(Kitte; Stamp)
14 / 23
5/19/2014 10:25 PM
TUTR 2 Assessment (Sp14)
16
SurveyMonkey
Passive language: For the most part a lot of students dont understand the difference between passive and active
language. Passive language often relies on having subjects have actions happen to them instead of have the subject
5/19/2014 10:03 PM
do the action. Because of this sentences can be long and confusing to avoid this I try to teach my students the
difference between writing with passive or active language.
17
Layout: Once they have found sufficient evidence, we would work on layout their outline. We would start at the
introduction. I would ask them to think of an attention getter. Then I would ask them for credibilty on the topic. Then
5/19/2014 9:34 PM
we would state the topics they will cover in their presentation. Then finally state the thesis and transition to the first
body paraph. I would tell them to state the first topic and provide the evidence; follow by an analysis of the evidence in
their own words and transition to the next topic. Finally to the conclusion. I would tell them to restate their thesis along
with the topics they covered. Afterward, a closing argument.
18
In chemistry, there is a unit called "the mole". The mole simply represents 6.023 X 10^23 of anything. For example,
5/19/2014 5:04 PM
one mole of sand is 6.023 X 10^23 of sand pebbles. I would explain this and that since one atom of any element is
extremely small, scientist needed to come up with a unit that would be easier to work with. I would then proceed to
explain the origins of this unit. Scientist took 12 grams of a carbon 12 isotope (carbon with a weight of 12g) which was
a good handful of carbon and determine that to be one mole of carbon. In those 12 grams, they figured out that there
were 6.023 X 10^23 carbon atoms and used that as there unit. The best analogy that helped my students was too
compare the mole to a dozen. It's easier to deal with a quantity of 10 dozens of something than 120 of those things.
Same concept with limit, it's better to talk in terms of moles than billions of atoms.
19
Another one is about math1. My tutee does not understand how to split up terms to do integration, so I showed him
how to break down different terms.
5/19/2014 3:39 PM
20
I helped students how to analyze their quotes and expand their ideas.
5/19/2014 2:06 PM
21
I will read the question and focus on the main topic. I help them but I also want them to think about it. I will give them
some hint so that they can relate to the question.
5/19/2014 10:48 AM
22
Understand the question
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23
I explained few reading methods to the student so that he could comprehend and memorise grammar rules. These
techniques were highlight important information such as key words or phases, annotate while reading and read aloud.
5/19/2014 1:14 AM
24
addition or subtract fraction: first, finding the LCD(lower common denominator), then make every fraction with LCD by
multiply a number to denominator and nominator that can let denominator became LCD(eg, originally, denominator is
5/18/2014 12:37 PM
2,LCD is 6, so we need to multiply 3 to denominator and nominator). after that, addition or subtract the nominator
together. finally, if you can reduce, you can simply it. if not, that will be the finally answer.
25
How to close out and take out your zip drive? After you close all applications and windows used in your session please
5/16/2014 4:00 PM
find the customize arrow on the task bar, click it, the Rapid Technology Icon and then wait for the little quick tip
message: “you may now remove your zip drive”!
26
A second concept I always have to explain to tutees is the use of quotes and what they are supposed to do.
Sometimes I get tutees that use quotes but don't use the right ones. They use a quote but they are not saying
anything about nor are they choosing a quote that supports or does anything to their paper. I tell them that quotes
5/16/2014 3:46 PM
should help the argument you are making, it should't just stand alone. Also it's good to choose a quote that isn't saying
something obvious or summarizing. They have to be able to analyze what is being said.
27
Pulmonary function
5/16/2014 3:42 PM
28
I would help them plan out their code or design their code.
5/16/2014 3:41 PM
29
i helped a woman who was struggling to come up with ideas for her paper in regards to poverty clear her mind and
5/16/2014 3:38 PM
refocus. i asked her to breath and count to ten if she had to. i also asked her about what other subjects she might be
interested in that she could write about. she was still very frustrated but a little more open to new ideas. we found
another topic for her to approach. she still felt overwhelmed but i helped her narrow it down. i asked her to focus just
on the medical side of PTSD so that it didnt appear as overwhelming. in 5 minutes she had a full page of ideas and
was a bit calmer.
30
Be patient and explain several times the same rule if it is necessary.
5/16/2014 3:35 PM
31
I tell my students the meaning of the formula, and do some similar problems with the formula.
5/16/2014 3:35 PM
32
i explain a way to help train your self to avoid using passive voice and first person voice. It involed using a metaphor
5/16/2014 3:34 PM
about kings.
33
Student Skills: Often students reason for having trouble in class is simply because they do not know how to study. So,
I would give them tips on effective ways of studying. Such as showing them electronic flashcard sites. Also showing
them how to use their textbook more effectively.
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5/16/2014 3:32 PM
TUTR 2 Assessment (Sp14)
SurveyMonkey
34
Analogies that relate to an experience in their life will help. It will put them in a situation where they can comprehend
what the problem is asking for.
5/16/2014 3:30 PM
35
Some of the biggest issues for an ESL student are the verb tenses. One student asked me how you can use the verb
5/14/2014 8:14 PM
tenses and what their function is. I told her that a verb tense refers ti the time that a verb took place , this can be in the
past, present, and future. I also told her that there are other verb tenses that can start in the past and still continue or
that we do not know when they started but they still continue (progressive, perfect, perfect progressive). Even thouhgh
she was 110A level, she was able to process the information so fast.I asked to write two sentences for each verb tense
and see if it was correct. I could notice how smart those students are. Sometimes they told me facts that I did not
know.
36
Let's begin with classifying metals as nonmetals and metals. I asked the student if he could identify which were which.
5/13/2014 7:53 PM
He was easily able to correctly tell me which region on the periodic table contained which type of element. An easy
way to tell whether the bond between atoms is ionic or covalent is to look at the atoms. If a nonmetal is being bonded
to a metal, then the bond is ionic. On the otherhand, if a nonmetal is bonded to a nonmetal, then the bond is classified
as covalent.
37
For English, I often have to explain the concept of transitions. I usually use the example of driving down an unfamiliar
5/13/2014 6:07 PM
road or highway. This makes the concept fun and brings an element of humor to the topic and concept. I explain that
transitions are the little signs that remind the reader that something new is coming, just like those signs that you see
on the road, guiding you forward to your destination or creating the opportunity to explore a new path. I remind the
student that the reader can’t get where the writer wants them to go if they don’t give them the signs to get there.
38
2) What is a z-score? Z-scores are very important in Statistics, you use them from chapter 3 to the end of the chapters
so I always suggested the tutees learn the meaning of them. I explained how the z-score measures how many
standard deviations the data value is from the mean. It determines whether the data value is considered expected or
5/13/2014 6:02 PM
unusual. To find the z-score (in chapter 3) you simply have select or use the data value given to you subtract it from
the mean and devide it by the standard deviation. I also explained how if this number is less than or equal to 2, it is
considered expected. However if the z-score is 3 or more, this is considered unusual or very unusual and therefore
can be fishy and wrong or due to a concept called random variation.
39
Another concept my tutee and I worked on was how to go about studying for a practical. For example, there were a lot
of features she needed to know about the brain. Instead of implanting information into her short-term memory, I had
5/13/2014 6:00 PM
my tutee understand why certain areas were named as such as well as how it can help us derive our answer, that way
it will be easier for her to remember the function. I also tried applying conceptual questions that could help her better
understand the functions of each part such as giving her a disease that could impede the activity of a certain part.
40
With multiplying fractions I would mostly explain and write down how to solve it.
5/13/2014 6:00 PM
41
For my French Tutees I used other resources that helped me better understand the material such as French Grammar
book that was written in English. I also had them do the examples where in the book, and I spoke to them in French. I
5/13/2014 5:59 PM
really just repeated the concepts over and over again. In French the concepts are what must be memorized and there
isn't alot of reason as to why the concepts are the way they are. For example some words like la fleur ends in with a
masculine letter, but the word is femminine. There isn't really a way to explain that to students it's just how the word is,
and both my tutees asked me why that is, and I just have to say that's the way it works.
42
More factoring: I explained that a simple way to factor quadratic expression is to use the "AC" method (This is what
the students say it's called). Where A^2+5A+6, we take the "B" (5) and the "C" (6) and look at them. whatever added
5/13/2014 5:59 PM
together to equal "B" and multiplied together to equal "C" will be the solution to the expression. (A+3)(A+2). 2+3=5,
2*3=6.
43
Taight the significance of the Complement system. Showed them through the diagram its importance, and what
5/13/2014 5:59 PM
should really be know of the system. The picture in their powerpoint was the best way to show them how it worked.
44
Debits/Credits:I start with the basic accounting equation: A=L+E. After students memorize it, I expand the equation
adding other acounts to it and pointing out which of them have debit or credit normal balances.
5/13/2014 5:58 PM
45
I thought the student learn body part with the use of acronyms and mnemonics that would help them to remember the
body parts
5/13/2014 5:58 PM
46
I also explained cellular respiration through first explaining its relevance. After this I broke down/ went over each part
of cellular respiration including Glycolysis, the Krebs cycle, and the electron transport chain. I went over how each
phase transitioned into the next and the starting and ending reactants for each mini process. Alongside this because
5/13/2014 5:58 PM
the components of cellular respiration are mainly a bunch of enzymes and substrates I provided many mnemonic
devices to help students remember names of enzymes.
47
To help some of the anatomy students memorize the locations of the skeletal system, I would share mneumonic
devices that I used while in the class. In particular, to memorize the wrist bones there is a phrase often used to
remember the order in which the bones use “Some lovers try positions that they can’t handle” AND the hamate bone
looks like a handle, helping identify where to begin.
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5/13/2014 5:58 PM
TUTR 2 Assessment (Sp14)
48
SurveyMonkey
I taught people to visualize the molecular geometry by using paper and pencil, which is more familiar to them than
5/13/2014 5:57 PM
using the normal kits that was use by the instructor. Since nothing could represent a plane better than a peace of
paper.
49
The second concept I have explained to students is brainstorming an essay before writing it down. As far as feedback
5/13/2014 5:56 PM
goes, this is what I have been told is the most helpful. I help students who feel like they do not know where to start on
an essay feel a little better since having them draw out a spider web (which is what I like to call it) to help them get
more in depth on certain topics and help them clear their minds.
50
My student also had trouble understanding what a treasury stock was, so I told her that it’s akin to the U.S. treasury or
even a personal home vault. I told her that a treasury stock are shares of a company that the company itself buys back
5/13/2014 5:56 PM
for multiple reasons, one of which is is to keep other shareholders from attaining too much voting rights.
51
Teaching dimensional analysis when converting units involved just having them to remember to cancel units and
5/13/2014 5:56 PM
letting them know what units to end up as their answer.
52
Concepts: 1)Factoring 2) Partial Differentiation
5/13/2014 5:56 PM
53
Significant figures: For multiplication and division, the rule is the value with the lowest significant figure will determine
5/13/2014 5:56 PM
the sig fig (6.0 x 2.00 = 12 for two sig figs). For addition and subtraction, the rule is the value with the least number of
places after the decimal will determine the sig fig places (2.5 + 3.000 = 5.5 for one place after the decimal)
54
I explained diffusion and osmosis by reading aloud the definitions in the book or the one provided by the instructor,
provided a real life example of diffusion and osmosis occuring with water and a paper towel, and would have the
student repeat our discussion back to me.
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55
I have taught my tutees how to do the factor the equation. We need to find the common factor of the equation, then
we pull them out of the equation
5/13/2014 5:55 PM
56
I taught a student how to annotate while reading by first pre-reading and asking them questions periodically. I also had
her read paragraphs or pages at a time and discussing them with me before writing in the margins.
5/13/2014 5:55 PM
57
When I explained to a student how to solve the quadratice formula, the first thing I did was show them the formula.
5/13/2014 5:55 PM
After, I then show the Ax^2 + Bx + C equation and help them think of the relationship with the problem that they have.
Now we can find the A B and C values and simply plug it into the quadratice formula and solve for the answer.
58
I explained to a student how to simplify complex fractions like 15/25 to 3/5. To explain this I wrote out the prime
numbers you would multiply to get the numerator and denominator like this (3 x 5)/(5 x 5). I then taught the student
that due to division you can cross out like numbers and that is how you get to the answer.
5/13/2014 5:55 PM
59
I used analogy to relate biology to something they do everyday life; for example, I used the car to describe the process
of DNA replication. I even suggested to watch a youtube video that rapped the process of the Kreb cycle since it is
5/13/2014 5:55 PM
easier to remember songs than just plain words.
60
How to do division? when doing division you are actually multiplying by the recipical of that number.
5/13/2014 5:55 PM
61
For ESL, I showed a student how to write an effective paragraph with correct grammar and structure. They had come
5/13/2014 5:55 PM
in with limited writing skills, and at the end of the year, they were able to write much more fluently. I was able to
explain how a specific verb worked in the sentence, how to use it, why to use it, and when to use the verb. I used
simple examples and they were able to understand very well.
62
Setting up probability problems. I taught my tutees how to set up probability problems by underlining what they are
given then labeling what they have. Afterwards, I told them that probability problems tend to generally be success
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(what they give you) over the total.
63
Integrals. I taught a student the concept of integrals by making a comparative analysis between the derivative of a
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function and the anti-derivative (which is the integral) of the said derivative, which is the "parent" function itself. I
started with a linear function(3X+1) and its derivative (3). The derivative of 3X+1 is 3, and the anti-derivative of 3 is
3X+1. I then gave the student some derivatives, and told him to try to find the anti-derivative of the function. By using
this step by step method, he was able to understand the concept of integrals.
64
I taught Kepler’s Laws of Planetary Motion by drawing out diagrams of what was going on as well as explaining the
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formulas in the same way as Newton’s Law of Gravitation. I also retaught the concept alongside other related topics to
reinforce their remembering it.
65
I helped someone with algebra. I taught them that they needed to leave all the unknowns on one side and all the
known values on the other. we can move the known/ unknown values by multiplying/dividing/adding/subtracting both
sides of the equation.
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TUTR 2 Assessment (Sp14)
66
SurveyMonkey
I also taught my tutees how to break up the larger chapters into smaller chunks of reading. It can be overwhelming for
students to have to read a large chapter at once, so I showed them how to break up their reading time. I made it 30
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minutes of reading time, and then take a 5 minute break. These breaks in between gives the student's mind some time
to digest material before moving on to the next section. This is better than the alternative of trying to absorb everything
a chapter has at once.
67
Another concept I taught my student was the concept of debits and credits. I used simular problems to their homework
with more simple numbers to help them understand the concept.
5/13/2014 5:54 PM
68
Trying to explain the effect of temperature in gases. I will take a minute and ask them to think about when they are
cooking something on water, like a soup. I will then explain that as temperature rises, one can hear WAter bubbles
going crazy! Also, I tell them that inside, the molecules are going crazy! One other way to explain it is to say that
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(imagina it is a very cold day... you do not want to even wake up.... you move slowly and feel lazy.... that happens to
gas molecules.... in cold temperature... on the other hand with heat, you want to go out, play sports and have fun... the
same effect heat has on gases.
69
I taught my student how to identify different histology slides. I presented her the key structures to identify in each slide.
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I then showed her many video resources to further reiterate the details I aforementioned. I tested her with pictures and
drawings, making sure she could explain rather than memorize.
70
how to relate velocity as a function of time, and acceleration as a function of time. a velocity function with respect to
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time is the acce;eration function however, you have to derive the velocity function. derivative of a velocity funcion gives
the acceleration function, because it changes our units from m/s to m/s^2
71
How to identify the bond between two molecules? First, we have to look for the element. And, we have checked the
periodic table. If a metal forms bond with the non-metal, it would be ionic bond between them. If non-metal and nonmetal, it would be covalent bond.
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72
I help people how to learn the concepts better through relating the chaptors they learn together and try their best to
build the relations.
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73
Estimate bad debt expense. I just make a comparison of three months in one page. So, students can easy understand
and memorize the difference.
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74
Made it easier for ochem students to understande 3d perspective of molecules and their stereochemistry by providing
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models for them to play with
75
Wordiness: Homera did a class on this topic with us and it was great. I can now help students with cutting down their
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writing to a clear and concise idea. I start by reading the scentences out loud to them and ask them to try to take 2 or 3
words out and then read it again. It has been helpful to me and to my tutees.
76
The second step would be putting like terms together like minutes and munites and calories and calories. If a problem
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is not set up correctly it will be wrong, so I made it very important to spend more time on setting up the probelm
correctly because after that figuring out the missing variable is easier.
77
Another thing that I taught my tutee was the process of how a bill becomes a law. I showed her the textbook, but I also
drew her a diagram and helped her write up notecards to understand the process.
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78
I taught my student how to balance the chemical equations by giving the same amount of element before and after the
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arrow of the reations.
79
I've taught students how to expand more on their ideas and analyze their quotes.
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80
The ingestive system: How the brain is involved, what systems are used, how the damage to particular areas can
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cause disorders.
#
Concept three:
Date
1
And finally, another student was having issues with vocabulary. So, we determined what type of learner she was and
came to the conclusion that flashcards would be very beneficial. We wrote the term on one side then wrote her own
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definition on the other.
2
Tutees have to write 4-5 page essays and they think that making sentences longer will get them 4 pages. What they
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end up with is a lot of wordiness. Some of they know their papers are too wordy and others don't. I tell them that
sentences need to be short and to the point. Wordiness should be avoided at all cost. Although they think it is useful
because it gets them their page requirement it actually does more harm then good. To help them with wordiness I
might go over a paragraph with them or a few sentence and cross out whatever extra words they may have. Then I let
them do it. I also show them examples from the handouts we get in the TUTR classes.
3
Outlines: how to organize outlines.
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TUTR 2 Assessment (Sp14)
4
SurveyMonkey
explainig gluconeogenesis I told the tutee that since neo means new she could think of it as new sugar because it was
5/28/2014 2:56 PM
formed new from protein and lipids.
5
Accounting builds up on everything you've learned. If you didn't do the work or study at the beginning of the course,
you won't understand anything later on. You have to work at it and understand. It's not possible to just memorize
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everything. It won't make sense that way.
6
i helped students understand the difference between a thesis statement and a topic sentence. We discussed the
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importance of each and where they belong in the essay.
7
Attention getters could be anything from a joke to a song to a poem, or simple posters
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8
On 5/15/14 I worked with Andrea on ideas for her award speech such as what type of award
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9
One more concept that I have explained to student's proof reading. It is quite astonishing how many errors could be
prevented if a student proofread their paper after they were done. I always explain to students that after they are done
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writing their essay, they should proofread their work. And even if they really do not want to read their paper anymore
they can have someone else read it (except for tutors, since it is not our job to do that) so they can show them their
mistakes..
10
Find the variable which leads to what the percent will be. But the answer happens to be a decimal, I explain that the
answer has to be divisible by a hundred or moved twice to the right to become a percent.
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11
Titration
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12
n/a
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13
We structure and find out how it flows together.
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14
Steps to starting a speech on the easiest foot. This goes out to all the late, frantic, birdies out there. First step is to
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start brainstorming things you are/ or already interested in. Write down all the interesting information you want to
share about it. It sounds so tedious, but in the long run, it is actually really helpful! Second, is to find research that
compliments or enhances your current information. Then third, create the main points. Step two and three can be
reversible, depending on what comes naturally.
15
Explaining the grammar structure for "Because": In Japanese grammar, the cause must always come before the effect
in proper sentences. (Ex. "Because blah blah blah This happened") There can be no effect before a cause. (Ex. This
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happened because blah blah blah). It's a hard concept for students to grasp so to get them to think about it easier, I
tell them (when making sentences in Japanese) to always think about what would come after the word "Because" and
put that in the sentence first! It's a very simple way to make proper Japanese sentences.
16
Integrating quotes: To properly use quotes it is important to understand how to introduce them properly and make
them flow with your paper. The way I like to explain it to students is that the quote should feel like a natural part of your
5/19/2014 10:03 PM
essay. It should blend into the sentence so that your words feel like the lead into the quote and so that it doesnt just
feel like you tried to jam it into the paper.
17
Practicing: I would recommend they come in to practice at least 2-4 days before their presentation to see how it will
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flow. If any changes need to be made, they would still have time to change any. If changes have been made, practice
once more. I would recommend on the day of the presentaion, not to practice, look at their notes or think about the
speech. Try to remain calm and clear minded the day of the presentation.
18
Naming molecules it's a tricky task for beginner chemist students. There are about 5 different naming systems,
depending on what kind of compounds they are. For example, acid will be named differently than non acidic
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molecules. Since each system is based on what kind of compounds it is, I first make sure the students understood the
differences. I explained what made something an acid, an ionic compound, a covalent compounds, etc. Once that was
understood, I made sure they knew the Greek numeral prefixes and Roman numerals at least until 10, since they are
both used in naming compounds. After all that explaining and teaching, I would have them go through many examples
until they were comfortable with naming and understood the difference between each nomenclature system.
19
The last one is also about math65. My another tutee did not understand how to factor a polynomial function. So I have
5/19/2014 3:39 PM
to guide her by teaching her that we have to find the factor of the a and c term, which adds to the result of the b term.
20
I explained students how to do brainstorm ideas/topic sentences when writing a paper.
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21
At first time, if the students have no idea or don't know how to show their works. I will help them a couple question and
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then they can do by their own. If they got stuck on somewhere, I can explain and make it more crystal for them.
22
More practice to remember
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23
I encouraged the students to talk more during the conversation group. I asked questions regarding their culture, life
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experiences and education goals. I told them the only way to improve their listening and speaking skills is they need
more conversation pratice and must not afraid of making mistakes.
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TUTR 2 Assessment (Sp14)
SurveyMonkey
24
calculate step/ORDER : PEMDAS (PARENTHESES, EXPONENT, MULTIPLY OR DIVIDE, ADDING OR
SUBTRACT.)
5/18/2014 12:37 PM
25
Student's sometimes have trouble with summarizing in their paper. I do tell them that they should explain the book, but
it's not about telling the whole story. Summarize the parts of the story that are most important for us to know so that we
5/16/2014 3:46 PM
can better understand your essay.
26
Immune system and its function
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27
I would show them other useful functions that I found useful when understanding difficult code.
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28
i worked with a woman on poetry. poetry isnt something im particularly good at but it was shakespear. she read the
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poem to me and then i went through it with her line by line. we looked at the vocab her professor had given her and
tried to see what examples we could find. we analized the diction used in the poem and she started to understand
what it was about and what she wanted to say about it for her responce. she didnt know if she could write about her
ideas and thoughts and feelings or if it just had to be about the academic words and definitions. she also didnt
understand how to incorpurate them all together in a essay that would flow well. by the end of the session she felt she
could write a good response.
29
Encourage my students.
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30
I may show the some similar questions as they are doing, and try to figure them out with my students.
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31
i established why students need to keep their ideas clear and helped direct them towards a finished essay.
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32
Defining The Problem: Another common problem with students is that they just did not know how to decipher the
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problem. They would gt confused by the wording of problems. I would then highlight the keywords that they need to
know. And give them other examples with that keyword in it.
33
Describing how to use a certain formula comes from practice. Repeatedly using the same formula will allow the
student to eventually see a pattern with the formula. This will allow the student to know when to use the math formula
5/16/2014 3:30 PM
34
Conditional sentences is another of the concepts that most of my tutees did not how work.This concept is a little tricky
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to me because I've never seen it to much but I tried to explain it as much as possible. I used the same technique that
the modals, break everything into pieces. I asked her what she knew about the topic, she said the only thing she knew
about this was that a conditional sentence express two types of conditions: factual, something that is unreal, and a true
condition. She said that the unreal conditions were the most difficult to her. She brought a book so I was able to look
at it. Once I did that I asked her to do the same thing. She did, and we tried to get the main concept of everything and
put it together.
35
I asked the student if she knew what the Ideal Gas Law is. We established that we would be using PV=nRT. In this
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specific problem, you can see that pressure and moles are constant. So, you can move the constants over to one side
and volume and temperature on the other. Since pressure and moles are constant, that means it will be the same for
the initial and final. Therefore, now, we can set V1/T1 = V2/T2. Now, looking at the problem, I asked the student to
plug in the given values. She switched two of the values, so I asked her to read the problem again to make sure her
values were plugged in correctly. Now, she isolated the variable the question is looking for.
36
For Communications, I often have to explain how to minimize anxiety. In this case, I use a few tactics. I first remind the
student that, in their classroom, they are the expert. Then, I explain that because they know more about their topic
5/13/2014 6:07 PM
than anyone else in the room, they can have confidence that they know exactly what they are talking about. I also
remind them that nobody knows everything and that if the audience has questions that the speaker can’t answer, then
that’s okay, because we are always learning. I also remind the student that the audience they are presenting to is an
audience of their peers. I remind them that they are all on the same level; they are all Chabot Comm 1 students, just
like the speaker. Finally, I encourage the student to practice because nothing builds confidence like practice. I remind
the student that fear and anxiety come with unfamiliarity, so the only way to overcome them is to get comfortable with
their topic.
37
3) A student asked what is the Q1? I explained to the student how the q1 is the first quartile. To find this number you
simply use this formula, 1/4(n+1)to find its location. Then you place the data values in numerical order and count up to
5/13/2014 6:02 PM
the number value founded in the earlier equation. The number is used for boxplots in the five number summary,
[MIN,Q1,M,Q3,MAX] The student understood how the first quartile equation finds the location and not the actual value.
Thankyou for the awsome opputunity to tutor my fellow peers and learn more about Statistics. Thankyou-Angelica
38
The last concept I thought my tutee needed help on was memorizing the muscles. My tutee was being overwhelmed
with outside influences causing her to struggle with the abundance of muscle names she had to memorize. I advised
her to take the muscles one at a time, part by part so not to be all over the place. I helped her remember muscles by
relating it to everyday activities. For example, while standing in line, I asked her what muscles she would be needing
or when squatting, what muscles would she be using. Lastly, I had advised her to understand the insertion and origin
of the muscle in order to name the muscle correctly.
20 / 23
5/13/2014 6:00 PM
TUTR 2 Assessment (Sp14)
39
SurveyMonkey
With solving numbers that have radical numbers I would show them how to solve it. I would then explain any parts
5/13/2014 6:00 PM
they were confused with in a different way.
40
Another difficult concept in French is passé composé which is where there's auxiliary verb and that aux verb must
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come before the verb we wish to make past tense, and that word we want to make past tense must have a specific
ending relative to whether or not the infinitve ended in an -er -ir or -re . This was a difficult concept to cover because
my tutee wants to translate every single french word into an english word, and french to english doesn't translate that
way. Often two words in french are one in english. For exapmle the sentence: J'ai mangé mon conard. In english this
is, I ate my duck. There word length is different and it throughs my tutees off. It's just something that students are not
exposed to enough when learning the language. The French 1A course is very fast paced for some people. I take my
time and explain the concept to the students until they understand it better, then I have them write their own sentences
passed on the concept we just covered. When I see what they write it shows if they've really understood the material
or not, and depending on that I either go back over the concept or move on to the next one.
41
Sampling variance: I explained that when multiple random samples are taken from the population, there is a chance
that the sample means will not accurately reflect the population mean. This difference is called sampling variance. I
used the example of a coin toss to explain the concept. Empirically, we know that there is a .5 chance that a fair coin
5/13/2014 5:59 PM
will land as heads. However, if we threw 10 coins, we could get 6 heads, bringing our sample mean to 0.6 chance of
getting heads. This difference is called the sampling variance, and it can be mitigated by using multiple samples, or
using larger sample sizes. (I brought some spare change to prove the point)
42
Through their homework, I was able to show them what each question meant. Sometimes the most important thing is
5/13/2014 5:59 PM
understanding the question, so I was able to enforce that notion. Example would be explaining alpha and beta
hemolysis. The question asked what media is used, so I asked them what would be the best choices. This gave me an
idea to see if they knew what media meant. It took them awhile, but they eventually got the idea.
43
Bonds: First, I go over the theory, explain what the bonds are, what they are issued for. Then we take a look at the
way simple bonds (at the par value) are journalized. And after we talk about selling options of the bonds: premiums
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and discounts, and their amortization.
44
I thought the students to use flash cards to print out the right spellings of body parts because in anatomy, instructors
are very strict with spellings and they usually duct points when spellings are not spelt properly.
5/13/2014 5:58 PM
45
While tutoring plant biology I explained the evolution of plants from Protista which lived in water to the land plants we
see today. Because this follow a linear evolution path this was less based on helping people remember things via
5/13/2014 5:58 PM
mnemonics. To explain the evolution of these I went through all of the notable features of a certain clade and then
progressed to the next clade in which a new feature had arisen. By chronologically placing the clades in order I
believe I made it easier for my students to understand the evolution of plants. Alongside this I mentioned and
suggested that my students look into/ learn a few latin roots that are pertinent in biology (for example: hypo hyper iso
etc. )
46
While tutoring a student about the endocrine system, it can be confusing regarding what hormones come from which
organs, and what the function is. In order to be able to grasp this system, it works best to break the system into
5/13/2014 5:58 PM
different sections, then build on top of one another. For example, break the pituitary gland into anterior and posterior
and identify all of the hormones, target cells, and functions. It works best to know the pituitary hormones first because
the anterior pituitary often initiates other hormonal responses, which we would cover later.
47
I taught people how to think about how to use the formula of the ideal gas law. Instead of remembering every single
situation. I just told them to remember the base formula then keeping some of the factors as constants to calculate.
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Using logic rather than pure memorizing which is not a good way to understand a problem.
48
With ESL students, the main concern with them is past/present tense words. When going over an essay with an ESL
5/13/2014 5:56 PM
student, the content of their essay is really on point and doesn't need any work at all. But past/present tense words
always come out in an essay and can end up messing up the flow of their paper. I usually try to explain to them how
past/present tense words work and it I have been told it has been helpful for them and also just makes the paper
easier to read.
49
My student had trouble understanding how to do depreciation calculation. I told her that there are several ways to
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calculate depreciation, one of which is straight-line depreciation, where you just take divide the depreciation value by
the number of useful life of the machine or asset. It was pretty simple, and I tried to explain it to her as simply as
possible. Occam’s Razor is a good thing to keep in mind when it comes to tutoring. I also try to make my examples
relatable, sometimes humorous, to keep not only interest but also attentiveness and engage them into understanding
the concepts.
50
Teaching electron configurations invloved going through the periodic table and from left to right, down to bottom and
remembering where to add and remove superscripts that show valence electrons.
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51
3) Rate of change problems
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21 / 23
TUTR 2 Assessment (Sp14)
52
SurveyMonkey
Mole to mole conversion: Given the equation 2H2 + O2  2H2O, if you have 10.0 moles of hydrogen, how many
moles of H2O is produced? Before setting up numerical values, set up your units to determine what you are given and
5/13/2014 5:56 PM
what you need to find: moles of hydrogen  moles of water. Because our given is different from our final, we
determine that we need to use mole-to-mole conversion that for every 2 moles of hydrogen it produces two moles of
water: 10.0 moles H2 x (2.0 moles of H2O/2.0 moles of H2) = 10.0 moles of water
53
I have taught my tutees how to add the positive numbers and the negative numbers. We need to subtract them and
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then keep the sign of the largest number
54
I taught a student how to gradually write a outline by first showing him the outline format, having him fill in parts that he
knew as best he could even if it was just a few words. We then discussed how he could expand on his existing points
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and find useful support for them. From there, we filled in the rest of his outline based on the information he already
had since he knew the general direction he was going.
55
When I was explaining to a student how to graph a linaer function. For example, given y = 2x + 3, the generic formula
5/13/2014 5:55 PM
for this problem is y = mx + b , so we can say the slope is 2 and the y intercept is 3. So to graph it we first move 3 up
from the origin and then do rise 2 and run 1 a few times. Plot those points and then draw a line between them.
56
I explained to a student how to solve inequalities involving an absolute value sign. Since a function within an absolute
value sign is always positive, the value for a variable inside that function can be positive or negative so I taught the
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student that an equation like this absolute value (X) < 1 is equal to this -1 < X < 1.
57
I go over the chapters objective with them so that they can write it down in a more organized manner and have some
drawings to help them visually. I would assist them in making charts and graphs even.
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58
How to find area? To find area, first identify what kind of subject you are dealing with, then find out the genneral
formulaof area for that subject, lastly you could just substitue the given number into the formula and do the
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calculations.
59
For Geography, I had explained the process of displacement in the atmosphere. I was able to show how a certain air
parcel was able to float, sink or rise. I used my hands to show the process, and I also used simple examples from
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daily occurrences.
60
How to graph linear regression lines using your graphing calculator. First I showed them how to enter the data into
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their lists. Then, I taught them how to graph the equation into the calculator. Finally, I taught them how to draw the
linear regression line in their calculator.
61
Parametric Equations. I taught a student the concept of parameterizing a function by using a comparison method by
5/13/2014 5:55 PM
giving the students multiple examples that explained the concept of parametric equations. After a couple of tries, the
student began to see the pattern, and understand the method of analyzing parametric equations.
62
I taught a student about eclipses by using props. I moved objects around each other to simulate orbits and
emphasized when one object blocked the view of the other object. I also used drawings to illustrate where the umbra
and penumbra were, nodes, etc.
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63
inequalities: I told my student to treat the inequality sign as if it's an equal sign and to solve the problem using algebra.
I also told him that it's important to flip the orientation of the inequality sign when he multiplies or divides both sides of
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the equation by a negative number.
64
I also explained to my tutess that applying the stuff we learn to real life situations makes it easier to remember. The
definitions that the evidence book gives can be long and complicated, even if they are describing a simple situation.
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So, in order to make these definitions easier to recognize and remember, I had my tutees give me examples of real life
scenarios that match the vocabulary I said to them. Making them remember the vocabulary word, its meaning, and
then putting it in their own words seemed to help them remember it easier.
65
Another concept I taught a student was creating a balance sheet. I broke down the problem into smaller section and
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proceeded to go over each portion with the student.
66
Trying to explain how the charges on some ions change as they undergo a chemical change. If you start positive, and
if you are a proton donor, you will lose the positiveness you had previously, just as if you started your day very positive
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and there is bad news on the job, you will end up very sad. Also, if you are a negative ion, and acting as a base, you
will receive that proton, and you will end up positive and happy, just like when you are having a bad day, and your best
friend tells you a funny joke, that makes your day, and makes you feel positive!
67
I taught my tutee structures within the eye. This was a lab I am very familiar with and recall quite easily. I was able to
describe colors present in the different layers of the eye, as well as be able to use eye models when locating these
dissected parts within the eye. The eyes function is easy to understand and fairly common to acknowledge its purpose
to our bodies, thus, explaining what the parts of the eye do was very straight-forward.
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TUTR 2 Assessment (Sp14)
68
SurveyMonkey
in biology student usually as for cellular respiration, forinstance why there are specific molecules with specific number
of carbons and oxygens, and why it decreases and increases. i describe this by drawing out the whole process and
show where the adding of the elements and takeing away is accuring and where it is going, because that really shows
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the motive behind it happening versus just memorizing and constantly forgetting why it happens that way. furthermore,
i also have them keep repeating the whole process and verbally saying what the diagram would look like instead of
drawing it becuase the repetition will reaally set in the brain forever.
69
How to draw the Lewis structure? First, we have to count the valence electrons of each atom. Then, we have to count
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the total valence electron. And, at the end, we have to make sure that we have fulfilled the octet rule and total valence
electrons are the same as the original.
70
I taught people how to check their homework and correct the errors by themselves
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71
Deprecaition. I did the same technique to the concept two.
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72
In a group of more 22 students, I successfully taught them proper lab techniques and experiment execution.
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73
Thesis. This is a topic I still have a hard time with on my own but find easier to help my students than myselfe. We
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start with their outline and try to state their outline in one sectance. Sometimes it works well and we can come up with
a good thesis.
74
The third and fianl step would be to cross multiple and find the mising variable in order to solve the question to the
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porportion.
75
One other concept I taught my tutee was the structure of political parties in the United States. I taught her again
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through drawing diagrams but this time I had her come up with a pneumonic to remember the process. We also wrote
up notecards for ease of memorization.
76
For the concept of cathod and anodes sollution questions that my student asked, I was not able to figure out the
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answer; however, I worked with my student together by looking for the answers in the textbook. Eventually we finally
figure out the answer together successfully.
77
I've taught students how structure their paper more -- in a sense of being more organizing doing their paper.
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78
The idea of corelations: positive versus negative, stength of correlation.
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