March 30, 2010

Date: March 30, 2010
Hours Tutored: 1
Grade Level: 5
Age: 9/10
Gender: F

The goal of this session was to complete the Oral Math Facts program for the last time. P was somewhat distracted and worked slowly and did not complete many sections. The environment was distracting because it was very close to the students’ Spring Break and they did not want to do any work. To help P learn, she was verbally corrected and new problems were reviewed before each page. None of the aspects of multiculturalism were particularly relevant to this session.

March 26, 2010

Date: March 26, 2010
Hours Tutored: 1
Grade Level: 5
Age: 9/10
Gender: M/F

The goal of this session was to continue the Oral Math Facts program orally. P was very hyperactive and competitive, but reluctant to actually participate in the tutoring session. N did not pay attention in the slightest. The environment was incredibly distracting again because the teacher was teaching other classes that came in and out of her classroom about the baby possums, so there was a very large influx of other students along with noise movement. To help the students learn I verbally corrected incorrect answers. It is possible that age or gender affected today’s session again since P was still largely unaffected by the presence of the animals and N was very distracted by them.

March 25, 2010

Date: March 25, 2010
Hours Tutored: 1
Grade Level: 5
Age: 9/10
Gender: M/F

The goal of this session was to continue the Oral Math Facts program orally. N was incredibly distracted and barely paid any attention to the tutoring session. He did not complete one page and almost twice as long as usual to complete each section. P was very eager for her tutoring session (she came early and started answering N’s problems) and wanted to do division problems. She was also very eager to complete the entire booklet of multiplication as she neared the end of it. The environment was the most distracting it had ever been because the teacher had baby possums she was nursing in the classroom and the students were only interested in the animals. To help students learn, new multiplication problems were introduced before each page, wrong answers were verbally corrected, and problems were asked orally. A possible factor of multiculturalism that affected today’s session was gender or age. This is possible because N was so distracted by the possums that he was essentially unable to participate in the tutoring session, yet P paid the animals almost no attention.

March 23, 2010

Date: March 23, 2010
Hours Tutored: 1
Grade Level: 5
Age: 9/10
Gender: F

The goal of this session was to continue tutoring students using the Oral Math Facts Program. P seemed somewhat ambivalent about tutoring and responded perfunctorily. She struggled more than usual during this session. The environment for this session was not very distracting because students were testing and the classroom was very quiet with minimal movement. To help P learn, I verbally corrected her wrong answers, asked problems orally, and introduced new problems at the start of each page. I also quizzed her on problems she missed multiple times. None of the aspects of multiculturalism seemed particularly relevant to today’s session.

March 19, 2010

Date: March 19, 2010
Hours Tutored: 1
Grade Level: 5
Age: 9/10
Gender: M/F

The goal of this session was to continue the Oral Math Facts program orally. P had a very positive/hopeful attitude during this session, and participated very willingly despite the fact that her actual performance was comparatively low. For the most part, N performed and acted as usual, although there were times when he did very well. The classroom environment was not exceptionally distracting during this session. To help the students learn they were verbally corrected for wrong answers, and new multiplication tables were reviewed before each page began. None of the aspects of multiculturalism seemed particularly relevant to this session.

March 18, 2010

Date: March 18, 2010
Hours Tutored: 1
Grade Level: 5
Age: 9/10
Gender: M/F

The goal of this session was to continue the Oral Math Facts program. P was incredibly withdrawn and reluctant to participate, so her tutoring session was cut short in an attempt to use the time more effectively to help tutor N. N was unusually fast in his responses and seemed to have a good working knowledge of the problems. Overall his attitude and performance were very good. The environment was extraordinarily distracting because the class had a substitute (the source of P’s bad attitude). However, near the end of the session, P apologized for her bad attitude and asked if she could try again, at which time she performed much better. The students were verbally corrected for incorrect answers. None of the aspects of multiculturalism seemed particularly relevant to the session.