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After attending regular tutoring for a while, I notice students tend o develop the habit of not treating the sessions like an opportunity for active learning and critical thinking regarding the gaps in their knowledge. Booking the tutor is the easy part, but once we get to the senior years, there is so much school content and skills to go through that cannot possibly be done in one hour. Students are required to take priority over their learning by accessing all resources available, and tutoring is supposed to come in and fill in the gaps. I find students get the most out of sessions when they come with specific questions, or specific points in their syllabus that they feel they want to revise; this proves to me that they actually attempted to understand and look over content on their own and aren't outsourcing their thinking skills, they genuinely need help clarifying and interpreting this part of their content and want to gain skills by applying it to different questions or situations. A skill that i focus on building a lot in my students is critical analysis of semantics and vocabular in context, particularly if they can apply word etymology. Building the skill of inference is a genuine skill as no one is capable of knowing everything in the world, but we can very much apply what we have learnt in different contexts. An example from my session today, a student was unfamiliar with the word 'polygenic'. I asked her, 'well what does it sound like it could mean?'. She had heard the prefix 'poly' before in biology from 'polypeptide' and polymorphism, which both described having many 'peptides' or 'mutations/morphisms' respectively. From the meaning of those words, the prefix poly could mean many, and hence I helped her infer that polygenic meant 'coming from many different genes', which matched the definition of the prompt.
