An Inside Look into Testive Coaching Meetings
There are three types of 1-on-1 Coaching Meetings at Testive: Kick-off calls, content meetings and strategy meetings. They combine to bring the most of out of students in time for test day.
Testive Coaches and students meet 1-on-1, every week.
One question Coaches often hear is, “what do you actually do when you meet with a student using Testive?”
While Testive Learning Software is a crucial part of the study plan, so are the weekly meetings with Coaches. While no two meetings are exactly the same, there are generally three types of meetings a Coach and student can have:
These are the first meetings a Coach has with a student. They’re generally about establishing a rapport, finding out a student’s history, and setting some goals for the program.
Generally, the Coach will take notes on the student’s prior test scores, college plans, academic strengths and weaknesses, and even things like favorite hobbies.
This meeting is also a chance for the coach to set the student’s curriculum: how many questions they’ll be doing per day, what their day off should be, and so on. Ideally, the student walks away from this meeting feeling confident about what’s expected of them and a little more familiar with their Coach.
The most typical kind of Coaching Meeting call focuses on content. Testive Coaches usually meet with their students once a week for half an hour, to discuss their progress that week. Most often, the call will then turn to content.
During the week, as a student does their daily practice questions, they will be prompted to mark several questions each day for “review.”
When they get a question wrong, they can make a note as to why—was it a careless mistake, did they have trouble understanding the wording of the question, did this question deal with a concept they are unfamiliar with?
When it’s time for the Coaching Meeting, the student and Coach will go over questions the student got wrong. The Coach often looks for a pattern—for instance, if the student is struggling with grammatical questions dealing with comma clauses, the Coach will review the use of comma clauses in general before encouraging the student to practice more with them for the next week.
Content meetings are an excellent way for a student to polish their skills and clarify which ideas they need to zero in on. Content meetings are also helpful for students who have a specific area on the SAT or ACT curriculum they need to polish—for instance, a student who took high school level geometry during their sophomore year may have forgotten some key concepts they’ll need for the test, and reviewing with a Coach can help them refresh.
The third type of Coaching Meeting focuses mainly on strategy. These are more common later in the program, as a student has been studying for a while and has started to notice patterns in their test-taking.
If a Coach notices a student has trouble rushing through questions and not reading thoroughly enough, or getting bogged down if there’s a single question they’re struggling with, to use two common examples, they might call for a strategy meeting. During this type of meeting, the Coach and student will review things like relaxation techniques to use in case of test anxieties, or ideas on what to do if tripped up by a particularly difficult question. Coaches may also spend meetings right before test days talking about material strategies for test day itself—what to do the night before the test, for instance, and how to review their most challenging areas as test day grows near.
Strategy meetings are also useful if a student has been struggling to complete their practice questions on time; they can use a meeting to work with their Coaches to figure out how to arrange their schedules to better complete their work on time.
While it’s important to remember no two meetings are ever the same—just as no two students are ever the same—having an idea of the basic structure of different types of meetings is helpful for both the student and the coach when starting a program. While there may be variations—for instance, a meeting where coach and student go over one particularly tricky question, then spend the rest of the session discussing relaxation techniques to combat test anxiety—a basic framework can be helpful to decide how to approach any given session. With this in mind, students and Coaches can use their weekly time together to its best advantage every week!