On a positive note, Lilly arrived today with a stack of index cards she had prepared to study her irregular present tense verbs. Last time we met, it became apparent that she did not know vocabulary for body parts or rooms in the house, so I suggested she explore those. Thankfully, she took the initiative to create vocabulary index cards for that terminology as well.

Unfortunately, she did not complete the work she had been assigned (the vocabulary worksheet or the adjective Quizlet). For the vocabulary worksheet, she said it was too hard, that she did not know any of the words in the sentences to be able to select the terms from the word bank that would best complete the sentences. I asked her why she did not look up the words in the sentences she did not know and she said that would have taken her too much time. So, she decided not to do any of it, including the easy portion where she had to simply translate the terms. She said the first part was too hard and she gave up. So, we worked on it together and with a bit of effort, I think she was capable of doing it. This unfortunately cut into our time for the rest of the lesson.

She is doing better with her verb knowledge; the index cards helped with that. I tried to encourage her by showing her how well she did thanks to the effort she had devoted here.

I was a bit dismayed, however, by her reaction to the work I asked her to do for next week. All she has to do is create 2 index cards for pouvoir and vouloir, study the adjective vocabulary on Quizlet and do a short reading comprehension passage with 5 multiple choice questions, which she must do on the IB exam. When I asked her if she was all set, she told me that she was most likely NOT going to do any of the work I asked her to complete. She said she is too busy and has other more pressing work. I told her in response that this would be relayed to you, Judie.

I am pleased with the efforts she made with her verbs and the index cards, but disappointed with how the lesson ended. Everything I am giving her to do is in preparation for her success on the IB exam and allows us to be more productive with our limited time together. Without consistent studying, it is impossible for her to compile the vocabulary bank she needs, especially when her vocabulary is so limited.

After some preliminary French conversation to see how she is doing, Lilly admitted to not studying once again, so we just proceeded forward with the lesson plan. This slowed our review of irregular present tense verbs, but she seems to be grasping them more easily now thanks to our weekly repetition. She was shocked to see that I gave her some physical homework to complete, so I hope she will have it completed for next week. It will help her reinforce her understanding of the elevated vocabulary we have been exploring. She was attentive during our study of adjectives and seemed to grasp the material well enough. She could truly make major strides if she buckled down and studied, but she just does not seem to want to make the effort. I will just keep moving forward and hope that the repetition of what we do will help her absorb some of the material.

While I enjoy working with Lilly and her attitude has improved during our sessions together, she simply does not study. She had promised me that she would really buckle down with her French studies in early December, but a month later, she still has not reviewed in her own time any of the material we have covered. I texted her mother after our last session and asked her to please make sure Lilly studied specific material, which was not much. Lilly said this was not relayed to her. Her plan is to study the week before the IB exam, which I tried to explain is not nearly enough for her to succeed. I will push forward and continue to teach her, but since she does not review any of the material, when we begin each session, it is as if we are starting from scratch and we lose precious time together.

There were highs and lows to today's lesson. On a positive note, Lilly arrived alert and pleasant, ready to work. Her sense of humor is starting to emerge (with a hint of sarcasm) and I'm enjoying our banter as we work. However, she arrived once again without her materials; she left her French binder in class after her writing test today. Also, throughout our work together, it is evident that she has not at all reviewed any of the material, despite our agreement that once December came and her college applications were done, she would start buckling down and studying. To end our session, we had a serious conversation about the importance of her arriving prepared and applying herself. She seemed to take it to heart, so I am hoping for improvement in the coming months. I texted her mother after the session to make sure she would keep an eye on Lilly's studying. She responded affirmatively, so I hope to see a difference.

Lilly arrived in a better mood today, more energized and ready to learn. She unfortunately relayed that her vocabulary quiz last week in class did not go well; she knew the vocabulary, but the teacher required the vocabulary be used in context and due to a lack of knowledge of the surrounding vocabulary, she had difficulties using the terms. Her vocabulary truly is deficient, so it is crucial that she study, study, study vocabulary terms every evening. She was much more applied today in our work together and I was happy to see that change.

I had a difficult time connecting with Lilly today. She seemed very tired, withdrawn, unmotivated and disengaged. As we moved through the various activities, she was reticent to engage. At times, it was because she was not understanding the target language, but I can also sense her resistance to learning this language. I am doing my best to motivate, inspire and connect with her, but there seems to be this wall she has built up against learning French and it inhibits her ability to learn. I am trying to slowly dismantle it, but it is difficult. It could have been an "off day" for her today and she'll rebound next week. I will keep doing my best.

I had a fun lesson with Lilly today. She arrived with her notes from last week today, which was a step in the right direction after our last session. She seemed to enjoy learning the vocabulary and using it to describe celebrities and the characters from the game. She received a poor grade on her latest oral presentation in class, so I impressed upon her how important it is to start speaking French outside of class with some good friends from the class. Starting December 1, once her IB English work comes to an end, she said she will really start buckling down and making it a point to study French every evening. She really, really, really has to intensively study for this exam. Our one session per week is not enough to make up for the gaps she has to fill. She seems happy though when she is here and is opening up more; I hope it will inspire her a little more to study on her own.

Lilly showed up over a half-hour late to today's session! I texted her mother to see if she was okay and her mother replied that something had happened because Lilly was a grump storming through the house, but she did not get a chance to find out because she was on a work call. When Lilly finally arrived, I asked her what had happened and she said there was an accident on the turnpike. Once again, she did not have her notes or the exercises from the previous session; I suspect that she was late because she ran home to get them, but she said she could not find them. Earlier this week, after my conversation with Judie over the weekend, I emailed Lilly and requested that she study the verb vocabulary and complete exercises. Since she did not have the notes with her, we could not review the exercises and she did not know the vocabulary very well either. I impressed upon her the importance of her studying her French notes, but she said she is busy working on her college applications. I will speak to her mom later today, but it is difficult to make progress with Lilly when she does not do any work outside of class, arrives late and is unprepared.

Lilly was proud to report that she used some elevated vocabulary from our transitions list in her most recent oral presentation and her teacher was impressed to see them. She arrived a bit late today and did not have her notes from last week, so we discussed the importance of her coming prepared. She also did not practice the verb vocabulary or complete any of the exercises as I had asked her to do. While she is attentive and engaged during our time together, she really has to practice what we do outside of our sessions if she is to truly retain the material. On a positive note, she is opening up with me much more and this certainly makes conversation in French much more interesting and meaningful. It is a pleasure getting to know and working with Lilly.

It was enjoyable, as always, working with Lilly today. She is attentive and takes careful notes during our sessions. I am trying to figure out to best help her. In addition to trying to fill in the gaps in her French knowledge, I would like to have skills-based sessions as well where we read and discuss IB exam-related topics. There is much to be done, but we're taking it one step at a time.