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PeteSAT · 05-26-2005, 06:14 PM

Students who are motivated to improve and have the self-discipline to follow Xiggi’s advice. Also, without any statistical evidence to support this theory, I’d say his method probably works better for students starting in the 550+ range. At that level, practicing and beginning to recognize specific question types and patterns becomes more reasonable. Ideally, every student would be motivated enough to follow Xiggi’s advice. He does give some great advice on approaching an intimidating amount of material under the “Is there an alternative” section.

Students who have a hard time self-starting might be better off in a good class (which can be expensive) or with a good tutor (which can be even more expensive.) The problem is finding a good class or a good tutor. I taught for The Princeton Review for many years before I started my own company. Classes there are a completely mixed bag (as they are with Kaplan and other large companies.) I started in the Seattle office, and was overwhelmingly impressed with my fellow teachers. I can’t think of a teacher who wasn’t talented, motivated and diligent. I later taught in Florida and Vermont before landing in Los Angeles. The LA office is so big that out of 100+ SAT teachers, I would have only recommended a handful at most. I did a fair amount of interviewing and training, so I know what I’m talking about. The grad staff I taught with (GRE, GMAT, LSAT and MCAT teachers) was much better.

One problem with classes and tutorials is that students tend to think they don’t have to do much work outside the class. Homework gets done in a rush if at all. Students sometimes feel that they will get everything they need in the class or in tutorial sessions, but once again, the SAT favors the motivated.

On the other hand classes can be a great place for highly competitive students, especially if the class comprises mostly competitive students. I guess the bottom line is that every student is different, and different learning methods favor students differently.

05-26-2005, 06:14 PM	#50
PeteSAT Member Join Date: Feb 2005 Location: Los Angeles Threads: 5 Posts: 571	Who does the Xiggi Method work for? Students who are motivated to improve and have the self-discipline to follow Xiggi’s advice. Also, without any statistical evidence to support this theory, I’d say his method probably works better for students starting in the 550+ range. At that level, practicing and beginning to recognize specific question types and patterns becomes more reasonable. Ideally, every student would be motivated enough to follow Xiggi’s advice. He does give some great advice on approaching an intimidating amount of material under the “Is there an alternative” section. Students who have a hard time self-starting might be better off in a good class (which can be expensive) or with a good tutor (which can be even more expensive.) The problem is finding a good class or a good tutor. I taught for The Princeton Review for many years before I started my own company. Classes there are a completely mixed bag (as they are with Kaplan and other large companies.) I started in the Seattle office, and was overwhelmingly impressed with my fellow teachers. I can’t think of a teacher who wasn’t talented, motivated and diligent. I later taught in Florida and Vermont before landing in Los Angeles. The LA office is so big that out of 100+ SAT teachers, I would have only recommended a handful at most. I did a fair amount of interviewing and training, so I know what I’m talking about. The grad staff I taught with (GRE, GMAT, LSAT and MCAT teachers) was much better. One problem with classes and tutorials is that students tend to think they don’t have to do much work outside the class. Homework gets done in a rush if at all. Students sometimes feel that they will get everything they need in the class or in tutorial sessions, but once again, the SAT favors the motivated. On the other hand classes can be a great place for highly competitive students, especially if the class comprises mostly competitive students. I guess the bottom line is that every student is different, and different learning methods favor students differently.