I observed Riva’s tutoring session with her year 12 maths student Sophia. Riva and Sophia worked on a series of integration problems in preparation for her upcoming exam. The session was calm and focused, with Riva adopting a supportive, student-led approach. After briefly reviewing the topic at the beginning, Riva stepped back and allowed Sophia to take the lead in solving the set problems. Riva was mostly quiet throughout, observing closely but providing reassurance and clarification when needed but overall taking a step back and giving Sophia the space to think independently. Their dynamic demonstrated a strong rapport, with Sophia clearly comfortable expressing uncertainty and asking questions when needed. Midway through the session, they took a short break from problem-solving to chat casually about school and weekend plans. This light moment helped to ease the intensity of the session and strengthened their working relationship. Overall, the session was highly student-centred. Riva’s calm presence and minimal intervention style created a learning environment where Sophia was encouraged to take ownership of her learning. Her thoughtful reassurance and the occasional guiding question ensured Sophia stayed on track while building confidence in her ability to handle complex problems independently. The balance between focused work and casual conversation also contributed to a relaxed but productive atmosphere.

Grace Apted