Tutoring is often seen as a way for students to “catch up,” or work specifically on what they aren’t good at but its true value lies deeper. Tutoring assists learners to recognise who they are as students. Understanding strengths and weaknesses is one of the most important steps toward academic growth, and tutoring provides the ideal environment for this kind of self discovery and understanding.

In a busy classroom, students rarely have the time or confidence to pause and reflect on how they learn best and most students don’t even realise until the late high school years. Tutoring changes that dynamic. Through one-to-one conversations, targeted questions, and personalised tasks, tutors can observe patterns that students might overlook. Whether it’s strong critical-thinking skills, creativity, attention to detail, or resilience when solving complex problems, a tutor can highlight these strengths and show students how to use them intentionally.

Equally important is the gentle uncovering of weaknesses, not as flaws, but as opportunities for improvement. A tutor helps students identify the gaps in their understanding or the habits that hold them back. Instead of letting these weaknesses define the student, tutoring reframes them as areas for growth. With guided practice, tailored strategies, and continuous encouragement, students learn to approach challenges with confidence rather than fear.
What makes this process powerful is the shift in self-awareness. As students gain clarity about what they can do well and where they need support, they develop a stronger sense of ownership and autonomy over their learning.

Ultimately, tutoring is not just about improving marks, it’s about helping students understand themselves as learners which is valuable in all areas of life and across all subjects. When students recognise both their strengths and their weaknesses, they unlock the tools they need to grow, adapt, and thrive far beyond the classroom.

Jessica Ciappara

Many students move through school believing they are simply bad at maths. It is a label that often begins in the early years and slowly becomes part of how they see themselves as learners. At First Education we see this all the time. What is most striking is that the issue is rarely a student’s ability. It is usually a mix of confidence, missed foundations and the belief that maths is a talent you either have or do not have.

Maths is a subject built in layers, so even small gaps can grow over time. A student might have missed a key concept in fractions, struggled with place value in primary school or never learnt their multiplication facts with enough fluency. These gaps do not reflect intelligence. They are simply missing building blocks. Once those foundations are rebuilt, students usually feel more capable and begin to make progress far more quickly than they expected.

Another reason the myth persists is that maths often moves at a fast pace in class. Students who need a little more time to process new ideas can feel left behind. Tutoring helps slow things down and creates space for students to ask questions without fear of judgement. When a student finally experiences that moment of clarity, the shift in confidence is immediate. They start taking risks, attempting harder problems and engaging more in their lessons at school.

Mindset also plays a powerful role. Students who believe they can improve tend to try longer and bounce back faster when they get something wrong. Tutors help students reframe mistakes as part of learning rather than a sign they are not good enough. This change alone can open the door to steady improvement.

No student is destined to be bad at maths. With the right support and a patient approach, they can rebuild their foundations, grow their confidence and discover that they are far more capable than they ever realised.

Freddie Le Vay

Every student learns differently, and understanding the way you learn can make studying feel easier, more enjoyable, and far more effective. School often focuses on traditional methods like reading and writing, but there are many other learning styles and strategies that students can explore to get the most out of their education.

One popular approach is visual learning, where students understand information best through images, diagrams, and videos. Visual learners benefit from mind maps, colour-coding notes, and watching demonstrations. This method turns complex ideas into clear, easy-to-see concepts.

Another effective style is auditory learning, which involves listening and speaking. These learners remember information well through discussions, podcasts, oral explanations, or even reading notes aloud. Participating in class conversations or explaining a topic to a friend can significantly boost understanding.

For students who learn by doing, kinaesthetic learning is ideal. This style focuses on hands-on activities—such as experiments, building models, role-playing, or using physical objects to understand ideas. Kinaesthetic learners may also find short movement breaks helpful to stay focused.

Many students use a combination of these styles. For example, someone might enjoy watching a video (visual) but also need to talk it through with a classmate (auditory) before completing a practical task (kinaesthetic). Mixing techniques can make study sessions more engaging and memorable.

Technology also offers new ways of learning, from interactive apps and online quizzes to virtual tutoring and educational games. These tools can support different learning styles while making study time fun and flexible.

Ultimately, the key is to experiment. Try new strategies, pay attention to what helps information “stick,” and build a study routine around your strengths. When students understand how they learn best, they become more confident, motivated, and successful—both inside and outside the classroom.

Alexander Nikitopoulos

Something I’ve realised from tutoring senior students is that knowing the content is honestly only half the battle. I see so many Year 11 and 12s who think, “If I just memorise everything, I’ll be fine,” but that’s not how the HSC works. The real game-changer is exam technique—actually knowing how to use what you’ve learned in timed conditions.

The other day I was working with one of my Year 12 English Advanced girls. She literally knew everything about her text—quotes, themes, all of it. But when we tried a practice essay under time, she froze. She spent ages trying to make her intro “perfect,” didn’t adapt her ideas to the question, and ended up rushing the final paragraph. And honestly, this is so normal. The HSC is basically a time management sport.

So we stripped everything back. I showed her how to plan in under two minutes, how to reuse her ideas no matter what the question asks, and how to bring the question into every paragraph. Once she realised she didn’t need to write the perfect essay—just an organised, on-task one—you could literally see the stress leave her face. Her next assessment went from 13/20 to 18/20 just from changing how she writes, not what she knows.

Moments like that always remind me why exam technique matters as much as content. It’s not just about the syllabus—it’s about strategies like marks-per-minute, question decoding, flexible paragraph structures, and finishing under pressure. When students learn both the content and the method, everything suddenly clicks.

Tutoring isn’t just teaching facts. It’s helping students feel confident, calm, and in control when it actually matters. And honestly, seeing that shift is the best part of the job.

Ellie Mceachern

Retrieval practice is a tutoring method that is based around the idea that students learn best not by re-reading notes or listening to explanations, but by actively pulling information out of their memory. Instead of adding more content, it strengthens what is already there.

This method is so effective as it forces the brain to work harder and dig deeper. Rather than being given the answer or being guided step-by-step, the student is asked to recall the idea on their own. Something as simple as, “explain this concept to me without looking at your notes,” or “try this question first without any help from me”, forces the students to think for themselves and remember how the concept worked. The effort involved in remembering actually improves long-term retention far more than simply revisiting the explanation again.

Another interesting thing about this method is that it reveals gaps in understanding, which is very important to determine while students are still learning the topic. When a student tries to retrieve information and gets stuck, it shows exactly what we need to focus on, which makes the tutoring lessons a lot more efficient for both the tutors and the students, as the students themselves are able to identify what they need help with without even realising they’re doing it. It also helps students recognise what they truly know, rather than what feels familiar just because they’ve seen it before.

Retrieval practice also reduces exam anxiety. When students get used to pulling knowledge from memory regularly, they become more confident doing the same thing under timed conditions. In this way, it turns revision into an active process.

Overall, by including the retrieval practice method within tutoring sessions, it transforms the way students study outside the lessons as well. It helps them retain information longer, identify their weaknesses more clearly, and build the confidence that comes from knowing they can rely on their memory.

Katreen Diab

When it comes to tutoring, I’ve realised there’s no one “perfect” way to help someone learn. Every student is different, so I’ve ended up building a little toolbox of simple strategies that make sessions smoother, less stressful, and more fun.
The first thing I always try to do is keep the session feeling relaxed. If a student walks in feeling overwhelmed, nothing is going to stick. When the atmosphere is calm and casual, they’re way more open to asking questions or admitting when they’re confused.
Another strategy I use is focusing on small wins. Instead of trying to conquer a whole topic in one go, I break things down into tiny steps. When students start ticking off those little successes, their confidence shoots up. And once they feel confident, they learn faster without even realising it.
I also like to mix things up. Sometimes we talk through a problem, sometimes we draw it out, and sometimes we go through examples together. Switching up the approach keeps their brain awake and stops the session from feeling like a chore. Plus, it helps them figure out what kind of learner they actually are.
One of my favourite tricks is letting students explain things to me or tell me how to do a question. It doesn’t have to be perfect — the point is that teaching something helps them process – and it gives me a good idea of what they actually understand versus what they just take my word on.
But honestly, the biggest strategy is patience. Learning takes time, and everyone moves at their own pace. When students know they’re not being rushed or judged, they’re so much more willing to try. And when they finally get it, that little spark of “ohhhhhh” makes everything worth it.

Ellie Tsoukalas

Holiday times, especially during the Christmas/New Year period, is usually a time where we can relax and forget about school. However, having a balanced and productive period and rocket you to the top of your class.

It is important for you to have your break and relax after school. Going outside, out with friends or simply walking are all important and beneficial by helping both your mental and physical wellbeing.

Keeping up with your studies and notes during the Christmas break can feel challenging, but with the right strategies it can also be a productive and restorative time. The key is finding a balance between rest and routine so you return to school feeling confident rather than overwhelmed.

One of the most effective ways to stay on track is to set a light, flexible schedule that you can stay consistent with.
For example, instead of long study sessions, aim for short, focused blocks—20 to 40 minutes a few days each week. This keeps your mind engaged without cutting too deeply into your holiday.

Additionally, keep these sessions with a clear list of priorities: which subjects need the most attention, which notes need organising, and what assignments must be completed before school resumes.

Another great strategy is to review your notes actively rather than simply rereading them. Try summarising each unit in your own words, creating flashcards, or teaching the material to someone else. These methods strengthen memory and understanding far more effectively than passive review.

Add your studying into existing holiday habits. For example, review notes in the morning, or spend a few minutes reading before bed. Small, consistent habits help maintain momentum without making studying feel like a burden.

Incorporating these studying techniques within the e holiday would propel you forward with your schooling, hopefully making you get first place.

Finally, don’t forget to rest. Breaks are essential for long-term learning, so allow yourself time to relax, enjoy Christmas activities, and reset your mind. Balance is important, and if you master this, studying will come easily.

James Bletsas

Teaching fractions to Year 2 students becomes much easier and far more fun when the learning is connected to everyday experiences. One of the best real-life tools for this is pizza. Kids instantly relate to it, which helps them understand key concepts like halves, quarters, and equal parts.
Using pizza in fraction lessons gives students a clear picture of what a whole looks like. Instead of imagining a shape divided into parts, they can see it in real life: one full pizza represents one whole. From there, it becomes simple to show that cutting the pizza into two equal slices creates halves, and cutting it into four equal slices creates quarters. This physical or visual representation helps students grasp that fractions must always be equal parts of a whole.
Pizza also introduces the idea of fair sharing, something Year 2 students are already familiar with. When asked how to share one pizza between two people, children naturally understand that each person should get the same amount. This sets the foundation for understanding that fractions are not just about dividing but dividing fairly.
Tutoring sessions can include hands-on activities, such as using paper pizzas, drawing slices, or even real pizza if available. Students can practise making and naming fractions by pretending they are sharing pizza with friends: “If we cut the pizza into eight slices and you eat one, what fraction is that?” These playful scenarios keep children engaged and help them develop confidence with mathematical language.
Finally, using pizza to teach fractions encourages problem-solving and conversation. Students enjoy discussing how many slices are left, which fraction is bigger, or how many people they could share with. By connecting maths to something meaningful and delicious, learning becomes memorable and students are far more likely to understand and enjoy fractions.

Airi Yamanaka

When students come into a learning space, it is essential for them to feel comfortable and confident in order to achieve their best work and maintain motivation. As a tutor, it is our responsibility to help foster this sense of safety and belonging and promote participation and engagement in every session.

There are different ways this can be achieved, such as through developing a strong and healthy relationship between the tutor and their student. Through having a healthy relationship, the child is enabled to feel comfortable asking questions, trying new things, and making mistakes in a supportive environment. Further, this trust forms the foundation for open communication, which allows the tutor to better understand the student’s needs, challenges and strengths. This leads to the next point where students can be empowered through the encouragement of mistakes and learning. Normalising mistakes as part of the learning process helps students build resilience and confidence, allowing them to approach tasks with a growth mindset rather than fear of failure.

Another way to increase student empowerment in every session is by providing them with choice and a sense of control over different activities and questions we complete. I find that by giving them options, they feel more involved and equal in the learning process, making them more inclined to participate in the activity as they build their independence. Finally, positive reinforcement allows for the reinforcement of positive behaviours such as persistence and initiative in a way that feels genuine and encouraging. By praising the student in specific areas—such as when they put effort in rather than simply being correct—the focus shifts towards growth and progress, helping them develop confidence in their abilities.

Overall, empowering students through relationships, choice and meaningful encouragement creates a supportive learning environment where they feel capable, valued and motivated to succeed.

Annabelle Molloy

Helping young students develop confidence in reading is one of the most rewarding parts of primary tutoring. Reading is a skill that influences every subject, and early experiences with books can shape how children view learning for years to come. A supportive and encouraging approach can make a significant difference to a young reader’s progress.

A key way to build reading confidence is to begin with texts that match the student’s current level. When a child feels successful with a book, even if it is simple, they become more willing to try the next challenge. Choosing engaging stories with familiar themes or characters also helps keep their attention and motivation high.

Reading aloud together is another valuable strategy. It allows tutors to model fluent reading, correct phrasing and expressive tone. When students hear confident reading, they start to mimic the rhythm and pronunciation, which improves their overall reading fluency. Short turns, where the tutor reads a page and the student reads the next, can help reduce pressure and make the experience enjoyable.

Encouraging students to talk about the story is equally important. Asking questions such as “What do you think will happen next?” or “Why do you think the character did that?” helps build comprehension and allows students to engage with the text more deeply. These discussions show that reading is not just about sounding out words, but understanding ideas.

Finally, celebrating small improvements helps young readers feel proud of their progress. Whether it is mastering a new word or reading a sentence with confidence, recognition builds enthusiasm and encourages further reading.

Demetria Koutavas