I have spent a lot of time balancing between the worlds of formal and informal education. In the day I work in informal education, by afternoon, I am a tutor. I think many people may think the jumping between the two is difficult, but I believe that through a proper synthesis, this style of education can meet any child.

Informal education aims to teach through creative methods, and has a focus of instilling values into children rather than a specific syllabus. Meanwhile, formal education feels more robust, having a rigid curriculum to follow and information which needs to be understood. There are values in both – it is not ridiculous to expect children to absorb and learn information, but I believe we need to extend past overdone methods to truly meet a child where they are at.

During my time at First Education, I have tried to implement my background of informal education into my teaching methods. For my younger students, I will prepare multiple different lesson plans and ask for their preference. I believe it is important for children to feel they have the autonomy to make decisions about their education, something which is unlikely to occur during school. I found it interesting that some of these students reject this and would rather I decide for them.

Informal education has also taught me to try and anticipate the needs of a child. For example, when I can see that a student is losing concentration and becoming more and more drained, we will take a break and play a game, something which I am glad First Education encourages. Informal education has also emphasised to me the importance of ensuring a child’s wellbeing, another skill which has been implemented in my tutoring. Oftentimes, students will struggle with their confidence, and as important as it is to teach, it is just as important that a student feels assured enough to ask questions and learn.

Though appearing as binaries, in truth, there is much that formal and informal education can learn from each other. This combination has the possibility to create a method of teaching which works better for all.

Maya Weizman

When met with students completing Shakespeare, they are often unable to demonstrate genuine appreciation for the texts. Whether this stems from pedagogical limitations or an inability to perceive the multiplicity of layers within the works, it remains a persistent challenge. Yet, Shakespeare undeniably provides some of the most foundational frameworks for understanding literature, particularly in his enduring exploration of human experience.

My own appreciation for Shakespeare was solidified through the study of Henry IV. While the play clearly reflects the tenets of its Elizabethan context, engaging with questions of kingship, honour, and legitimacy, Shakespeare simultaneously transcends these historical confines. His work operates within what may be understood as transhistorical discourse, where meaning extends beyond its immediate context to resonate with universal concerns. In Henry IV, it is by virtue of Shakespeare’s polyphonic “chronicles in time” that the text transcends an antiquated monomyth of English history, rather speaking to a universal experience in which identity is malleable, for both good and bad. This is most evident in a frequently overlooked dimension of the play. While critical attention is often placed on the tension between the carnivalesque tavern world and the formality of the court, it is the liminal space between these spheres that proves most significant. The battlefield, functioning as a heterotopic space, becomes a site where identities are inverted, tested, and performed. Here, Shakespeare privileges a “provocative hybridity” (McMullan), allowing competing discourses, patriarchal authority, honour, and performativity, to collide and destabilise one another, discourses that remain present in a modern environment. Resonating with the contemporary socio-political climate, the interrogation of “honour pricked” and sovereign fictions “mirrors” to audiences the continuation of manipulated identities in politics and power, affirming enduring relevance.

Rather than approaching Shakespeare as static or distant, his works are dynamic sites of ideological negotiation. By emphasising concepts such as hybridity, liminality, and identity construction, Shakespeare can be understood not only as a product of his time, but as a writer whose insights continue to shape literary and cultural discourse.

Cara Charalambous

I’ve kind of hit a strange lull as of late. After months of sharing tutoring tips and lesson ideas in these reflection blogs, I’ve run out of fresh topics. And since I don’t believe resharing the same points I’ve drawn out before will help, forcing new content and such, I’ve turned inward. I’m now writing about how I’m (trying) to balance my life with study and mental health during a pretty sinister time of political unrest and uncertainty.

First, I accepted my limits. Incessant brain-fog has hit an all-time high, so sometimes the brain can not be a nonstop idea machine. I’ve been trying to become more okay with that, and simply readjusting goals and deadlines I set for myself has lowered my general anxiety and improved the quality of what I do complete. I scheduled deliberate downtime: tech-free walks, brief daily journaling, and a weekly “no-tutor” evening to reconnect with friends and hobbies. The idea of walking for 20 minutes without your phone on your body sounds like a cry for help, but I promise it was a notably memorable activity in the past few months.

For study balance, I prioritise with a simple rule: high-impact, low-effort first. Short, focused sessions (I finally tried the Pomodoro-style, and although it was the most coordinated I’ve ever been for study, it definitely did make a difference) replaced marathon workdays. I batch tasks now; lesson prep in one block, grading in another, so switching costs don’t eat my energy. I’ve also been trying to set clearer boundaries for students and parents about availability this year; protecting my evenings made a noticeable difference to my stamina.

And on a more general note, I tried limiting news consumption to two short checks daily and curated sources to avoid sensationalism, but the events of the world have always been important to me, even though they can be mentally taxing. So I’ve been trying to lean more on community, peers and therapists. I practise grounding techniques (breath-work, five-sense checks) before tutoring sessions so I can be present for learners.

I don’t have any grand revelations, just small, steady practices that keep me afloat. If you’re stuck for content or ideas, consider diarising reflections like these. Authenticity resonates more than a constant stream of “perfection.”

Toby Bower

Having reflected on tutoring strategies, I came to value the importance of being encouraging as a tutor which I can implement through positive reinforcement strategies. Positive reinforcement plays a powerful role in tutoring because it shapes not just what students learn, but how they feel about learning. When I think about effective tutoring, I don’t just picture explaining concepts clearly. I also see the importance of creating an environment where students feel noticed, and motivated to keep trying. Positive reinforcement helps build that environment in a natural and meaningful way.
In my experience, students often come into tutoring sessions carrying some level of doubt or frustration. When their efforts are acknowledged, whether it’s through simple praise, encouragement, or recognising improvement, they begin to shift their mindset. Instead of focusing on what they can’t do, they start to see what they can do. This shift is subtle but important. It encourages persistence, especially when tasks become challenging.
Research in education consistently highlights that students respond better when effort is recognised rather than just outcomes. Reflecting on this, I’ve noticed that when I praise a student for trying a new strategy or sticking with a difficult problem, they become more willing to take risks. They are less afraid of making mistakes, which is essential for real learning. It also helps build trust between tutor and student, making the learning relationship more collaborative rather than evaluative.
However, positive reinforcement needs to be genuine and specific to be effective. Simply saying “good job” repeatedly can lose meaning. I’ve found that pointing out exactly what a student did well, like their reasoning or improvement, feels more authentic and impactful. It shows that I am paying attention and that their effort matters.
Ultimately, positive reinforcement is not about constant praise, but about guiding students to recognise their own progress. It helps them develop confidence and independence over time. As a tutor, this reminds me that my role is not just to teach content, but to support students in believing they are capable of learning it.

William Kelleher

Let’s be real: when you’re burnt out, reading a single paragraph can feel like trying to climb Everest in flip-flops. It’s not just “being tired”—it’s that bone-deep exhaustion where your brain effectively locks you out of your own head.

If you’re stuck in that fog but have deadlines that won’t budge, the worst thing you can do is try to “hustle” through it. Here is how to actually get things done when you have zero gas left in the tank.

Use the “10-Minute Trick”
The hardest part of studying while burnt out isn’t the work itself; it’s the sheer dread of starting. Tell yourself you’re only going to work for 10 minutes, and then you’re allowed to quit. No strings attached. Usually, once the timer starts, the “scary” factor of the task drops. And if it doesn’t? At least you did 10 minutes more than you would have otherwise.

Change Your Scenery
Sometimes your brain associates your desk with stress. If you’ve been staring at the same four walls, move. Go to a library, a coffee shop, or even just the kitchen table. Switch from a bright overhead light to a warm lamp. These small sensory shifts can trick your brain into feeling a little less “trapped” by the workload.

Rest is a Requirement, Not a Reward
We often treat rest like a trophy we have to earn after working hard. When you’re burnt out, rest is part of the work. Taking a nap or sitting outside for twenty minutes isn’t “slacking”—it’s maintenance. You wouldn’t expect your phone to run on 1% battery forever; don’t expect your brain to, either.

Go easy on yourself today. You’re doing the best you can with a very empty battery.

Ella Fisher

Doing well in HSC English isn’t about being “naturally good” at writing, or memorising countless and countless essays word for word, it’s about understanding what markers are actually looking for and practising those skills consistently. At its core, doing well in HSC English rewards clarity, structure, and insight.

First tip, is know your texts deeply. This doesn’t just mean memorising quotes, but understanding themes, context, and authorial purpose. Ask yourself: why did the composer make these choices? Strong responses always link ideas back to the question and module.

Second, practise writing under timed conditions. Many students understand content but struggle to express it quickly and clearly in exams. Regular timed essays help you build structure, improve flow, and manage pressure. Make sure you are able to complete all 4 essays within 40 minutes, so you have some ‘wiggle’ time in the exam to make changes if necessary.

Third, focus on a critical analysis of texts, not just purely retelling the story. Instead of describing what happens, explain how the techniques such as tone, imagery, symbolism or the form help create meaning. This is what separates average responses from high-band answers.
Feedback is also key. Whether from us your tutors or your teachers or even with peers, use it to refine your expression and avoid repeating mistakes.

Finally, build a flexible essay structure rather than memorising one. Adaptability allows you to respond directly to any question. Consistency beats cramming. With regular practice and clear thinking, strong HSC English results are absolutely achievable.

Daniella

Every tutor knows the feeling, a session booked, prepared for and then cancelled at the last minute. While it can be frustrating, these unexpected gaps can actually become valuable opportunities for reflection and growth within our tutoring practice.

One of the most powerful things we can do as educators is cause and evaluate how we teach. Instead of viewing a cancelled lesson as lost time, we can use it to refine strategies that better support our students. For example, are we encouraging active learning or are sessions too tutor led? Research consistently shows that students retain more when they are actively engaged, through questioning, problem-solving and explaining concepts in their own words.

Cancelled sessions also give us time to revisit the syllabus with fresh eyes. Often, we move quickly from topic to topic, focusing on content coverage. However, deeper learning comes from identifying connections between ideas. Whether it’s linking themes in Macbeth, reinforcing foundational chemistry concepts like molar relationships or strengthening exam technique, these moments allow us to think more intentionally about how knowledge is built over time.

Another valuable use of this time is creating resources. A well designed worksheet, summary guide or practice question set can benefit multiple students and save time in the long run. It also ensures consistency and quality across sessions.

Finally, these moments remind us that tutoring is not just about delivering content, it’s about adaptability. Each student learns differently and the best tutors are those who continually adjust their approach.

So next time a session is cancelled, consider it a hidden opportunity. A chance to step back, refine your practice and ultimately become a more effective educator.

Isabella Naumovski

Reading in primary school is an extremly important foundational building block which all other learning is built on.young students who develop strong reading skills early tend to show greater confidence across every area, from writing, comprehension maths and even problem solving.

Reading is essential because it directly shapes a child’s ability to understand instructions, interpret questions, and engage with new concepts. A student who struggles to read fluently often falls behind, not due to a lack of intelligence, but because accessing the information needed becomes the challenge. On the other hand, confident readers are more independent learners. They can explore ideas, ask deeper questions, and make meaningful connections between subjects.

Reading also plays an important role in developing imagination and understanding of the world around them. When children read stories they are exposed to different perspectives, cultures, and experiences. It also improves their vocabulary and communication skills, which are vital for both school and everyday life.

Another key aspect is confidence. Many students feel discouraged if they struggle with reading. With consistent support and practice their progress can very quickly develop and their efforts are clearly displayed in their improvement.

Ultimately, reading in primary school sets the tone for lifelong learning. By fostering a positive relationship with books early on, we give children the tools they need not only to succeed academically but also to navigate the world with confidence and curiosity.

Olivia Moustakis

Reading development in younger kids happens step by step, not all at once. As tutors, it’s important to understand where a student is at and support them through each stage so they can build confidence along the way.

In the early stages, the focus is on phonics and decoding. Students are learning how to recognise sounds and blend them together to read simple words. At this point, it’s not about reading quickly, it’s about getting it right. Giving students time to sound things out and guiding them through tricky words helps build a strong foundation.

As they improve, students start to read more smoothly. This is where fluency comes in. They begin to recognise common words faster and read with better flow. Reading out loud is really helpful here, as it lets you model expression and pace while also picking up on anything they might be struggling with.

Once students can read more easily, the focus shifts to understanding what they are reading. This is where comprehension becomes important. Asking simple questions like “What just happened?” or “Why did the character do that?” helps them think more deeply about the text. It also keeps them engaged and involved.

It’s also really important to choose books at the right level. If a text is too hard, students can feel frustrated, but if it’s too easy, they won’t improve. Finding that balance helps them feel challenged but still capable.

Reading doesn’t always progress in a straight line, and that’s completely normal. With patience, encouragement, and the right support, students can grow into confident and capable readers.

Demetria Koutavas

Pizza is often considered better than burgers for a variety of reasons, ranging from its versatility to its social appeal. One of the biggest advantages of pizza is its customisation. With pizza, you can choose from countless toppings such as vegetables, meats, cheeses, and sauces, allowing it to suit different tastes and dietary needs. Whether someone prefers a classic margherita, a meat lover’s option, or a vegetarian choice, pizza can easily accommodate everyone. In contrast, while burgers can be customised, the range of variation is generally more limited.

Another reason pizza stands out is its ability to be shared. Pizza is designed to be eaten in slices, making it perfect for group settings such as parties, family dinners, or casual gatherings with friends. It creates a more social eating experience, where people can easily grab a slice and enjoy it together. Burgers, on the other hand, are typically individual meals, which makes them less convenient for sharing.

Pizza can also be a more balanced meal. A single slice often includes carbohydrates from the crust, protein from the cheese and toppings, and vitamins from vegetables like tomatoes, peppers, or mushrooms. While burgers can also contain these elements, they are often heavier and greasier, especially when combined with fries and sauces.

Additionally, pizza is easier to eat in different settings. It can be enjoyed hot or cold, at home, at school, or even on the go. Leftover pizza is still enjoyable the next day, whereas burgers tend to lose their quality quickly once they cool down.

Overall, pizza’s versatility, shareability, balance, and convenience make it a more enjoyable and practical choice compared to burgers.

Evan Mihail