In high school, especially in Year 12, it can feel like your entire identity revolves around studying. Marks, rankings, exams… everything seems to define you.

But one of the best decisions I made was not letting school be my only focus.

Outside of studying, I played the double bass in orchestra, played badminton, and painted. At first, they felt like “extra” activities. Looking back, they were essential.

Playing the double bass in orchestra taught me discipline in a different way. Music requires patience, listening, and collaboration. Sitting in rehearsals, focusing on harmony rather than marks, reminded me that there is a world beyond exam papers. It grounded me.

Badminton gave me movement and release. When I was stressed about an upcoming test or disappointed about a mark, running across the court helped me reset. Physical activity clears your mind in a way that studying never can.

Painting became my quiet escape. When I felt overwhelmed, I could sit down and create something without being graded. There was no ranking, no comparison — just expression. It reminded me that not everything needs to be measured.

These hobbies didn’t distract me from my studies, rather, they sustained them.

When I received a bad mark, I didn’t spiral as much because I knew that my worth wasn’t tied to a number. I could go to orchestra rehearsal, play a game of badminton, or pick up a paintbrush and feel like myself again.

Hobbies give you balance. They protect your motivation. They prevent burnout.

Most importantly, they remind you that you are more than your academic performance.

Year 12 is important. But so is your mental health, your identity, and your joy. And sometimes, the thing that helps you succeed academically isn’t studying more — it’s stepping away and doing something you love :).

Aria Zhang

One highly effective strategy in tutoring is scaffolding, which involves providing temporary support to help a student master new concepts. The idea comes from educational psychologist Lev Vygotsky’s work on the “zone of proximal development,” which is essentially the space between what a learner can do independently and what they can do with guidance. In a tutoring setting, scaffolding allows the tutor to meet the student exactly where they are, helping them bridge gaps in understanding without overwhelming them.

Practically, scaffolding can take many forms. For example, a tutor might break a complex task into smaller, more manageable steps. If a student struggles with essay writing, the tutor might first focus on brainstorming ideas, then structuring paragraphs, and finally refining sentences and word choice. Each step is supported with guidance, examples, or prompts until the student gains confidence and competence. Gradually, these supports are removed, enabling the student to complete the task independently.

The strength of scaffolding lies not just in teaching content, but in building a student’s confidence and problem-solving skills. It transforms learning from a frustrating experience into a series of achievable challenges. A student who initially struggles with math problems, for instance, may start by solving simpler examples alongside the tutor. Over time, as they internalise strategies, they can tackle increasingly complex problems on their own.

In tutoring, scaffolding also encourages a strong tutor-student relationship. By adjusting support to the student’s pace and celebrating small successes, tutors foster motivation and engagement. Ultimately, scaffolding equips learners with the tools to become independent thinkers, making it one of the most practical and impactful strategies in personalised education.

William kelleher

Many students hold back from asking questions in class or tutoring sessions because they’re afraid it will make them look silly, unprepared, or “slow.” But in reality, asking questions is one of the smartest and most powerful things a learner can do — and it’s a key habit of high achievers.

When you ask a question, you’re not admitting failure — you’re showing curiosity and engagement. You’re taking ownership of your learning and saying, “I want to understand this fully.” That takes confidence and maturity, not weakness.

In tutoring sessions, the students who improve the most aren’t the ones who never make mistakes — they’re the ones who ask lots of questions. They clarify confusing points, explore “what if” scenarios, and double-check their understanding. This active approach leads to deeper learning and better long-term results.

Asking questions also helps teachers and tutors help you. We can’t read minds — but your questions give us insight into what you’re thinking and where you might be stuck. Often, a simple question opens the door to a bigger conversation that helps everything “click.”

It’s also worth remembering that if you’re confused, you’re probably not the only one. By speaking up, you might be helping others who were too nervous to ask.

So next time you’re unsure about something — whether it’s a maths concept, a science explanation, or even a word in an assignment — ask. Be bold, be curious, and don’t let pride or fear get in the way of progress.

Because asking questions doesn’t show you’re weak — it shows you’re serious about learning. And that’s real strength.

julian podgornik

Motivation feels powerful. At the start of a new term, many students feel energised. They buy new stationery, organise folders, and promise themselves that this time will be different. For a week or two, everything runs smoothly. Then assessments pile up, sport gets busy, and energy drops. The students who relied on motivation begin to fall behind.

The problem is that motivation is emotional. It changes depending on sleep, stress, results, and even the weather. Consistency, on the other hand, is structural. It does not depend on how you feel on a particular day. It depends on habits.

High-performing students are rarely the ones who feel motivated every day. They are the ones who follow routines even when they do not feel like it. A simple study block from 6pm to 7pm each weekday is more powerful than an occasional four-hour session when guilt sets in. Short, regular sessions reduce cognitive overload and improve retention. Over time, they also reduce stress because work never builds up to an unmanageable level.

Consistency also builds confidence. When you regularly review content, concepts feel familiar. When you practise questions weekly, exam conditions feel normal rather than intimidating. Confidence does not come from telling yourself you are prepared. It comes from repeated exposure and evidence.

This does not mean students should ignore rest. In fact, consistency includes sleep, exercise, and downtime. Sustainable performance depends on balance. Burning out during one intense week of revision is not impressive if it leads to exhaustion the next.

If you want to improve your results, stop asking whether you feel motivated. Instead, design a routine that works even on average days. Set fixed study times, break tasks into manageable chunks, and track completion rather than hours. Over a term, small daily actions compound.

Motivation can start the journey, but consistency determines the outcome.

Samin Sadaf Hossain

Lewis’ style of tutoring is a very chill and comfortable environment, and I think the student’s he had both during my first session and the one I am observing currently. The students are quite quiet and need that comforting and laid back tutoring style. He talks to the student like a peer and treats them like a mate, which is a very valuable skill to have with younger students, as he was very encouraging and had the ability to have a laugh with the student every now and then to get them out of their shell.

His approach was very work side-by-side focused, and less on teaching them new content or things they are struggling with, which was definitely adjusted based on the student, as she seemed like she was very competent with her ability with mathematics, and they were working on questions together and he was double-checking with his own working to compare and critique if they run into an error or miscalculation etc.

Overall, comparing both his style of tutoring to mine, I found it very effective, while also a very different style than I take with my students, so it is very helpful to observe and try and be able to learn and take that one with some of my students that need that approach, rather than my teaching and new-content focused approach where I’m always looking to teach them something new every session.

Lucas Sinnott

The beginning of a new school year is the perfect time to start tutoring with fresh subjects, new routines, and a clean slate. But if you’ve never worked with a tutor before, that first session can feel a little unknown. A bit of preparation goes a long way in helping you get the most out of your one‑on‑one support.

Start by gathering anything that shows where you’re currently at: last year’s reports, your most recent assignments, class notes, or even a list of topics you already know you struggle with. Your tutor doesn’t expect perfection; they just need a snapshot of your starting point so they can tailor the session to you and make the most out of your session time together.

Next, think about your goals for the term. Do you want to boost confidence, improve grades, stay ahead of class content, or build better study habits? Clear goals help your tutor design a plan that actually fits your needs rather than a one‑size‑fits‑all approach.

It also helps to come with questions, even small ones. Maybe a concept from last week’s lesson didn’t quite click, or you’re unsure how to complete the final challenging question in your homework. Tutoring works best when you’re actively involved, not just listening.

Finally, arrive with an open mind. The first session is about building rapport, understanding your learning style, and easing into the year. You don’t need to “prepare” in the sense of studying beforehand you just need to show up ready to learn, ask questions, and be open to collaborating with your new tutor.

With a little preparation, your first tutoring session becomes a confident step into a successful school year.

Sophia McLean

I observed a lovely session of Katerina teaching her year three student, Demitri, in maths and was strongly impressed with how she kept him motivated throughout. I admired how she began off with effective communication on what she thought could be improved from the neatness of last week’s homework. She said it in a joking tone, which keeps it light hearted and is a great incentive for young kids to remember and put into action what is being said.

First, she got Demitri to colour a bar graph which was a fun warm up to the introduction of the topic of data. After marking some of his work, she told him there was one mistake for him to find, which is a great strategy as it builds students” confidence to reflect and recognise on their own learning patterns. She then asked the question, “Why do you think I wanted you to fix this up before moving on to the next question?.” I thought this was a really thought provoking that gets students to consider the links between the different types of questions, especially in maths when it is important to identify the basics in order to solve harder problem solving questions.

When Katerina’s student originally said no to working with more difficult maths terminology, she reassured him that they have worked hard before and smashed it, which resulted in him immediately resigned to being focused. Demitri silently worked on the worksheets for roughly 15 minutes! I strongly commend Katerina for being able to regulate her student’s mood so smoothly and keep him motivated. Throughout the lesson, whenever he mentioned again how he didn’t want to do something, she would repeat his own desire back as a question such as “You don’t want to do it? C’mon I think you can.” I believe this is a great way to simultaneously affirm a student’s emotions and still encourage their confidence without dismissing their own fears on being unable to solve certain questions.

Additionally, I found it great how whenever Katerina did point out her student’s mistakes, she would never say he was wrong or incorrect. She would be clear to say that “you were close”, “You were off by this much” or “I could see how you came to this answer.” This is a vital strategy in preventing students from feeling demotivated. Overall, these were all effective ways to embolden a student’s sense of self belief.

Anna Ho

Education comes in many forms, but two of the most common are traditional schooling and tutoring. While both aim to support learning and academic growth, they differ significantly in structure, approach and outcomes.

Understanding these differences can help parents and students make informed decisions about their educational needs! School provides a standardised learning environment designed to educate large groups of students at once. Classes follow a set curriculum, with specific learning objectives for each grade or subject. Teachers must balance the needs of many students, often moving at a pace that suits the majority. This structure promotes consistency, social development, teamwork and exposure to a wide range of subjects. Schools also help students develop important life skills such as time management, collaboration and adaptability. However, the standardised nature of school can also be a limitation. Students learn at different speeds and in different ways, but classroom instruction cannot always accommodate individual learning styles. Some students may fall behind if lessons move too quickly, while others may feel unchallenged if the pace is too slow.

Contrastingly, tutoring is highly personalised. A tutor works with a student one-on-one or in a small group, tailoring lessons to the student’s specific strengths, weaknesses and goals. This individualised attention allows tutors to identify gaps in understanding, adjust teaching methods and move at a pace that suits the learner. Tutoring can be especially effective for exam preparation, building confidence, or reinforcing concepts that were unclear in school. Another key difference lies in flexibility. Tutoring sessions can be scheduled around a student’s availability and focused on specific subjects or skills. This makes tutoring a targeted solution rather than a comprehensive educational system.

In essence, school and tutoring serve complementary roles. School provides a broad educational foundation and social structure, while tutoring offers targeted support and customization. When used together, they can create a powerful learning experience that addresses both academic requirements and individual needs, helping students reach their full potential!!

Amanda Susanto

One of the things I hear a lot from students is, “I’m just bad at English.” They say it like it’s true, but honestly, most of the time, it’s not.

What I’ve noticed is that students don’t usually hate English. They just feel unsure or nervous about it. Unlike maths or science, English doesn’t always have one right answer. You have to explain your ideas, analyse texts, and write in your own words. That can feel risky, especially when teachers give different opinions. Some students worry about being wrong, sounding silly, or just not knowing what to say.

A lot of this comes from past experiences. Maybe their work was covered in red corrections, or a test felt impossible. After a while, some students start thinking English is only for “smart” people. That belief can stop them from even trying. They wait to be told the “right” answer instead of trusting their own ideas. In my sessions, I see students with really good ideas who won’t write them down because they’re scared of messing up. They overthink every sentence and lose confidence before they even start.

So how do I help?

First, I remind them English isn’t about being perfect, it’s about getting your ideas out. If you can say it, you can write it. We start small: one idea, one sentence, no pressure. Then, we break tasks into steps: What’s the question asking? Which quote could we use? What does it mean in simple words? Writing becomes just “thinking on paper.” I normalise mistakes. Struggling doesn’t mean you’re bad; it means you’re learning. We rewrite, talk ideas through, and build confidence together.

Over time, students start trying more. They answer questions, write more, and swap “I don’t know” for “I think this means…” English stops feeling scary and becomes a place to explore ideas. Ideas come first, then language can help you show them.

Vicki Synesios

Hey everyone, wanted to come on here and right a small piece about how I’ve been pushing my students more since Term 1’s started. Specifically, I’ve been making great use of our centre resources – mostly, textbooks from higher grades.

Week 1 is always a slow week at school. Many of my students feel like the stuff they’re doing is just too easy, or not moving at a challenging enough pace. Previously, I’d just find more resources from their current grade’s syllabus and smash those out with them. More recently, however (especially if the stuff is mostly revision material and I can see that they’re all over the concepts) I’ve been grabbing textbooks from the year above them and challenging them to have a go at those questions instead.

For one, they get the immediate “I’m doing more advanced work than I have to be doing” feeling, which is great for their self-esteem, confidence, motivation and actually makes them work harder (they feel like they’re getting an massive lead on their classmates who they can probably guess aren’t doing this level of work at home).

It also creates a new standard for what “work” should feel like, so that when they get back into their classrooms at school, that material feels (at least relatively) much more like a breeze and like they completely kill it!!

If the current concepts don’t make sense to your students, I would seriously recommend staying on the fundamentals and making sure that they’re super solid on those before doing any of this extra stuff. But, if it’s obvious that they’re all over the current stuff and itching for more, I don’t see any scenario in which grabbing more advanced material for our students to have a crack at isn’t super beneficial for them!!

Thanks for reading guys 😀

Thomas Koutavas