One of the easiest ways to lose marks in maths is forgetting to check the units. It sounds like a small detail, but I have seen it affect everything from final answers to full questions being marked incorrect. That is why I make it a regular habit in tutoring sessions to stop and ask, “What are the units?”

Whether it is dollars, metres, hours, or kilograms, writing the wrong unit, or none at all can turn a correct calculation into a confusing or incorrect answer. In real-world maths, the unit gives meaning to the number. Saying “4” is not helpful unless we know it is 4 minutes or 4 dollars.

In sessions, I encourage students to underline the unit in the question and carry it through every step of their working. If they are using a formula, we double-check that the units match. For example, if a student plugs in 60 minutes when the formula needs hours, it will throw off the whole answer.

I also show students how to use units as a clue. If they are not sure whether to multiply or divide, thinking about what the unit should be can help guide them. For example, if the question is asking for speed in kilometres per hour, they know they need to divide distance by time.

These little habits take seconds, but they make a huge difference in accuracy. Learning to check the units is not just about avoiding mistakes, it is about learning to think clearly and work precisely.

James Valiozis

As the HSC exams creep closer in October, I’ve noticed a familiar pattern with many of my students: they feel like they’ve studied “enough,” but when we sit down with a past paper, the panic sets in. Suddenly, the confidence they had while reading notes or highlighting textbooks disappears. That’s why I always tell my students to remember the importance of practice papers aren’t just helpful, they’re essential.
When you attempt a paper, you’re doing more than testing your memory. You’re training your brain to think under pressure, to structure an essay in 40 minutes (time management is something you only master with practice), and to make decisions quickly when multiple questions look tricky. I often see students surprise themselves, not by what they don’t know, but by how much they do know once they’re forced to apply it.
Another benefit is timing. Many students, especially in subjects like English or Modern History, run out of time because they’ve never practised writing full responses under exam conditions. Doing a paper in a set time frame is like rehearsal before a performance and the more you practice, the smoother the real thing will be.
The key, though, is reflection. Simply finishing a paper isn’t enough. I encourage students to sit with their mistakes, compare their answers with the marking criteria, and identify exactly what cost them marks. Those mistakes then become stepping stones rather than setbacks.

Parents can play a big role here too. Even something as simple as creating a quiet space, setting a timer, or printing off past papers helps students take the process seriously. Some parents like to act as “exam supervisors” at home, which can make practice sessions feel more authentic. Afterwards, showing encouragement, rather than focusing only on mistakes, helps build confidence and keeps motivation high.

With only a few weeks left before October, my advice is simple: make practice papers a regular part of your routine. They’ll build confidence, sharpen your timing, and make the real exams feel less daunting. After all, it’s better to make mistakes now, in practice, than in the exam hall.

Natasya Ross

One of the most effective ways to strengthen your literary analysis is to move beyond surface-level commentary and begin weaving technique, context, and meaning into a layered argument. Arthur Miller’s The Crucible offers a strong case study in how writers can elevate their responses by engaging critically with language, form, and broader ideas.

For instance, many students might stop at identifying John Proctor as a tragic hero who dies for his integrity. A more elevated analysis goes further, recognising how Miller patterns Proctor messianically, aligning him with archetypes like Prometheus and Christ. Quoting directly, “and the new sun is pouring in upon her face, and the drums rattle like bones in the morning air”, analysis can highlight how this imagery of dawn and resurrection transforms Proctor’s death into both a personal and symbolic act of renewal. Suddenly, his sacrifice is not just tragic but also redemptive, signalling the collapse of corruption and the possibility of social transformation.

Elevated analysis also involves situating the text in conversation with larger critical frameworks. Rather than only noting that the play evokes “catharsis,” you might compare Miller’s politics with Brecht’s didactic vision of theatre, showing how the work resists passive emotional release and instead calls for active social reflection. By linking Aristotelian and Brechtian frameworks, you demonstrate a deeper awareness of dramatic traditions and their implications.

Ultimately, elevating analysis means asking: what larger ideas does this moment connect to? Instead of simply naming a technique, explore its function, its resonance with broader archetypes, and its political or philosophical implications. By doing so, you transform a basic reading into a sophisticated argument, one that not only interprets the text but also reveals its power to critique, challenge, and inspire.

Allegra Pezzullo

Cramming for exams is a common habit among students, but it is one of the least effective strategies for achieving meaningful learning or long-term success. At its core, cramming relies on short bursts of intense memorisation, often the night before an assessment, with little time for reflection, practice, or consolidation. While it may allow students to recall some facts temporarily, the knowledge is rarely retained beyond the exam. This undermines the entire purpose of education: to build lasting understanding and transferable skills.

One of the key issues with cramming is its impact on memory. Human brains consolidate information into long-term memory through repetition, active engagement, and spaced practice. When learning is compressed into a few hours, there is no opportunity for the brain to properly encode or reinforce concepts. This leads to surface-level recall at best and confusion under exam pressure at worst. In contrast, studying consistently over time enables stronger connections between ideas and fosters deeper comprehension.

Cramming also has significant negative effects on mental and physical wellbeing. Late-night study sessions often cut into essential sleep, leaving students fatigued, anxious, and less focused during exams. Sleep deprivation impairs problem-solving, decision-making, and memory recall, all of which are crucial for academic performance. Furthermore, the stress associated with cramming can create a cycle of panic and burnout, reducing motivation for future study.

Most importantly, cramming prevents students from engaging with material in a meaningful way. Exams often test not only recall but also the ability to apply, analyse, and synthesise information. Without steady preparation, students struggle to move beyond rote memorisation. Developing a structured study routine, practicing active recall, and spacing learning sessions are far more effective methods. By avoiding cramming, students not only perform better on exams but also cultivate skills and knowledge that endure long after the test is over.

Michael Fry

Tutoring often gets described as a way to “fill in the gaps” of classroom learning. While that’s true to an extent, it quickly becomes clear that effective tutoring is about far more than explaining content, but about shaping how students approach learning itself.

One key strategy I have found useful in tutoring is to shift queries from answer-giving to question-asking. Students might come to sessions hoping for quick solutions, but they benefit more from tutors guiding them to think critically and independently. Questions like why does this formula work? or how did you get that answer? encourage students to reflect on their work and find out the issues in their work on their own. In the long run, this builds resilience, develops their problem solving skills and gain deeper understanding, not just short-term fixes.

Another important element is making content relatable. Many of my younger students struggle with abstract material because they can’t connect it to their own experiences. Relating their questions to everyday examples like relating trigonometric ratios to buildings or financial maths questions to their everyday spending activities helps my students better understand the theory, and the questions interesting.

Building confidence is equally as important. Some of my students initially come to the session doubting their ability because they had difficulty with their homework/classwork. Small but consistent positive reinforcement like acknowledging effort, celebrating progress, or simply recognising improvement changes how a student sees themselves as a learner. I’ve noticed that when students begin to believe they are capable, their performance often follows.

Ultimately, tutoring is best understood as a process of empowerment. It is not just about raising grades or completing homework. It is about equipping students with strategies, confidence, and habits they can use in the session, at school and in the real world. Seeing students alter their perspective on difficult questions and attempt them on their own shows great success from empowerment.

In this way, tutoring becomes less about teaching and more about mentoring. It’s about helping students see that learning is not a fixed ability but a skill they can strengthen with the right encouragement.

Nicole Stamatelatos

I wanted to write this because I’ve seen a lot of students using loop pods and i wanted to research them and what they do and their benefits to studying. Loop Pods are basically these small, wireless earbuds designed specifically for focus and concentration. They’re not your standard music headphones—they’re built with special technology that claims to enhance focus, block distractions, and even improve memory retention while you’re studying. The idea behind Loop Pods uses “neuro-acoustic technology,” which is basically sounds and frequencies designed to get your brain into a productive state. Some people compare it to listening to white noises, but Loop Pods supposedly take it a step further by actively stimulating your brain to stay alert and focused. There are different modes too, like “focus,” “relax,” or “creative,” so you can pick what kind of session you want depending on what you’re doing—studying for a test, writing an essay, or even brainstorming ideas for a project. I found a few articles and student reviews that suggest Loop Pods can be pretty effective, especially if you’re someone who gets distracted easily or struggles to stay in the “flow” while studying. People said that using them helped them concentrate for longer periods, reduced procrastination, and even made studying feel a bit less stressful because the audio cues acted like a gentle reminder to stay on task. Of course, it’s not a magic solution—studying still takes effort—but it’s interesting to see how technology like this is starting to blend with learning strategies. Personally, I’m curious to try them out and see if they actually make a difference, as I am neurodivergent myself and can get overstimulated by study.

Mary Diamond

Good educational habits do not occur overnight, they are built through the practice of consistency and appropriate strategies. Teaching can play an important role in helping students develop educational routines that are actually active and consistent. In many cases, students study by cramming notes or reading abbreviations, which may help in the short term, but does not lead to a long understanding. Special teachers can introduce more effective techniques, such as active recall, spaced repetition and studying a diverse range of subjects as to not get burnt out. These methods are not only improving the memory, but also improve focus and build work habits that improve efficiency.

Teaching also creates structure, normal session promotes responsibility and accountability for work goals, helping students to be at the top of the work and avoiding stress in the last minute. Over time, this structure translates to self-discipline and more orderly learning methods. Maybe the most important teaching helps students to learn how they learn the best. Some people benefit from seeing other answers from training problems and others from conversations by customizing educational strategies for individual strengths that work for their peers.

Strong education habits go beyond school, They are skills that make students succeed in the university, workplaces and lifelong learning. With correct suggestions, education will become a less boring job and a powerful tool for growth.

Starsky schepers

During Jordan Udler’s Year 11 English tutoring session, it was clear that he possesses a natural ability to guide his student through the English essay writing. His approach was very attentive, listening to the student’s ideas and valuing them before helping him shape them into clearer, more polished, and rubric guided responses. Jordan was not prescriptive. Instead, he allowed the student to take ownership of their own writing by asking open-ended questions that prompted reflection and deeper analysis. This method allowed the student to see writing as a process of discovery rather than simply a task to complete.
Jordan’s great and personable nature created a comfortable and motivating environment. The student appeared engaged and willing to share thoughts, even when uncertain, because Jordan’s responses were supportive and constructive. He struck an effective balance between providing direct feedback and allowing the student space to experiment with their own words. For example, rather than rewriting sentences for the student, he offered suggestions and frameworks that guided the student to self-correct, which reinforced independence and confidence in their work.

Throughout the session, Jordan demonstrated good knowledge of English structures, techniques and writing methodologies, helping the student connect textual evidence with broader thematic points. His explanations were clear, breaking down complex literary concepts into manageable steps. Importantly, he adjusted his language and pace according to the student’s needs, showing flexibility and sensitivity to learning style.

Lewin Fairbairn

Today, I had the chance to observe Hugo and one of his Y12 English students.

I can remember back to when I was studying HSC English in my final year. As someone that is very much a left-brained mathematical thinker, English to me was a very daunting trial – even if it’s the one subject that every school in the state makes you complete in their final year. For me, senior English was a mundane, yet tangled mess that made no sense and wasn’t nearly as pristine and polished and streamlined it felt for me to study mathematics. It was scary, even.

Hugo was very casual and conversational with his student, demonstrating a strong rapport and generally making sure his student was engaged, whilst ensuring he was still delving into effective study strategies with his student and discussing theory relevant to the English course. This is a reminder of a huge reason as for why tutoring can be so effective – it makes things fun! For someone being tutored, they could very well be facing the same feelings and struggles that I had in senior English – the chaotic tangled mess of a subject that made zero sense. Though, having someone there with you that can not only hold your hand, guiding you through the tangled mess and teaching you to do it on your own, but to make it a fun and memorable and comfortable experience, really makes things so much more productive and helpful for the student. This really takes the unnecessary pressures off of learning something like HSC English.

Furthermore, it was very easy to tell that Hugo was an expert on the matter; the constructive feedback to his student was very well-communicated. It’s fascinating to see this process even in my own students, with a discussion allowing a stable path through the tangled mess to form in the student’s mind. In terms of the student’s growth, it really shows that anything can be possible with tutoring.

Cheers for letting me watch Hugo!!

Zac Markovina

Hey all, I had the opportunity to observe Demetria tutor her Year 10 Maths student, Harper. Together, they looked over financial maths today.

From the start, it was clear to me that Harper is definitely on the quieter side, but didn’t hesitate to ask Demetria as many questions as he needed as they went along.

For example, when using the simple interest formula, Harper asked over and over (until he was sure) what each letter represented, and Demetria happily reiterated what they meant until it was all super clear for him.

Demetria also did great to stop Harper whenever he was about to make a mistake that would encourage maladaptive habits in his working out. For example, Demetria made sure on numerous occasions to make sure Harper had his units for rate and time period in alignment (either in weeks, months or years) despite how the question offered them, to help him avoid making the same mistake later on.

In my experience, this a speedy and surefire way to nip problems in the bud before they gain momentum and ensure good practice going forward.

Demetria used the whiteboard to support her words with really clear visuals, using differnt colours for different annotations. Harper affirmed many of Demetria’s points with positive body language (nodding, quick note taking) and was clearly way faster and more confident in answering his assigned questions upon the lesson’s end.

Really great work, Demetria!!

Thomas Koutavas