Today I observed a math session where the tutor went over different textbook questions with the student. The tutor first went over a question and its working out, explaining each step and checking in with the student to see if he understood. After laying out an example on the board, the student then attempted similar questions on his own. During this, the tutor was actively checking over his work and working out, ensuring he was on the right track and guiding him if he wasn’t. The tutor also guided the student on what technique he should use for each question, which encouraged the student to work out the question himself but also with the support of the tutor. When the student needed help with a question, the tutor slowly explained the question, working together with the student. This ensures that the student is putting in the effort and understanding the work but also allows the tutor to guide the student. After the student attempted the question, the tutor checked over his work and working out to ensure he was understanding the question fully but also doing it properly.

The tutor was able to work through the question with the student by breaking down the elements of the question and what information has been given. Once this was broken down, the tutor then continued the working out on the whiteboard, subbing in the appropriate numbers into the formula. They showed how to work out the question in two ways, substitution and elimination, which allowed the student to decide which method was easier for them and worked for them. The student copying the working out afterwards, allowed the student to lock in their understanding and also gain an example of how to set up their working out. The tutor would also ask extended questions about the example question, to ensure that the student fully understood the question and concepts. From all these techniques used in a session, it allows encouraged student growth under the guide of a tutor.

Cynthia Lam

Bedtime stories are often thought of as a way to relax children before sleep, but they can also be powerful tools for learning. Reading together at night is not only a comforting routine, it is an opportunity to strengthen vocabulary, comprehension and critical thinking in a way that feels natural and enjoyable.

When parents read aloud, children hear how words are pronounced and learn the rhythm of language. This exposure builds phonemic awareness, which is the foundation of strong reading skills. For younger children, simply hearing new words in context expands their vocabulary and helps them connect spoken language to meaning. For older children, listening to more complex stories introduces them to sentence structures and ideas they may not encounter in their own reading.

Bedtime stories also improve comprehension. Asking simple questions during or after the story encourages children to think actively about what they have read. Questions like “Why do you think the character made that choice?” or “What do you think will happen next?” prompt prediction, inference and reasoning skills. These are the same skills tested in school reading tasks and NAPLAN.

Another benefit is that stories provide a safe space to discuss values, emotions and problem-solving. Children can explore big ideas through characters and scenarios, building empathy and perspective in the process. A story about courage or friendship may lead to conversations that help them navigate their own experiences at school and with peers.

Most importantly, bedtime reading creates positive associations with books. When children see reading as enjoyable rather than a chore, they are more likely to pick up books independently and develop lifelong literacy habits. By making storytime a consistent part of the evening routine, parents can give their children the gift of learning in a calm and nurturing way.

Freddie Le Vay

Hey everyone, today I had the wonderful opportunity to observe Sienna’s primary school English session.

Sienna started the session checking her students homework from last week. They then did some work on preparing her student for her upcoming spelling test. They went through a range of sight words.

They then spent the rest of the tutorial, working on creative writing. Sienna started by going through the structure of a story, she explained how there needs to be an introduction, climax and resolution. They then started to create a detailed plan of the story. They started by going through the setting, then the plot and lastly the characters.

They also went through how to make the story more engaging and detailed, by adding more imagery and metaphors to the story. Sienna made sure to remind her student to show what was happening in the story rather than telling the story.

Sienna gave her student the mini whiteboard to write her spelling words on and to write her story. The student also started to draw the characters and the setting, so she could visualize the story she was writing about.

When Sienna’s student got distracted, Sienna did a good job, getting her student to focus and get back on track.

Sienna did a great job allowing her student to independently write the story. Once the student had finished writing a section of the story, Sienna would then read through it, to give some feedback. They also edited the grammar, punctuation and spelling.

It was great to see how friendly they were and how comfortable her primary school student was with her. They had a great relationship and they got along really well.

Overall, Sienna did a great job helping her student. It was a great session and such a pleasure to observe. Keep it up!

Ashley Cohen

When introducing students to allegory, I like to begin by broadening their sense of what the term means. Too often, students imagine allegory as something obvious and fixed, like Animal Farm representing the Russian Revolution. While that’s a useful starting point, it risks narrowing their thinking. Instead, I encourage them to see that every text, to some extent, operates allegorically because it never functions purely on the literal level. Literature always reaches beyond itself—characters, settings, and actions inevitably gesture toward larger ideas, values, or tensions within the human experience.

This approach helps students understand that allegory is not only about identifying symbols but also about recognising patterns of meaning. For example, a father–son conversation in a memoir can be read literally as dialogue, but it can also be seen allegorically as a representation of how memory and trauma are transmitted across generations. In this sense, allegory is a way of accessing deeper truths through figurative storytelling.

Teaching this perspective is vital for essay writing. Students often struggle when they think analysis means just describing what happens. By framing texts as allegorical, we shift them towards interpretation. They learn to ask: What does this event stand for? What larger idea is being suggested? This allows them to build more sophisticated arguments, because they are no longer confined to surface-level description but are instead engaging with the text’s broader implications.

Ultimately, viewing literature through the lens of allegory empowers students. It shows them that texts are not closed objects but open systems of meaning. Every analysis then becomes an act of uncovering how narrative details embody wider truths, enabling students to craft arguments that are both analytical and original.

Thea Macarthur-Lassen

Not every child falls in love with reading right away, and that’s completely normal. Some kids take a little longer to find the right book or the right moment to realise that reading can be fun, not just something they do for school.
For reluctant readers, the key is often about shifting the focus from “you have to read” to “you get to read something you enjoy.” When reading feels like a choice, not a chore, children are more likely to engage.

One of the most effective ways parents can help is by creating a relaxed, low-pressure environment around reading. Let children pick what they want to read, whether it’s a graphic novel, joke book, sports magazine, or even a recipe. It all counts. The goal is to get them turning pages, not to stick to a specific type of book.

Incorporating reading into fun routines can also make a difference. Bedtime stories, weekend library visits, or even reading together on the couch can help children associate reading with positive, enjoyable experiences. Some kids also benefit from audiobooks paired with a print copy, helping them follow along without feeling overwhelmed.
Most importantly, celebrate small wins. Even reading for five minutes is progress. Encouragement and patience go a long way, especially when praise focuses on effort rather than achievement.

Reading regularly outside of school is one of the most powerful ways children can build essential skills that support their overall learning. It helps expand their vocabulary, improves their understanding of sentence structure and grammar, and strengthens their ability to express ideas clearly, both in writing and speaking. The more they read, the more words they’re exposed to, which naturally boosts their language development and confidence. Reading also improves concentration, critical thinking, and comprehension skills, which carry over into every subject at school. Beyond academics, it encourages curiosity, empathy, and creativity in turn helping children become thoughtful, capable learners for life.

Natasya Ross

When we think about tutoring, we usually think about cognitive skills like: problem-solving, memorisation and critical thinking. But beneath all of that is something less visible and far more powerful, which is emotion.

Learning is deeply emotional. Students bring their fears, frustrations, self-doubt, pride, boredom and excitement into every session, whether they say it out loud or not. As tutors, we’re not just working with brains, we’re working with feelings.

A student who “zones out” during a session might not be lazy, they might be overwhelmed. One who rushes through their work might not be careless, they might be anxious and that “I don’t care” attitude? often is a shield for “I’m scared to fail”.

Good tutors learn to read between the lines. We adjust not just to academic needs but to emotional states. A well timed joke, a pause to breathe or a simple “I get why this feels hard” can shift the entire mood of a session. When students feel safe and supported, their brains actually work better. Neuroscience backs this up, as emotional safety is a prerequisite for cognitive performance.

That’s why emotional literacy should be a core skill for every tutor. We don’t need to be therapists, but we do need to be human. We should listen actively, validate feelings and build trust. Because no amount of content knowledge matters if a student has emotionally checked out.

When students feel seen, that’s when learning clicks. That’s when questions get asked and when growth truly begins, not just in marks but in mindset.

Tutoring isn’t just academic support. It’s emotional scaffolding and when we show up with empathy as well as expertise We’re not just teaching subjects, we’re building the foundational layers of confidence and self-belief.

Isabella Naumovski

Mix Learning With Fun:
One of the easiest ways to capture your students’ attention is to turn lessons into games. Especially for the little kids with shorter attention spans, it can often be a lot of content to consume, and the best way to do this is to play a game mid way so that they have something to look forward to. This could be in the form of a mini quiz, flashcards or a short game of uno can go a long way. For me, I download worksheets on my ipad for them to complete as work, so when they start getting distracted, I let them draw a little picture, or play around on the ipad for a couple of minutes and it always helps them to get back on track as they have had some fun.

Break Down Information:
It can be quite difficult to digest a high volume of content in just one hour, so by breaking the content into smaller chunks, with visuals such as diagrams, colour notes or infographics. This will stimulate their brains and keep them engaged in the lesson, as well as enable them to retain information more effectively through colour coordination and active listening.

Real World Examples:
At times it can be quite easy for your student to lose sight of why they are learning certain topics. By being prepared and showing them the areas in which the work can be applied to real life examples, it will help them make connections to the topic, which will make it more understandable.

Positive Reinforcement:
Finally… Just like everything in life, a little bit of encouragement goes a very long way, which is why you MUST celebrate all achievements, even if they are small. This can be through positive reinforcement, giving them rewards such as a sweet treat or a little toy will help them feel successful, motivating them to do a better job.

Angelina Livolsi

Here is a helpful guide that I like to give my students when they ask about Harvard referencing. This is particularly helpful for senior students when they are required to write depth studies (biology, chemistry) and start to learn how to write in-text citations and longer reference lists.

Skye Kilcran

When working with students on discursive writing, I have found the most effective way to build genuine passion is to begin from their own interests. Rather than introducing discursive essays as a mechanical formula, I ask them to choose an issue they already feel strongly about—something they argue about with friends or debate at home. This immediately shifts the exercise from abstract skill-building into a lived, personal engagement. A student might care deeply about climate action, gaming, or school uniforms. Whatever the topic, they discover that discursive writing is not about compliance, but about giving structured form to thoughts they already have.

From there, I emphasise that strong argumentation is never one-sided. Students often assume persuasive writing is simply about pushing their view harder. I guide them to see that real conviction requires understanding the opposite perspective. By modelling this, I show them that acknowledging and responding to counterarguments strengthens rather than weakens their stance. When they realise that good writing involves exploring tension between competing positions, they begin to intuitively recognise the intellectual satisfaction of discursive form.

At this stage, I link passion and critical thinking to paragraph structure. Using the familiar PEE (Point, Evidence, Explanation) or TEEL (Topic, Evidence, Explanation, Link) frameworks, I demonstrate how their ideas can be sharpened, clarified, and sequenced. They see that writing is not simply a record of opinion but a craft that can produce emergent understanding—by balancing argument and counterargument, their essays generate nuance.

Ultimately, the goal is for students to experience discursive writing not as a school task but as a vehicle for thinking. When they see that passion combined with structure allows them to communicate complex ideas, they develop both confidence and genuine enthusiasm for the form.

Thea Macarthur-Lassen

When I had the opportunity to observe David teaching maths to a student, I quickly realized that the experience was just as much about learning effective teaching strategies as it was about the subject itself. From the very beginning, David’s calm and approachable manner set the tone for the lesson. The student seemed relaxed, which made it easier for them to engage with the material. This highlighted for me the importance of creating a positive learning environment before even addressing the academic content.
As the session unfolded, I noticed how David broke down complex problems into smaller, manageable steps. For instance, instead of presenting an entire equation at once, he guided the student through each stage of the problem, checking for understanding along the way. This approach not only built the student’s confidence but also reinforced the idea that mastering maths is about process rather than memorization. I learned that scaffolding learning in this way helps students avoid feeling overwhelmed and keeps them motivated.
David also asked thoughtful, open-ended questions rather than simply giving answers. For example, instead of saying “this is the solution,” he would ask, “why do you think this step is important?” or “what could we try next?” These prompts encouraged the student to think critically and take ownership of their reasoning. Watching this, I understood how questioning techniques can foster deeper understanding and independence, rather than reliance on the teacher.
Another thing that stood out was David’s use of encouragement. Even when the student made mistakes, David treated them as opportunities for growth. He reassured the student that errors are part of learning, and he showed how to correct them without judgment. This positive reinforcement helped maintain the student’s confidence and willingness to try again. I found this particularly valuable, as it reminded me that emotional support is just as crucial as intellectual guidance in teaching.
By the end of the session, the student not only understood the topic better but also seemed more enthusiastic about tackling future problems. Observing David’s teaching showed me that effective maths instruction is about clarity, patience, and encouragement. It is not just about delivering knowledge but about nurturing a learner’s confidence and problem-solving skills.

Maria Kargas