I had the opportunity to observe a tutor working with a Year 5 student. The session focused on two important areas: fractions in mathematics and sentence structure in English.

The session began with fractions, a topic that can sometimes be intimidating for younger students. The tutor used a step-by-step approach to simplify the concepts. Visual aids like fraction bars and pie charts were introduced to help the student visualize how fractions represent parts of a whole. A relatable example, such as slicing a pizza into eighths, made the abstract concept more tangible. The tutor’s patience and clear explanations helped the student gain confidence in solving problems involving equivalent fractions and adding fractions with like denominators.

Midway through the session, the tutor had short break to refresh the student’s focus. They played a quick game of Uno.

After the break, the session shifted to English, where the focus was on constructing grammatically correct sentences. The tutor explained the building blocks of sentences, such as subjects, predicates, and punctuation. This activity not only reinforced grammar rules but also fostered the student’s creativity and enthusiasm for writing.

Joseph Taouk

Today,  I had the opportunity to observe Konstantina’s one-on-one math session with her high school student. She was teaching trigonometry, focusing on understanding the fundamental concepts and applying them to solve problems. Konstantina immediately created a calm and comfortable environment for her student by asking about his day and making small talk while he set up his work. She then began the lesson by reviewing the key trigonometric ratios and ensuring the student understood the fundamental concepts of the task they were going to work through.

To ensure a solid grasp of the topic, she encouraged the student to draw diagrams for each ratio, labeling the opposite, adjacent, and hypotenuse sides in relation to the angle in question. By drawing these diagrams, she provided a visual representation of the trigonometric concepts which helped the student better understand how to apply the formulas.

Konstantina also excelled at identifying the challenges her student was facing when trying to answer more complex questions by skillfully maintaining relevant conversation throughout the session, which allowed the student to express when he was confused.

She then worked through a variety of practice questions with the student. Most of these were from his textbook to ensure they aligned with what he was learning in class. She gave him time to attempt the questions independently before reviewing his work and asked guiding questions to help him get back on track if he seemed to struggle. If the student made a mistake, Konstantina gently guided him back on track by reviewing his thought process and highlighting where he went wrong.

Konstantina’s approach was interactive and supportive. She asked questions throughout the session to check the student’s understanding and encourage critical thinking. She was very patient, offering hints to guide the student toward the solution, rather than simply providing the answers. Additionally, Konstantina took a strategic and personalized approach to teaching this student. They worked on questions together at the desk, which kept the atmosphere casual and relaxed, in contrast to a more formal whiteboard approach. This seemed to be highly effective in maintaining the student’s attention and encouraging him to engage in the lesson.

Overall, it was a productive and well-structured session, and Konstantina did a fantastic job fostering her student’s understanding of trigonometry.

Jenna Freed

I observed Sophia’s session with her Year 7 student. They were working on ratios and dividing certain quantities using a given ratio. Sophia started her student off with some introductory questions to build his confidence and consolidate the main theory and concepts behind this topic.

After ensuring the student understood this topic by talking through the concept with him, she moved on to helping him with some of his school homework questions that he had brought as well as supplementing this with some harder questions of her own. This was very helpful as Sophia’s adaptability to the student’s needs helped him feel he was on track with his work and that he also understood the concepts which was great to see. The way Sophia let the student read out the question and talk through his thinking process really helped to see if he understood the concept on his own. By allowing him to talk through his working out and making him feel comfortable to do so, her student also felt very comfortable to ask any questions throughout the working out process.

Sophia’s use of the whiteboard to break down ratios in a very clear way for her student helped to show the underlying theory behind ratios and how they are used in real life scenarios. By giving her student many ratio questions that were based on real life scenarios, her student understood how ratios are used in a realistic way, this not always being shown in the conventional practice questions in textbooks.

Whenever her student did not understand how to approach a question or was a bit unsure with his working out, Sophia made sure to give him the time to voice his ideas on how to approach the question. This helped Sophia identify what particular areas her student was unsure of and explain to him why some methods of working out would not work for different styles of questions. This then allowed her student to attempt the question again on his own and because of Sophia’s previous explanations, he was able to get these tricky questions correct.

Overall, the way Sophia ran her student’s session was great to see as it boosted the student’s confidence by encouraging him to engage in continual dialogue and brainstorming of the working out process. Great work Sophia and thank you for letting me observe!

Kristina McLean

Watching Erik tutor mathematics was an enlightening experience. While I was already familiar with the material, I was keen to observe how Erik communicated it. His teaching style was methodical and patient, focusing not just on the solutions but on guiding the student through the reasoning process. Erik had a remarkable way of breaking down complex problems into manageable steps, ensuring his student understood each phase before moving on. What really stood out to me was his ability to ask insightful, open-ended questions that encouraged deeper thinking. Rather than simply providing answers, he fostered an environment where mistakes were seen as opportunities to learn, building his student’s confidence along the way. I noticed how Erik was skilled at adapting his approach based on the student’s needs, always aiming to make them feel empowered rather than overwhelmed. His focus wasn’t just on getting the right answer, but on helping the student understand the thought process behind it. Through observing Erik, I gained a deeper appreciation for how effective teaching involves more than just presenting material—it’s about creating an environment where students feel comfortable exploring and developing their own understanding. Erik’s approach reminded me that teaching is as much about fostering critical thinking and problem-solving skills as it is about conveying knowledge

Nabil Harrar

During a recent session, I observed Thomais working with her Year 1 student on Maths and English. The lesson covered Telling the Time in Maths and focused on Grammar, Punctuation, Phonics and Spelling in English. Thomais’s calm and engaging approach ensured the student remained focused and enthusiastic throughout the session.

The session began with Maths, specifically learning to tell the time. Thomais used the whiteboard, allowing the student to visually see the hands of the clock move as they learned. She started wth full hours, such as 2 o’clock, before gradually introducing half-past and quarter hour concepts. Thomais explained each step clearly, using everyday examples like, “What time do you eat breakfast?” or “What time is your bedtime?” to make the activity relatable and meaningful.

When the student made a mistake or hesitated, Thomais responded with encouragement, asking guiding questions such as, “Where do you think the minute hand should go?”. This approach helped reinforce their understanding without providing direct answers. By the end of the activity, the student demonstrated increased confidence in reading the time.

The English component began with Grammar and Punctuation. Thomais introduced basic rules, including capitalising the first word in a sentence and using full stops. She provided simple, age appropriate sentences for the student to correct, turning it into a fun and interactive exercise.

Phonics and Spelling followed after, with a focus on recognising letter sounds and blending them into words. Thomais used flashcards and a phonics game to reinforce learning, keeping the student engaged. When practising spelling, she encouraged the student to sound out each word before writing it, helping to build confidence and accuracy.

Throughout the session, Thomas demonstrated exceptional communication skills and patience. Her ability to break down concepts into manageable parts and provide consistent positive reinforcement created a supportive and engaging learning environment. The student showed clear progress in both subjects by the end of the session.

Overall, Thomais delivered a well structured and effective tutoring session, showcasing her ability to cater to her student’s needs while fostering both skills and a love for learning.

Isabella Naumovski

Managing parent expectations while supporting a student with significant comprehension delays requires a delicate balance of honesty, empathy, and strategy. I encountered this particular challenge with a Year 9 student who struggled to answer even the most basic of test questions. When working with such a kid, it’s critical to acknowledge where they are in their learning journey and to celebrate incremental progress. I focused on engaging the student by connecting syllabus content with her personal interests, making lessons relevant and helping her see the value of learning.

For example, I introduced basic literature analysis using topics she enjoyed, building her foundational understanding while maintaining her interest and motivation.
Instead of overwhelming her with classroom content beyond her current capabilities, I gradually bridged her foundational skills to curriculum-aligned material, ensuring she wasn’t distressed or disheartened. This approach involved breaking down complex tasks into manageable, modular steps—simple yet achievable goals that restored her confidence after years of academic struggle. Giving clear, step-by-step instructions and asking her to repeat them ensured comprehension and accountability. Repetition, at whatever level necessary, reinforced her understanding and slowly built her ability to engage with test questions.

Equally important was managing her parents’ expectations. They understandably wanted her to excel, but I explained that our immediate goal wasn’t high test performance but building her basic skills and confidence. I emphasised that success would come in stages, starting with answering single questions correctly before tackling larger challenges. Keeping parents informed about her small victories helped them appreciate the progress she was making, even if it wasn’t yet reflected in test scores. By prioritising the student’s emotional and academic needs while maintaining open communication with her parents, we were able to create a supportive environment where she could begin to thrive.

Thea Macarthur-Lassen

Observing Grace’s English lesson provided an insightful look into effective teaching strategies in a contemporary classroom. Grace demonstrated a well-structured approach to lesson delivery, maintaining a balance between direct instruction and student engagement. The lesson focused on exploring literary techniques in poetry, with a specific emphasis on fostering critical thinking and interpretative skills.

The session began with a clear outline of learning objectives, ensuring students understood the purpose and relevance of the lesson. Grace used a mix of visual aids, such as annotated excerpts and multimedia presentations, to illustrate key concepts. Her ability to integrate technology seamlessly into the lesson was particularly noteworthy, as it kept the students attentive and facilitated diverse learning styles.

A highlight of Grace’s teaching was her skill in eliciting student responses. Through open-ended questions and scaffolded prompts, she encouraged deeper analysis of the texts. Students were given the opportunity to collaborate in small groups, discussing themes and techniques before sharing their findings with the class. This collaborative approach not only reinforced understanding but also fostered a supportive and inclusive learning environment.

Grace’s classroom management was also impressive. She maintained a calm and authoritative presence, setting clear expectations for behavior and participation. The transitions between activities were smooth, ensuring minimal downtime and maximum productivity. Furthermore, her ability to provide constructive feedback in real-time helped students refine their interpretations and build confidence in their analytical abilities.

Overall, the lesson reflected Grace’s commitment to student-centered learning. Her ability to create a dynamic and intellectually stimulating environment was evident in the students’ active participation and the quality of their responses. Observing her lesson offered valuable insights into the practical application of pedagogical theories, highlighting the importance of adaptability, clear communication, and fostering an atmosphere that celebrates critical inquiry and collaboration.

Corey Porter

As a student, when I started studying Shakespeare, I hated it. It was really difficult to wrap my head around and the ideas trying to be communicated were so complex. But Once I stepped back and looked at how he was trying to communicate very simple ideas, my writing drastically improved. Now I see Shakespeare not as a compulsory prescribed text BUT as a very good avenue for important lessons about life and the world.

I now see a lot of students absolutely fume about the fact they have to study Shakespeare and they walk in, grumpy asking about his importance. I try to explain but what I have found is I need to show and not tell. So I start analysing with them and as we go I relate the ideas in Shakespeare to ideas in the real world, to things they have noticed. This really helps them understand what they are reading instead of reading it for the sake of it. The turnaround of most if not all of my students is really shocking. Once explained they understand what he is saying despite the funky language he may be using. And I use this as a way to teach them to analyse any text whether it’s a short answer source in Common Mod or a creative stimulus in mod C.

Ultimately by confronting the difficulties in reading and understanding Shakespeare, I have helped my students improve their overall understanding of a multitude of texts which results in an even bigger improvement. So despite any lack of enthusiasm in the beginning, I find customising the experience of reading and analysing texts to suit your student is always best and makes sure they improve in grades and in their views/beliefs about how to find meaning in texts.

Olga-Liana Athanasatos

I had the opportunity to observe Rheanna as she tutored a student in Math, and it was an eye-opening experience. From the moment the session began, I noticed how approachable and patient she was, setting a comfortable tone for the student. Rheanna didn’t just dive straight into solving problems; she first asked the student where they felt stuck and encouraged them to verbalize their thought process. This approach immediately made the student feel heard and understood, which seemed to reduce any anxiety they might have had. As she worked through the problems, I saw how she used a combination of questioning and guided examples to help the student reach the answers on their own, rather than simply giving them the solutions. I was impressed by how she broke down complex concepts into smaller, manageable steps, ensuring the student grasped each part before moving forward. Rheanna also rephrased difficult instructions in simpler terms, which seemed to make a significant difference in the student’s comprehension. Throughout the session, I could see how her feedback was both constructive and encouraging, reinforcing the student’s confidence. I learned that tutoring isn’t just about explaining the material—it’s about building a rapport, creating a safe space for mistakes, and fostering a mindset of problem-solving and self-reliance. By the end of the session, it was clear that the student had not only understood the concepts better but was also more confident in approaching new problems. Watching Rheanna in action showed me how effective teaching requires patience, empathy, and a thoughtful, adaptive approach

Nabil Harrar

I got the opportunity to observe Jemima’s Maths session! She did such a good job explaining the area and the circumference of a circle to her high school student. She made sure he understood the formulas by getting him to draw diagrams and by getting him to write the formulas down next to each diagram. She got him to draw the sector, segment, radius, diameter first so he understood all the components of the circle before attempting the Maths questions.

When explaining the theory she would draw the formula and the diagram in a book so he could see clearly how he could answer the question.

She then went through some practical questions including his school homework questions so he was able to apply the theory they had previously gone through in a practical sense. By doing the textbook questions he was able to practice different questions arhat asked him to find different parts of the circle.

She would let him attempt the questions first . Then she would check his working out to make sure he was on the right track. When he had any errors in his working out she would write out the working out in her textbook which made it clear for him to understand and see where he went wrong.

Jemima would also go step by step through the working out. She would also give him hints so he could come to the answer himself rather than her just working it out in front of him.

Her student was a visual learner so it was great to see how she was able to cater towards his needs. She also asked her lots of questions to help clarify his understanding and to double check he was on the right track. Jemima did such a great job and should be so proud of herself! Great session! Such a pleasure to observe. Keep it up!

Ashley Cohen