Tutoring is one of those rare roles where the impact often unfolds quietly, yet meaningfully, over time. As a tutor, I’ve come to realise that my work isn’t just about explaining formulas, refining essays, or preparing students for exams, it’s about meeting them exactly where they are, and helping them take confident steps forward. The joy I find in tutoring comes from witnessing these transformations up close, even in the smallest moments.

There’s something incredibly rewarding about seeing a student’s expression shift from confusion to clarity. It’s not just academic understanding they gain, it’s belief in their own abilities. When a student who once hesitated to answer questions begins to contribute ideas confidently, or when a shy writer finally shares a paragraph they’re proud of, I’m reminded that tutoring is as much about building confidence as it is about building skills.

What continually inspires me is how deeply personal the learning journey is for each student. Every session offers a chance to tailor explanations, reframe concepts, and encourage reflection. No two students think the same way, and that challenge and privilege pushes me to become more empathetic, patient, and creative. I get to witness growth not only in my students but in myself.

The most meaningful moments often come unexpectedly: when a parent tells me their child is excited about a subject for the first time, or when a student messages after an exam to say, “I finally understood it.” These moments reaffirm why I do what I do. They remind me that even small improvements can change a student’s relationship with learning.

At its heart, tutoring is about connection and empowerment. It’s about standing beside students as they discover that they are capable of much more than they thought. And for me, there is no greater joy than watching them step into that confidence—one lesson at a time.

Kassandra Pegios

Today I was able to observe Daniella tutoring two year six students in maths. Throughout the lesson she was able to engage the two students and unpack these topics with them thoroughly.

Daniella began the lesson by outlining some general definitions of area and perimeter, assessing the students’ prior understanding level and creating a baseline which they were able to work off in the lesson. Starting with learning about perimeter, Daniella engaged the students by drawing shapes on the whiteboard, asking them to find the perimeter of these shapes. This was a clever way to engage the students and gave them opportunities to express their confusion.

Then moving onto area, the tutor began by introducing some key abbreviations, terms and formulas, such as the classic area of a triangle formula. These were important to canvas before they could be applied. After teaching these to the students, they were able to move onto solving area questions that applied this knowledge. Daniella wrote questions on the whiteboard specifically tailored to meet and slightly extend the knowledge level of the students, allowing them to be challenged and learn without getting lost.

The final topic they tackled was volume, again by introducing the topic in plain terms before introducing formulae, then finally, introducing questions to solve.

As a fellow tutor, I noticed several very effective aspects to Daniella’s tutoring approach. For example, she always made sure to start with concrete examples before moving to formulas. In maths, formulas can often seem nebulous or abstract, so this was an effective technique to make sure the students knew what they were learning.

She also encouraged the students to verbalise their reasoning to strengthen understanding. The tutoring session was highly engaging and communicative and this allowed the students to explain solutions in their own words. This is a powerful teaching technique as it solidifies concepts in a student’s own mind and also allows their tutors to assess their level of understanding.

She also used questioning strategically, asking the students questions that challenged them, but that they were ultimately able to tackle and solve. This was an effective technique to promote independence and critical thinking in the students, equipping them with the skills to continue to solve perimeter and area questions without dependence on a tutor.

Ceara Kearnes

In one of my sessions this week, I wanted to write a paragraph with my year 2 student. At the start of each session, I like to spend time getting to know the student. This week I learnt that he liked playing basketball and piano. I believe it is important for students to write about topics that are interesting to them, so I asked if he wanted to write about why he likes basketball. He said no, so I said, ‘what about piano?” – no again. Then something clicked for me, I wouldn’t want to write about that either, how boring! He has probably written and spoken about that same thing plenty of times before. So instead, I asked him if he believes unicorns a real. Then I could see some emotion. “No!” he said immediately. I asked him why and he gave several reasons to support his case:
– If they were real why had he never seen one
– He has been told that they live amongst the clouds, but the clouds are made of air, so there is no way for the unicorns to stay up there.
– Unicorns are colourful so you would be able to see them from far distances
No matter what his arguments were, what I liked about this question, was that he had a clear opinion that he WANTED to write about. I aided this by challenging him slightly “Well I believe they are real, what makes you say they aren’t”. Then all he had to do was write it down.
A topic like this may not be something that he generally gets the chance to write about, and it was also such a random question that he seemed genuinely excited to share his opinion.

Riva Burkett

If there’s one thing that defines my lifestyle, it’s balance the kind that comes from chasing the sun, spending time with friends, and escaping to the beach whenever life feels too heavy. Between uni, work, and all the noise of everyday responsibilities, those moments by the ocean are where I reset.
The beach has always been my calm space. There’s something about the rhythm of the waves that makes everything else fade away. I’ll grab my towel, music, and maybe a takeaway iced coffee, and just sit for hours, letting the salt air clear my head. It’s not just about tanning or swimming it’s about feeling small in the best way possible, like the world is so much bigger than whatever’s stressing me out.
When I’m not at the beach, I’m usually out with friends. We’ll go for brunch, explore new spots around Sydney, or just drive with the windows down, music blasting. Those moments the late night laughs, random adventures, and shared playlists remind me how important it is to live beyond the deadlines and to-do lists.
I’ve realised that my happiness doesn’t come from constant productivity, but from connection to people, places, and the present moment. Whether it’s a beach walk at sunset or a night out with mates, I try to appreciate the small things that make life full.
University can be intense, but I’ve learnt that it’s okay to slow down. Taking a break isn’t wasted time; it’s what keeps me motivated and inspired. The beach, my friends, and those carefree days are what recharge me. They remind me that while studying and goals matter, living really living matters too.

Sara Theocharidis

Exam season at uni always feels like a storm I can’t quite escape. No matter how early I start studying, it seems to hit all at once deadlines, revision, and that constant background hum of stress. It’s the time of year when my desk becomes a permanent fixture of coffee cups, highlighters, and half-open textbooks.
For me, the hardest part isn’t the exams themselves but managing the pressure that comes with them. My mind races with to do lists and worst-case scenarios. I’ve learnt that stress doesn’t just live in your head it shows up in your body too. Sleepless nights, headaches, and constant exhaustion are clear signs that I’m pushing myself too far. When that happens, I’ve learnt to pause rather than power through.
Over time, I’ve found that small, consistent habits make a huge difference. Breaking my study into short, focused sessions helps me retain information without burning out. The Pomodoro technique 25 minutes of study followed by a short break has become my go-to. It keeps me productive but also reminds me to breathe, move, and refocus. I’ve also realised that my brain performs best when I take care of the basics: proper meals, hydration, and at least seven hours of sleep. It’s cliché, but it works.
What’s helped most, though, is shifting my mindset. I’ve stopped treating exams like a test of my worth. They measure what I know, not who I am. When things feel overwhelming, I remind myself that everyone struggles, even if they don’t show it. Talking to friends or accessing uni support services has helped me feel less alone.
Exam stress is inevitable, but it doesn’t have to control me. By being kinder to myself, planning realistically, and keeping perspective, I’ve learnt that surviving exams isn’t just about studying hard it’s about caring for myself too. And that’s a lesson worth remembering long after the exams are over. Attached is my ling ipa chart I am memorising for my exam.

Sara

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

As the school year draws to a close, final exams often become the ultimate test of endurance for students. In NSW, the pressure peaks during this period—students juggle multiple subjects, fatigue sets in, and motivation begins to fade. This is where tutoring at the end of the year becomes particularly powerful. It’s not just about revising content; it’s about having a mentor who understands the journey and can guide students through both the academic and emotional challenges of finals.

Tutors who have “been through it” offer a unique kind of reassurance. They remember what it feels like to face dense study loads and unpredictable exam questions. Because of this, they can share more than strategies—they share empathy and perspective. When students realise that someone else has navigated the same stress and succeeded, it replaces anxiety with hope. Simple reminders like “you’re doing enough” or “I remember struggling with this too” can make all the difference in a student’s confidence and mindset.

Academically, end-of-year tutoring helps consolidate learning. Regular revision sessions target weak areas, refine exam technique, and reinforce syllabus understanding. Instead of cramming alone, students benefit from guided practice and clear feedback, which helps transform confusion into clarity. A tutor also provides accountability during a time when distractions are high—keeping study schedules realistic and progress consistent.

But perhaps the greatest benefit lies in the relationship itself. Tutoring at this stage becomes mentorship: a safe space where students can ask questions, express worries, and be reminded that exams, while important, don’t define their entire worth. Having that trusted person to talk to—a mentor who listens and genuinely cares—helps students approach finals with composure rather than panic.

In the end, tutoring at the year’s close does more than prepare students for tests; it equips them with calmness, confidence, and a support system that lasts far beyond exam week.

Gabrielle Tran

Homework has long been a cornerstone of formal education, seen as a bridge between the classroom and independent learning. Yet, as educational systems evolve, the question of whether homework still serves its intended purpose deserves renewed scrutiny.

At its best, homework encourages responsibility and self-discipline. When thoughtfully designed, it can reinforce classroom learning and foster critical thinking. However, the routine assignment of homework often prioritises quantity over quality. Many students spend hours completing repetitive tasks that test endurance rather than understanding. This can blur the line between productive practice and academic fatigue.

Recent research in educational psychology suggests that excessive homework contributes to stress, sleep deprivation, and declining intrinsic motivation. Students begin to view learning as a chore rather than a process of curiosity and mastery. Moreover, homework assumes that every student has equal access to quiet study spaces, digital tools, and parental support – assumptions that are often untrue. The result is a widening gap between those with resources and those without.

A growing number of educators are advocating for “purposeful homework”: short, targeted exercises that extend classroom inquiry instead of repeating it. Others experiment with project-based alternatives that promote collaboration and reflection. The key is alignment – homework should directly connect to learning goals and offer meaningful feedback rather than act as a ritual of compliance.

Education should not measure diligence by the number of hours spent at a desk after school. It should measure growth through engagement, comprehension, and the ability to apply knowledge beyond the classroom. Rethinking homework is not about removing challenge; it is about redefining what meaningful learning looks like in a world where time and attention are increasingly scarce.

Oliver Fletcher

Today, I had the chance to pause and think about what I’ve learned so far as a tutor.
Over time, I’ve realised that tutoring is as much about building confidence as it is about teaching content. A lot of students may already have the knowledge, but are held back by their own self-doubt. I’ve noticed that a simple reminder like “you’re on the right track” can make a huge difference. It’s amazing how reassurance can encourage a student to keep going, instead of giving up too quickly. Once they feel supported, they’re far more open to trying, making mistakes, and ultimately learning from them.
Another strategy I’ve found really helpful is guiding students to find their own errors rather than immediately correcting them myself. For example, instead of pointing out where they went wrong, I’ll ask: “Does this answer look reasonable to you?” or “Can you check that step again?” Often, they’ll catch the mistake themselves, which not only deepens their understanding but also develops critical thinking skills. When students get into the habit of spotting and fixing their own errors, they become more independent learners, which is a skill that will benefit them beyond tutoring sessions.
I’ve also noticed that this process helps boost their confidence. Realising, “I found the mistake and fixed it” is far more empowering than being told, “This is wrong.” It shows them they are capable of self-correcting and problem-solving, which naturally builds resilience.
At the end of the day, I’ve found the most progress happens when students are challenged, but also feel supported. Creating that balance between encouragement and independence has been key in helping them grow more confident and motivated in their learning journey.

Katreen Diab

There’s sort of an irony in exam prep: the more you re-read your notes, the more confident you feel – but the more unprepared you actually are.

This trap has a name: the illusion of mastery. When you repeatedly go over the same notes or highlighted textbook pages, your brain recognises the information. That sense of familiarity feels reassuring – like, “Oh yes, I know this!” But this familiarity isn’t actually memory. You don’t truly know something until you can recall it without cues.

Psychologists have studied this. One famous experiment showed that students who simply re-read material felt more confident before tests but performed significantly worse than those who practiced retrieval – like testing themselves, writing summaries from memory, or explaining concepts aloud.

The problem is, our brains are wired to crave ease. Rereading feels smooth, while self-testing feels uncomfortable and difficult – you’re constantly reminded of what you don’t know. But that discomfort is exactly where learning happens.

So, what should you do instead?
– Close your notes and write everything you can remember. Then check gaps.
– Revisit topics over several days rather than cramming in one.
– Mix question types and topics

Think of re-reading like watching someone else work out – it looks productive, but you’re not building the muscle. Real learning feels effortful. Next time you catch yourself peacefully scrolling through your highlighted notes, remember: that confidence might be the biggest test illusion of all.

Oliver Fletcher