Using AI in tutoring sessions can be both helpful, yet it also comes with some limitations.

It’s important for students and tutors to understand the benefit of using AI to further a students knowledge and application of theory so they can apply it practically. However, it’s important for them to understand the risks associated so that they don’t just rely on using AI instead of using their brains.

AI can enhance tutoring by providing instant explanations, examples, and feedback. It can give students exam styles questions and ca mark their responses and grade their response, giving them one in one personalised feedback. If a student is stuck on a math problem, AI can break down the steps clearly and patiently and ca explain each step of the solution in detail. AI can also personalize instruction by adjusting explanations to a student’s level, learning style, or pace. AI can also provide summaries of topics and quizzes.

However, there are issues with students relying too heavily on AI. AI cannot understand a student’s emotions, frustrations, or persona learning challenges. Whereas, a tutor can offer a personalised teaching environment, where they can cater to the needs of each student. They can see their students body language and signs of confusion, distraction boredom, or anxiety and they can adjust their teaching approaches accordingly, which AI cannot do. AI also risks giving oversimplified explanations and can give incorrect answers. In writing and critical-thinking tasks, students may rely on AI to provide them answers to school homework questions rather than thinking for themselves. This takes away a key part of learning. This can mean students, excessively use AI which can create dependency. Students may turn to AI to answer all their problems and to create all the solutions rather than learning critical thinking skills and developing problem-solving skills.

Overall, AI can offer many benefits to tutoring, however it also has many limitations and risks that need to be considered to prevent students from relying on it.

Ashley Cohen

Taking effective notes is one of the most powerful ways to improve focus, understanding and long-term retention. Whether you’re in a lecture, a meeting or reading a book, the right note-taking strategy can transform scattered information into clear, usable knowledge. There are multiple ways to take notes. Here are some of the best ways to take them efficiently and meaningfully.

1. The Cornell Method
The Cornell Method is a structured system that divides your page into three sections: notes, cues, and summary. During a class, write main notes in the largest section. Later, add keywords or questions in the cue column and finish with a brief summary at the bottom. This method encourages active review and makes studying so much easier.

2. The Outline Method
The Outline Method works well for organised topics. Start with main ideas, then indent supporting details underneath. This creates a hierarchy of information and helps you see connections between concepts. It’s especially useful for subjects with structured content, such as history or science.

3. Create Visual Notes (Mind Mapping)
If you’re a visual learner, mind mapping may be ideal. Start with a central topic in the middle of the page and branch out with related ideas. Use colours, symbols and arrows to show relationships. Visual notes can improve memory by engaging both logical and creative thinking.

4. Keep it Simple and use Keywords
Avoid writing everything word-for-word. Instead, focus on key phrases, important terms and core ideas. Abbreviations and symbols can save time and keep your notes concise. The goal is understanding, not transcription.

5. Review and revise quickly
The real power of note-taking happens during review. Spend 5–10 minutes after class revising and clarifying your notes. Fill in gaps, highlight important points and write questions. Reviewing within 24 hours significantly improves retention.

6. Choose the right format
Some people prefer handwritten notes because they enhance memory and focus. Others prefer digital tools for organisation. Experiment to see what works best for you.

Overall, the best note-taking method is the one you consistently use. Stay organised, review regularly and focus on understanding rather than copying. This way, your notes will become one of your most valuable learning tools! ☺️

Amanda Susanto

Creative writing is a vital component of Primary School English, particularly in preparation for NAPLAN in Years 3 and 5. While primary school tutoring can be fun, it definately has its challenges!!

In NAPLAN, for example, students in year 3,5, and 7 are assessed on their ability to respond to a stimulus through imaginative or persuasive writing. However, strong creative writing skills are not just about test performance. They build vocabulary, sentence control, imagination, and confidence in communication. Students who can craft a clear narrative with engaging detail are far more likely to succeed across all areas of literacy.

Sentence variety is another essential skill. Model how to combine short and long sentences for effect. For example, a short sentence can build tension: “The door creaked open.”

For tutors, the key is to explicitly teach the building blocks of storytelling. Start with structure. Students need to understand orientation (who, where, when), complication (the problem), and resolution (how it is solved). In Years 3 and 5, clear structure is often more important than complex ideas. See attached example response for assistance.

Next, focus on vocabulary development. Encourage students to replace simple adjectives like “big” or “nice” with more precise words such as “enormous,” “ancient,” or “mysterious.” Create adjective banks linked to common NAPLAN themes such as adventure, friendship, or fear. Teach them to “show, not tell” by adding sensory detail. Instead of writing “He was scared,” guide them to write “His hands trembled and his heart thumped loudly in his chest.” (See dialogue attachment here)

Finally, provide regular practice with feedback aligned to NAPLAN criteria: ideas, structure, language features, vocabulary, and spelling. Use model texts and jointly construct paragraphs before asking students to write on their own for the very first time. I think it can be a very rewarding experience for tutors themselves!

Eleni Nicholas

If you have ever asked a student a question and heard an immediate “I don’t know”, you are not alone. Many parents assume this means the student has not been paying attention or has not learnt the content. In reality, it is often a protective response rather than a true lack of knowledge. At First Education we see this phrase frequently and it is one of the clearest signals that a student needs confidence and thinking support, not just more practice questions.

For many students, “I don’t know” is a way to avoid being wrong. Some learners would rather opt out than risk making a mistake, especially if they have had experiences of feeling embarrassed in class. Over time they begin to associate learning with pressure and judgement. The phrase becomes a habit, and it can appear even when they actually understand the topic.

Another common reason is that students do not know how to start. They may have the knowledge somewhere in their mind, but they cannot access it quickly under pressure. This is particularly common in maths problem solving, reading comprehension and extended responses where students need to organise their thinking before answering. When a question feels too big, “I don’t know” becomes a shortcut.

Tutoring helps by slowing the moment down and teaching students how to think their way into an answer. Instead of accepting the phrase, tutors use gentle prompts like “What do you notice?”, “What does the question remind you of?” or “Can you tell me the first step?”. These small prompts help students realise they do have ideas, even if they are not fully formed yet.

Over time, students begin to replace “I don’t know” with more useful language such as “I’m not sure yet” or “I think it might be…”. That shift is powerful. It changes the student’s identity from someone who cannot do it to someone who is learning. Once students feel safe to attempt answers, their progress speeds up and their confidence grows across every subject.

Freddie Le Vay

1. Encourage Frequent Movement Breaks During Study
Parents can support their teen by incorporating brief movement breaks into study sessions. A simple guideline of encouraging 10 minutes of light exercise for every 60 minutes of study. Activities like stretching, walking or short jog require no equipment and help reduce the physiological build-up of anxiety by lowering cortisol and relieving muscle tension. Since anxiety accumulates during long periods of cognitive work, these quick movement resets help prevent stress from escalating and aid adolescents in return to their study feeling calmer and more focused.

2. Educate Your Teen About the Anxiety Reducing Benefits Of Movement
Adolescents are more likely to maintain exercise when they understand ‘why’ it helps. Parents can explain in simple terms how exercise lowers cortisol, activates the body’s parasympathetic system and supports mood regulating chemical such as serotonin. This can be reinforced through everyday conversations, short science-based videos or by helping their teens reflect on how they feel after different types of movement. By building this understanding, parents strengthen their teens emotional literacy, increases their intrinsic motivation, and enables them to use exercise deliberately to manage anxiety throughout the HSC.

3. Build A “High-Anxiety Action Plan” That Links Predicable Stress Triggers With Targeted Exercise
Creating a personalised plan that links known anxiety triggers with targeted exercise can be highly effective. This involves identifying when anxiety typically peaks, such as before practice exams, during long study sessions, or in the evening, and scheduling specific types of movement that reliably reduce anxiety symptoms and the teen finds calming or regulating. Some adolescents benefit most from walking or stretching, while others respond better to class Pilates, swimming, or resistance training. Establishing this plan helps parents and teens anticipate anxiety spikes and respond proactively with movement, rather than waiting for anxiety to escalate. This structured approach supports more consistent emotional regulation and develops long term anxiety management skills.

Daniella Antoun

It’s easy to feel behind.

Behind in class.
Behind your peers.
Behind where you “should” be by now.

Students say it all the time, sometimes quietly, sometimes in frustration; “I’m so behind” and the weight of that belief can be heavier than any assignment.

But here’s something we don’t say enough, learning is not a race.

There is no universal timeline for understanding algebra, mastering essay writing or finally grasping chemical bonding. Some concepts land immediately. Others take weeks or months. That doesn’t mean you’re behind, it means you’re processing.

Growth is not linear. It loops. It pauses. It speeds up unexpectedly. Sometimes you struggle with something simple and understand something complex with ease. None of that is a measure of your worth or potential.

In tutoring, you often see this clearly. A student who feels “behind” begins to build momentum. They ask one more question than last week. They attempt one more problem. They understand one more step. Slowly, almost invisibly, they move forward.

Until one day, without fail, they realise they’re no longer where they used to be.

That truth is, you are not behind. You are in progress.

Becoming more resilient.
Becoming more capable.
Becoming someone who didn’t give up.

There is courage in continuing. There is strength in trying again and there is something quietly powerful about growing at your own pace.

You’re not late, you’re learning and that is exactly where you need to be.

Isabella Naumovski

We’ve all been there — staring at an exam question that feels more like a riddle than a clear prompt. Wordy or tricky exam questions are designed to test more than just content knowledge; they challenge your reading comprehension, critical thinking, and ability to apply what you’ve learned in unfamiliar ways. But with the right strategies, you can break them down and respond with confidence.

1. Read the question carefully — twice.
It’s easy to miss key details when you skim. Always read the question slowly, then read it again to spot hidden cues, command words (like explain, justify, or compare), and constraints (like “using only data from the table above”).

2. Highlight or underline keywords.
Pull out the most important words or phrases. What exactly is the question asking you to do? Are there multiple parts? Is it referring to a graph, scenario, or formula? This helps keep your answer focused.

3. Rephrase the question in your own words.
Before answering, try putting the question into simpler language. This ensures you understand it and helps reduce anxiety caused by complicated wording.

4. Plan your response.
Don’t just start writing. Take 20–30 seconds to jot down key points or steps, especially for extended responses. A quick outline can save time and help keep your answer structured and relevant.

5. Don’t overthink it.
Sometimes tricky questions seem difficult because they look different — but they’re still testing familiar concepts. Trust your preparation and focus on applying what you know logically.

Finally, practice is key. The more past papers and unfamiliar question styles you expose yourself to, the more comfortable you’ll become with handling complex wording under pressure.

julian podgornik

Not every student who needs tutoring is failing or falling behind. In fact, one of the most common types of learners we work with at First Education is the “almost there” student. These students are often capable, motivated and generally doing okay, but their results do not reflect the effort they are putting in. They might sit in the middle to upper range of the class and feel frustrated that they cannot break into consistently strong marks.

The challenge for these students is rarely a lack of intelligence or commitment. More often, it comes down to small gaps that have a big impact. In maths it might be shaky algebra skills or a tendency to rush and lose marks through avoidable errors. In English it might be writing that is clear but lacks depth, structure or strong evidence. In many subjects, the difference between an average response and a high scoring one is not the content but how the student communicates their understanding.

Another common issue is that “almost there” students often rely on familiar strategies that worked in earlier years. As school becomes more demanding, those methods stop being enough. They may memorise instead of practising application, revise passively instead of testing themselves or study hard but without a plan. They are working, but not in the most effective way.

Tutoring helps by identifying the specific reason a student is missing the next level. This could involve improving exam technique, learning how to unpack task verbs, using rubrics properly or building stronger paragraph structures. Once these students understand what markers are actually looking for, their progress becomes faster and far more consistent.

The most rewarding part is watching their confidence shift. “Almost there” students often start tutoring thinking they are simply not good enough. Once they see that success is built from skills, not luck, they become more willing to challenge themselves. With targeted support and refined strategies, many move from close to capable to consistently high achieving.

Freddie Le Vay

My student today couldn’t attend their lesson, which prompted me to reflect on the role that homework plays in the learning journey of every student. Homework has many benefits for students’ learning journey, however it is essential for it to be given in a way that suits the student, otherwise it can turn into something negative.

Homework is often not a popular term with students, particularly primary school but also those in high school. Debates on what amount of homework is the right amount, and whether it should exist at all are ongoing, however there are many benefits of it that come into play during tutoring. Giving homework to our students is one of the best ways to ensure that they are progressing well and can work independently. Every student learns differently, so it is crucial to give homework that suits the individual student in order for it to be effective. By providing homework that follows what we have been working on with the student in class allows for further engagement outside the classroom while students cement what they have learned and increase confidence. The tutor’s role in increasing this confidence and independence in their students can be achieved further through providing homework that makes their students feel capable. This allows them to further enjoy their learning and fosters a sense of responsibility and accomplishment when they complete tasks and receive results that reflect their hard work.

Overall, when implemented correctly homework is a very effective way in improving students’ learning and tutoring experience.

Annabelle Molloy

Term 1 often moves at a slower pace for younger students. After the long holidays, the excitement of returning to school quickly fades into routine. Unlike later in the year, there’s no exam block creating urgency or clear pressure to perform. Without that external push, many students struggle to find strong motivation in the early weeks.

For younger years especially, exams are often what give learning a sense of purpose. When assessments feel far away, schoolwork can seem less important or easier to postpone. At the same time, students are still adjusting emotionally. Holidays represent freedom, later mornings, and fewer responsibilities. Coming back to structured days, homework, and early starts can feel restrictive, even if they were initially excited to return.

This combination often makes Term 1 feel long and uneventful. Energy levels can dip, and focus may not be as sharp as it is later in the year. However, this slower pace is not necessarily negative. In fact, it provides an opportunity to build strong foundations without pressure.

Instead of relying on exams as motivation, younger students can benefit from smaller, short-term goals. Focusing on completing homework consistently, improving class participation, or mastering one new skill at a time helps create a sense of achievement. These small wins gradually rebuild discipline and confidence.

Term 1 is less about high performance and more about establishing routine. It’s a time to reset habits, strengthen basics, and ease back into structured learning. While it may feel slow, this steady start often shapes how successfully students handle the busier, more demanding terms ahead.

Sophie McGrath