Today, I observed Demi working with Aiden, a Year 12 student, on the HSC module Texts and Human Experiences. The session focused on text analysis and answering questions using the TEEL structure, offering valuable insights into structuring effective tutoring sessions for senior students.

Demi began by guiding Aiden through an analysis of the text, ensuring he could identify key themes, techniques, and ideas relevant to the module. Her questions encouraged Aiden to think critically about the text and its connection to human experiences, fostering deeper engagement with the material. This collaborative approach laid a solid foundation for planning a coherent and structured response.

Together, they planned the response to a practice question, mapping out ideas within the TEEL framework. Demi emphasised the importance of balancing textual evidence with insightful analysis, helping Aiden see how each paragraph could logically build on the previous one. Her step-by-step guidance demystified the writing process and boosted Aiden’s confidence as he transitioned to writing independently.

After Aiden completed his response, Demi ensured there was time for interactive feedback. They reviewed his answer together, discussing strengths and areas for improvement. Demi’s feedback was clear and constructive, highlighting what Aiden had done well while providing actionable advice for refining his argument, improving clarity, and strengthening textual evidence.

What stood out was Demi’s ability to make the session collaborative and interactive. By involving Aiden in every step, from analysis to planning to reflection, she empowered him to take ownership of his learning while still offering expert guidance.

This session highlighted the importance of combining collaborative planning, independent practice, and reflective feedback. Demi’s approach effectively balanced structure with autonomy, a strategy I hope to emulate in my own tutoring sessions.

Demetria Koutavas

Tutoring has changed significantly over the years, with technology reshaping how tutors and students connect. Traditional face-to-face tutoring remains popular, but online tutoring has grown rapidly due to its flexibility. Each method has strengths and challenges, and choosing the right fit depends on the student’s needs… thankfully at First Education there is flexibility to choose either option!

Traditional Tutoring:

Face-to-face tutoring offers a personal touch that’s hard to replicate. Being in the same room allows tutors and students to build rapport, use non-verbal cues, and provide immediate feedback. It’s also ideal for hands-on activities like writing or using physical tools to explain concepts. Younger students or those who prefer structured environments often benefit most from in-person sessions.

However, traditional tutoring can be less convenient. Scheduling is more rigid, and travel time for both the tutor and student can add to the challenge, especially for families with busy schedules.

Online Tutoring:

Online tutoring has revolutionised learning, allowing students to connect with our tutors remotely. Tools like virtual whiteboards, screen sharing, and video calls make lessons engaging and interactive. The convenience of not commuting and the ability to record sessions for review are significant benefits.

That said, online tutoring relies on good internet connections and tech-savvy participants. Some students might struggle to stay focused or feel less connected to their tutor in a virtual setting. In particular, younger students may struggle to learn, possibly requiring supervision during online lessons with easy access to endless distraction.

The choice depends on the student and the family. Traditional tutoring provides personal interaction, while online sessions offer unmatched convenience. A hybrid model, combining both, can often provide the best of both worlds.

As tutoring evolves, the focus at First Education remains on helping students build confidence, independence, and a love of learning—no matter the method.

Freddie Le Vay

The holidays are great for relaxing, hanging out with friends, and just doing nothing for a while. But as the new school year creeps closer, it’s worth spending a bit of time getting ready. Don’t worry—it’s not about cramming or killing the holiday vibe. It’s about small things that can help you start the year feeling on top of things instead of playing catch-up from day one.

Let’s say you’ve got an English novel coming up this term. Reading it during the break—maybe even just a few chapters a week—can make a huge difference. You won’t be rushing through it the night before class, and you’ll actually have time to think about what’s happening in the story. Plus, you’ll feel more confident when the teacher asks for your thoughts (and trust me, they will).

Or take maths as another example. If there was a topic last year that gave you a headache, like fractions or algebra, now’s the perfect time to revisit it. A quick YouTube video or a few practice problems can save you from that “What on earth is this?” feeling when it comes up again.

Even just setting up some routines can help. Getting back into a regular sleep schedule a week or two before school starts makes those early mornings so much easier. And maybe try doing a bit of light study—20 minutes here and there—so your brain doesn’t get a total shock when homework starts rolling in again.

Starting the school year prepared doesn’t mean giving up your whole holiday. It’s about doing little things that future you will thank you for. Whether it’s reading your novel, brushing up on tricky topics, or just packing your bag the night before, these small steps can make the first week back feel way less overwhelming. And who doesn’t want that?

Eireyna Papinyan

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