Today I observed Emma with Cole – a Maths student in Year 7, which was a session that provided some great insight. As the lesson came after the student’s exam, Emma asked Cole about how he had prepared for it and the amount of study he had completed. She gave valuable advice concerning this and asked if he had worked on the chapter review, which is a great resource as it tests a broad range of topics the student should know, exposing to them what they might be weak in and should target with their tutor.  As they revised converting units, Emma ensured he could convert smaller units into bigger ones and vice versa, asking for him to explain his thought process as he was going, avoiding just affirming whether his answers were correct or not. This is vital as it allows the tutor to easily notice any missteps happening within the student’s thinking and accommodate appropriately. Making sure every part of his method is done correctly also increases the student’s confidence as they take on the next questions. Emma continuously consulted his exam paper, which was on area and perimeter, in order to give her a better idea of what to focus on and guide the structure of the session. Any question he struggled to complete or get right in the test was aided by the many example questions she went through with him, ensuring that going forwards he would now understand how to do them. There was a particular exam question where he got ½ possible marks, as he came to the right answer but he lost a mark for not showing his working. Emma explained this to him and the reason for the mark deduction, which is critical for him to know in his future studies given the emphasis tests and teachers place on displaying working out. Overall, it was a great and productive session between Emma and her student and it was especially valuable to observe how she approached teaching her student post his exam. Thank you Emma!

Sofala Vogt

Today I had the opportunity to watch Ashley’s session!

From the outset, Ashley exhibited a keen awareness of effective educational engagement. Her approach was marked by a deliberate attempt to create a space of intellectual curiosity and mutual respect. There was an immediate sense of how critical the initial moments of interaction are in establishing a productive learning environment. A particularly noteworthy moment emerged when the student expressed skepticism about the lesson’s relevance. Instead of dismissing the concern, Ashley transformed it into a genuine point of discussion. By acknowledging the student’s perspective, she demonstrated a nuanced understanding of educational psychology – recognizing that validation often precedes genuine learning.

Ashley’s methodology was particularly impressive in how she broke down complex concepts. Rather than presenting information as an immutable fact, she invited her student to explore the underlying reasoning. This approach did more than teach content; it modelled critical thinking. The student was not merely a recipient of knowledge, but an active participant in the learning process. What stood out was Ashley’s ability to maintain a delicate balance between challenge and support. When the student struggled, the response was neither patronizing nor dismissive. Instead, there was a careful calibration of guidance – providing just enough support to enable independent understanding without removing the intellectual challenge. The session was a reminder that effective tutoring transcends mere information transfer. It is about creating a dynamic where learning becomes an engaging, collaborative journey.

Great work!

Thea Macarthur-Lassen

The defiance of a student is an experience I am sure most of us are familiar with. The perennial “what is the point” query will continue to bother the unassuming tutor for decades to come. The irritation that such a question raises is palpable from both parties: the student is driven mad by work they can’t conceive as valuable. Meanwhile, the tutor sits frustrated by the disruption to the lesson. They also struggle to justify a task whose value is cumulative and only apparent upon reflection. Often seen as an attempt to avoid the prescribed work, the typical tutor response is usually somewhat condescending, dismissing the concern as ‘naïve’ and encouraging the child to ‘get back to work’. While I do not wish to deny the inherent childishness of the student’s position, I suggest that an alternate approach of considered discussion avoids isolating the child; maintaining rapport with students in these pivotal moments of frustration is important to ensure engagement in sessions going forward.

The aim here is to construct a meaningful dialogue. I find it beneficial to first explore the root of their complaint and understand why they feel that way. Forced to confront the shaky foundations of their position, the student often grapples for a ‘half-baked’ justification that invariably falls short. This shows them how their position is undermined by ill-conceived rationale that lacks evidence, illuminating the value of critically considering our arguments. It is vital to then acknowledge the merit of their perspective; while their dismissal for their prescribed work is too quickly concluded, there exist elements of truth in their rejection; for example, there are many counterintuitive components of the curriculum that only serve ‘testing’ purposes. It’s crucial in such moments to validate their feelings while steering the conversation towards a more productive outcome. Emphasizing that understanding and navigating imperfect systems is a valuable life skill empowers students, instilling in them a sense of control and a renewed sense of purpose. Encourage them to view mastery of these tasks as a form of intellectual empowerment—a way to rise above the system rather than be defeated by it. By engaging in these philosophical discussions, we not only address their immediate concerns but also cultivate a deeper appreciation for learning and intellectual growth.

Thea Macarthur-Lassen

Today I had the opportunity to observe Kassandra with her yr 12 Business student. Kassandra made excellent use of the whiteboard to take her student through the structure of a response and how markers would expect a certain standard of writing. Following this she went through specific questions and how her student might approach them to gain all the marks. She didn’t provide her students with the full response but tried to lead her student to understand what questions were asking.

They then used a collaborative document to make plans for a variety of questions. She gave her student the freedom to choose her structures and then base her responses of the scaffolds she created. They aligned her notes with thew various topics to ensure her piece contained relevant information and remained on topic. She discussed case studies and their importance and how to include them in a response to maximise her marks.

She allowed her student to research and provide examples for case studies instead of providing them for her which prepared her for any independent study she would need to do prior to her assessment. When her student was stuck, she still provided hints to avoid any wasted time without giving her the answers. Discussions are an excellent way to help students retain information and so Kassandra mace good use of active discussions.

She further pointed out how to avoid mistakes like confusing marketing and business objectives. This is important to expose the students to what markers look out for.

Overall, I think Kassandra did an excellent job, keeping her student engaged and ensuring she improved in her writing and her ability to retain

Olga-Liana Athanasatos

I had the opportunity to observe Elise with her student Paloma.

During the session, Elise began by explaining how to calculate the area of a triangle, using clear examples and drawings to help Paloma understand the concept. She connected it to Paloma’s previous knowledge of rectangles, which made the topic feel more familiar. Paloma was focused and engaged, asking questions to clarify anything she wasn’t sure about.

As they moved through the worksheet, Paloma handled the simpler problems well but started to struggle when the numbers got larger. Elise quickly noticed that the difficulty wasn’t with understanding the area but with long multiplication. To help, Elise paused the session and spent time revising multiplication. She broke it down step by step, showing Paloma how to lay out her work clearly and avoid mistakes. Elise gave Paloma a few practice problems and worked through them with her until she felt more confident.

Once Paloma was more comfortable with multiplication, they returned to the area problems. Elise used a supportive approach, guiding Paloma through the first few examples and gradually encouraging her to work independently. When Paloma hesitated, Elise asked prompting questions like, “What’s the next step?” or “What do you think we should do here?” to help her think it through.

To keep Paloma engaged, Elise also included a few word problems that related to everyday situations. Paloma seemed to enjoy these more and worked through them enthusiastically. Elise gave lots of positive feedback, praising Paloma for her effort and persistence, which helped build her confidence.

By the end of the session, Paloma was solving problems on her own and feeling much more sure of herself. Elise’s ability to adapt the session, focus on Paloma’s needs, and keep her motivated made it a productive and positive experience.

Eric Mihas

Tutoring primary school students
Tutoring primary school students sounds like it would be more straightforward than older students, however, it is more challenging than anticipated. Younger students have significantly shorter attention spans and varying levels and types of motivation they need. This means it is incredibly important to have engaging and age-appropriate methods of tutoring in order to create positive learning experiences for all students.

Maintaining the attention span of primary school students can be difficult, especially younger students such as those in kindergarten. They are very easily distracted and can struggle to stay engaged with longer tasks or even shorter tasks, depending on the student. To overcome this challenge, I’ve found that it is helpful to break down the lessons into smaller, more manageable chunks with specific goals. For example, completing 10 spelling words and writing out sentences before having a five minute break. I have also found that using a variety of teaching tools helps maintain their focus, such as verbal and visual explanations, hands-on activities, real-life examples and interactive games related to the content.

Younger students also need more frequent breaks compared to older students who may not need any breaks at all. I always try to incorporate at least one break halfway through the lesson where the student can have a snack and play a short game such as a round of Uno, as this can help keep them energised and prevent burnout. The needs of each student varies, including their preferences for breaks, so it is important to ask the student how they would like to spend their break, for example, if they would rather just rest for a few minutes, play a game, do a quick drawing session, or whatever else might keep the mood light and enjoyable.

Primary school kids also especially thrive on encouragement, as they can easily lose motivation when they don’t understand a question or get something wrong. Given this, it is important to celebrate the successes of your younger students, no matter how big or small they are, and provide constructive feedback to support them. Some students are fine with just verbal feedback, but some may benefit from a physical reward system, such as stickers, to stay engaged and enthusiastic.

Daisy Brenac

Creative writing is a key skill that students are required to use throughout their education, making it vital that primary school students practice it to ensure these abilities are fostered from an early age. Engaging in creative writing helps children articulate their thoughts and feelings effectively. This process enhances their vocabulary and language skills, which are beneficial not only for writing but also for communication.

Additionally, creative writing encourages students to think outside the box as they craft storylines, develop characters, and imagine settings. However, primary school students can sometimes feel disheartened when unsure about what to write. It is crucial to encourage them to keep brainstorming ideas, which can inspire their writing and help build their confidence. Creating a supportive environment in tutoring is essential, as it allows students to feel comfortable sharing their ideas, even when they are uncertain. When they feel safe to express themselves, they are more likely to take risks in their writing and explore new concepts.

One method that can make it easier for primary school students to approach creative writing is to begin with writing diary entries. Diary entries focus on personal experiences, thoughts, and feelings, which are familiar and easy for the students to access.
This will help build their confidence, which can then inspire them to attempt writing a creative.

Another effective method to motivate primary school students to write creatively is to allow them to choose prompts that excite them. Using fun and relatable prompts captures their attention and encourages them to explore their creativity without feeling overwhelmed. This autonomy can ignite their imagination and lead to more enthusiastic writing sessions.

Incorporating regular writing activities into tutoring sessions can further enhance this process. By making creative writing a consistent part of their learning, students can develop their skills over time. Through practicing creative writing consistently, students can improve their writing skills and increase their confidence. Ultimately, nurturing creative writing in primary school lays a strong foundation for their future academic endeavours and personal expression, equipping them with the tools to communicate effectively throughout their lives.

Patricia Hardas

Today I observed Lishai’s session with a new Maths student. This was especially interesting to watch since the first session with a student can often be a challenging one. This is because you need to start to build a relationship with the student, understand their level, goals, and work ethic, and learn the best way to accommodate to their learning style. Lishai did this very effectively and I was very impressed, especially considering that they had an exam coming up.
Lishai started off the session by striking up a short conversation with the student in order to start to build a relationship with them and to learn more about each other. This is highly valuable as it allows the student to feel more comfortable with the tutor. Lishai then shifted the conversation by starting to ask questions specifically about school, what they had done in class, and what topics would be involved in the test. He identified what should be prioritised in the session by asking the student which topics he believed he struggled with most, and this is what they started with. In particular, this student appeared to know a lot of the processes but didn’t necessarily know when to apply them or how to start off a question. This is what Lishai focussed on improving throughout the lesson by providing him with a variety of problems that used similar calculations in different ways that required deeper thinking, similar to what would be involved under test conditions.
I could tell that the student then started to become more comfortable and asked questions about topics that he was struggling with. Lishai responded to this by asking for clarification about the types of questions that the student was being asked. This allowed him to grasp the level that the student was at and thus allowed him to explain the knowledge required for further understanding.

Riva Burkett

The syllabus is an essential tool for Year 11 and Year 12 students, offering a roadmap for what to learn and how to apply it in assessments. It provides a structured framework for students that defines the knowledge that is required to completed exams and assessments. Having a strong understanding of the syllabus allows students to align their study with requirements of their subjects and to succeed academically.

Foremost, a critical component of the syllabus is its division into two areas: the “learn about” and “learn to” sections. The “learn about” section focuses on the content students need to understand for the subject. It provides the foundation of their learning, offering clear guidance on the topics and concepts they will learn about and need to know. This component can be compared to a map, showing the key knowledge areas necessary for mastering each topic.

On the other hand, the “learn to” section, is where students apply what they have learned. This section forms the basis of exam questions, as it focuses on demonstrating understanding and practical application. It typically includes directives such as “analyse”, “evaluate” or “discuss”, which hint at the skills students are expected to develop and have. For example, if a Religion syllabus has taught students about the significance of religious practices (“learn about”), then the “learn to” will mention “evaluates the significance of religious practices”, and exam questions will directly reflect this, requiring evaluation not just recall of practices.

By closely referencing the “learn to” section when studying, students can anticipate the kinds of questions they may face in exams and prepare accordingly. Recognising the connection between the “learn about” and “learn to” will help students see what they are working towards. Therefore, effective students use the syllabus as a checklist, ensuring they understand the content and how to apply to different exam questions.

Ultimately, the syllabus is not just a list of topics and content for students but is a strategic tool for success. By stressing the importance to students about understanding it and how to use it will help students understand where to focus their efforts and how to prepare for exams.

Annie Bulkeley

Throughout the session, Sophie was very effective in engaging and assisting in getting the student to understand the content. The main topic of the lesson was Linear Relationships and Trig. Sophie went over a work booklet that the student brought into the session and reviewed more complex variations of any questions that the student did not understand. Sophie’s ability to keep the session light and relaxing yet still very effective seemed to be a great way to ensure the student was able to continue the session without falling off track, getting bored or being distracted. I was very impressed with her ability to make the student comfortable with the content as the lesson progressed and comfortable asking questions and reviewing any part of the work that she didn’t understand. Throughout each question that they reviewed together, Sophie consistently ensured that the student understood each step that she was taking, making sure to not leave the student with any misunderstanding of any part of the question. Her use of the whiteboard during question reviews also seemed to be effective in the explanation process as seeing the question broken down on a clearer and larger scale helped the student understand each aspect of each question. Overall, I was very impressed with her ability to keep a comforting and relaxed environment while simultaneously ensuring consistent and efficient progression throughout the entire session, allowing the student to better understand each question in both sections that they were reviewing.

Lishai Rubinstein