When parents ask how their child is progressing, their first instinct is usually to look at grades. It makes sense, marks feel measurable, concrete and reassuring. But tutors often notice something even more important happening long before the grades change, a shift in confidence.

Confidence is the quiet foundation that academic success sits on. Without it, even the most capable student hesitates. They second guess themselves, avoid risk and panic when faced with something unfamiliar. But when confidence starts to grow even slightly, everything else follows.

It might look like a students attempting a harder question instead of skipping it. It might be the moment they stop saying, “I’m bad at this” and start saying, “Let me try”. It might be the courage to answer out loud, write more badly or share an interpretation in English class. These small behavioural changes are often the first sign that tutoring is working.

The truth is, grades are a lagging indicator, they improve last. Confidence is the leading indicator, it improves first. A student usually understands far more than they believe they do and tutoring helps bridge that gap between ability and self-belief.

When tutors celebrate effort, highlight strengths and show students that making mistakes is normal, the student begins to relax. A relaxed brain learns better, remembers more and tackles challenges with more resilience. Slowly, confidence snowballs into better focus, better questions and better performance.

Then, eventually sometimes weeks, sometimes a couple of months the grades catch up.

Parents often worry when they don’t see immediate jumps in marks, but confidence is the progress happening behind the scenes and once that foundation is sturdy, academic improvement becomes far more sustainable.

Tutoring isn’t just about teaching content. It’s about nurturing the self-belief students need to use that content well.

When confidence grows, everything else grows with it.

Isabella Naumovski

Do you feel a pang of guilt when you sit down to do absolutely nothing? In a culture obsessed with the “grind,” we are conditioned to believe that productivity is the ultimate measure of our worth. However, in the opening chapter of his 1935 classic, In Praise of Idleness, philosopher Bertrand Russell argues that this belief is not only wrong—it is actually dangerous.

Here is a breakdown of his radical argument for working less.

The “Virtue” of Work is a Trap
Russell starts by challenging the historical idea that work is inherently virtuous. He argues that this concept was invented by the rich and powerful. Throughout history, the leisure class preached the “dignity of labor” to the working class to ensure they kept working hard to support the elites’ idle lifestyles.

Russell bluntly states: “The morality of work is the morality of slaves, and the modern world has no need of slavery.”

The Failure of Modern Industry
Russell points out a massive irony in the industrial revolution. Technology gave us the ability to produce goods much faster. Logic dictates that if a machine allows us to do double the work in the same amount of time, we should keep production steady and work half the hours.

Instead, we kept the hours the same, doubled production, and created a system where some people are overworked while others starve due to unemployment. Russell argues this is a foolish mismanagement of our own capabilities.

The 4-Hour Workday
The solution Russell proposes is simple: a four-hour workday.

If we distributed labor evenly, everyone could be employed, everyone’s needs would be met, and everyone would have ample leisure time. He argues that leisure is not just for “resting” to work again; it is essential for civilization. It is in our idle time that we create art, pursue science, engage in politics, and enjoy life.

The Takeaway
Russell’s message is timeless. We need to stop viewing idleness as a vice. By reducing our work hours, we don’t just reduce stress; we create the space necessary to be fully human.

So, the next time you take a break, don’t feel guilty. According to Russell, you are doing exactly what a civilized society should do.

Joseph Katz

One of the most powerful study skills students can develop is the ability to ask better questions. It is rarely taught directly in classrooms, yet it plays a crucial role in how students understand, retain and apply knowledge. Students who ask effective questions learn faster because they interact more deeply with their material. Instead of memorising facts, they investigate ideas and uncover connections that make their learning stronger and more meaningful.

Asking good questions begins with curiosity, but it grows with practice. When students read a text, revise a topic or listen to an explanation, they can train themselves to pause and think about what they still need to know. Simple prompts like “Why does this matter,” “How does this connect to what I learned before,” or “What is the teacher really asking me to show” help shift learning from passive to active. This habit alone makes study time far more productive.

In subjects such as English, asking better questions deepens interpretation. Students move beyond surface-level summaries and begin exploring themes, perspectives and author choices. In maths and science, well-formed questions guide students through complex processes and help them identify the exact step they are stuck on. Even in primary years, the ability to ask clear questions builds confidence and encourages independence.

Question-asking also improves communication with teachers and tutors. When students can explain precisely what they do not understand, they receive more targeted help and progress faster. It replaces the vague “I don’t get it” with focused issues that can be addressed directly.

By teaching students to ask thoughtful questions, we give them a tool they will use well beyond the classroom. It strengthens critical thinking, sharpens problem-solving and helps students take ownership of their learning journey.

Freddie Le Vay

Supporting students through HSC Mathematics preparation has shown me how crucial it is to balance content mastery with exam-specific strategy. Many students enter Year 12 believing that success comes purely from doing as many questions as possible. While practice is undeniably important, I’ve found that meaningful progress comes from developing structured revision habits, strengthening conceptual understanding, and building confidence under timed conditions.

One of the most effective strategies has been teaching students to identify and categorise question types. Instead of viewing past papers as endless, unrelated problems, I encourage students to group questions by topic in the syllabus. This helps them recognise patterns in the exams and clarifies which areas need targeted revision. Students often feel less overwhelmed once they can see the syllabus as a set of manageable, interconnected ideas rather than a long list of topics.

During sessions, I focus heavily on exam literacy such as reading questions carefully, identifying key verbs, and unpacking what the examiner is really asking. Many mistakes arise not from a lack of knowledge but from rushing or misinterpreting the wording. Timed practice is an essential element as typically even highly capable students can freeze when the clock starts. Building stamina through short, regular timed papers, helps students adjust and reduces exam anxiety. Reflecting on these attempts is equally important as students learn more when they evaluate their errors rather than simply moving on.

Ultimately, preparing students for the HSC is about helping them become confident, strategic learners. When students understand the syllabus deeply, approach questions methodically, and trust their preparation, their performance improves significantly. Seeing this growth makes HSC tutoring especially rewarding.

Rheanna Leontsinis

Staying motivated during a long school term can be tough. The initial excitement of a new year or semester often fades, and exams or holidays can feel too far away to keep energy levels high. But maintaining motivation is key to avoiding burnout and keeping your academic performance consistent — especially in subjects like maths and science where skills build over time.

One of the best ways to stay motivated is to set small, achievable goals. Break down your workload into weekly or even daily targets. Instead of thinking “I need to study for my physics exam,” aim for “I’ll review one topic a day this week.” These micro-goals give you a sense of progress and help maintain momentum.

Routine also plays a major role. Having set times for study, rest, exercise, and socialising creates structure and helps reduce the mental energy spent deciding what to do next. It’s easier to get started when it’s just “what you do at that time.”

Tracking your progress — using a checklist, planner, or even a simple notebook — can also keep you engaged. Ticking off completed tasks provides a small reward and a clear visual of how far you’ve come.

Don’t forget to celebrate small wins. Finished your assignments on time this week? Reward yourself with a break, a snack, or a fun activity. Recognising progress boosts morale and builds positive reinforcement.

Lastly, surround yourself with positive influences — peers, teachers, or tutors who encourage you and hold you accountable. Even short tutoring sessions can help you refocus and regain clarity when motivation dips.

Remember: staying motivated isn’t about always feeling enthusiastic — it’s about having habits and systems that keep you going even when you’re not. That’s the real key to long-term success.

julian podgornik

The intentional deisgn of implementing ‘small wins’ is an excellent, yet underutilised approach to learning. Many students begin tutoring with a fear of failure and history of self-doubt, believing they are not capable of understanding or making positive progress in a particular subject. Often, these misconceptions and beliefs only become stronger and begin to affect not only the content, but progress in all avenues of learning directly. By fcousing on smaller, more acheivable steps, educators can shift students’ perceptions and mindset away from avoidance and instead, towards authentic, genuine engagement.

This concept of ‘small wins’ draws on humanistic psychology and in particular, Abraham Maslow’s hierachy of needs. In short, motivation theory supports this approach to learning by empahsising students’ greater inclination to participate and persist when they can see clear evidence of growth. This apporach can be implemented pracically in the classroom with the tutor identifying a smaller skill (something the student can reasonably master in a short/limted time). Once this target is set, the tutor models the skill, provides guided practice and then gradually removes the support. When the skill is accomplished successfully by the student it becomes a ‘small win’. For example, idenitfying ‘getting better at spelling’ and the smaller skill and then basing a session on mastering the ‘ai’ spelling rule. These are the moments that build confidence and when accumulated help to create a narrative of capability (“I can do this”, “I can improve”).

This approach supports academic growth while simultaneously addressing emotional and behavioural learning barriers. Students that experience success earlier in the lesson become increasingly more motiavted and determined to overcome challenges, ask questions and reflect on their practice. As time progresses these smaller wins help to reshape stduents’ idenities as being active and capable learners.

Katerina Vrahnos

The Christmas holidays are always the perfect time to relax, but they are also the time where you are more prone to forgetting all of the vital information you learnt throughout the year (and especially the things you’ll need for next year)! There are so many different ways you can ensure you don’t forget anything over the break while keeping your studying fun and engaging!

1. Set small goals over a time period
Instead of trying to revise over everything at once, focus on short, manageable sessions for each topic or subtopic. Even just 30 minutes every couple of days is more than enough to keep you on track of your work and is always good to keep your mind active!

2. Make a schedule that works for you!
Plan your study time around any family or holiday events you have coming up, so you don’t overwhelm yourself or end up feeling left out and confined to your desk. For example, a quick study session in the morning is a great way to refresh both your knowledge and your mind to take on the rest of the day!

3. Change it up!
You don’t always have to read over notes or questions when revising, you can make flash cards, mini quizzes from your tutor, active recall, or teach a friend!

4. Get other people involved!
You can invite your cousins or friends over to have a mini study session (especially if you do the same subjects or have classes together), which gives you an excuse to hang out for the rest of the day!

5. Make a reward system
If you are feeling discouraged from studying, setting yourself a reward to look forward to always gives a good boost! For example you can let yourself have a snack you wouldn’t usually have if you do a certain amount, or you can go buy something you have been wanting if you study for every second day for an entire month.

Sarah Constantinidis

Students often hear that they need to “improve their writing,” yet this advice means very different things depending on the subject. In the NSW curriculum, writing is assessed across English, HSIE, Science and even Mathematics, but each discipline values different skills. Understanding these expectations is the first step toward stronger results and more confident communication.

In English, good writing centres on clarity, control and insight. Students must craft arguments with precision, integrate textual evidence smoothly and interpret ideas with sophistication. Word choice, sentence variety and cohesion matter because English markers are looking for style as well as substance. A strong English essay shows flair, demonstrates conceptual understanding and guides the reader through ideas with purpose.

When students shift to HSIE subjects such as Modern History or Geography, the emphasis changes. Style becomes less important than structure. Good writing is measured by accuracy, relevance and the ability to link evidence to the question. Students should maintain a formal tone, avoid unnecessary embellishment and focus on building a logical argument that unfolds step by step. Dates, statistics and case studies become essential tools. In these subjects, writing is less about sounding polished and more about demonstrating knowledge clearly.

Science writing is even more specialised. Here, students must use concise explanations that follow scientific logic. The goal is not persuasion but clarity. Good scientific writing relies on correct terminology, sequenced reasoning and explicit cause-and-effect links. A strong response often looks simple because it avoids fluff and focuses on precision. Students succeed when they remove ambiguity and explain processes in a straightforward way.

Ultimately, good writing is not one skill but a collection of discipline-specific habits. When students understand what each subject values, they can tailor their approach and unlock higher marks. Writing becomes less confusing and far more rewarding once they learn the expectations behind the task.

Freddie Le Vay

Hey everyone, today I had the great opportunity to observe Sienna’s session.

It was great to see how friendly her student was and how well they got along. Her student was very comfortable her student felt with her!. They had a great relationship and they got along really well. They started by going through her students homework.

They then went through her students spelling words to prepare her for her weekly spelling test. Sienna started by reading out each spelling word. She would then get her student to spell out the word and to write it on the whiteboard. She then got her student to put the word into a sentence. If her student didn’t know the word, Sienna would then give her a definition of the word before her student would then put it into a sentence. If her student got the word wrong, Sienna would explain what error she made and would then go through the correct spelling rule her student needs to follow.

Sienna then worked with her student to plan a creative piece of writing. They used a prompt of a crime scene to help build the story. They worked on characters, including a detective and a criminal. They looked at a creative plot structure and made sure the story had an introduction, rising action, climax, falling action and a conclusion. She also made sure her student added as much detail as possible. They added imagery and other literary techniques to help create the narrative. They then did some editing of the response, looking at spelling and grammar. When her student got stuck, Sienna would give her student some hints to help her. Sienna then gave her student some homework, based on what they worked through in the session. Overall, Sienna did a great job helping her student. It was a great session and such a pleasure to observe. Keep it up!

Ashley Cohen

I observed a Year 8 maths tutoring session with Anthony and his tutor David. They were working through the SCEGGS Darlinghurst 2021 Semester 1 paper, which covered a range of topics like Pythagoras’ Theorem, algebra, perimeter, area, and solving equations. It was an insightful session, and I could see how much of a difference personalised tutoring makes.

The session kicked off with Pythagoras’ Theorem. David did a fantastic job explaining the concept in a way that really clicked with Anthony. While Anthony knew the formula for finding the hypotenuse, David made sure he understood why it worked. They used some simple examples like finding the length of a ladder leaning against a wall—and that helped Anthony visualise the problem better. It was clear that once he could see how the theorem applied to real-world situations, it started to make more sense.

Next up was algebra, and this is where Anthony was a bit more hesitant. They worked through solving equations like (3x+5=20). David was patient, breaking each step down to make sure Anthony wasn’t just memorising steps, but truly understanding what was happening. At one point, Anthony got a little stuck when trying to isolate the variable, but David guided him through it, showing him how to simplify and solve for x without skipping any steps. By the end of it, Anthony was solving equations more confidently.

They also tackled perimeter and area, which Anthony was more comfortable with. David reminded him about the importance of applying the right formulas for each shape and checking units something that’s easy to forget when you’re in a rush.

Finally, the pair went over more complex equations. David was great at reassuring Anthony and encouraging him to take his time. By the end of the session, Anthony seemed more at ease with the content, and I could see his confidence growing.

David personalised the session to Anthony’s needs. Instead of just focusing on answering the questions, David made sure Anthony understood the “why” behind each concept. It was a reminder of how crucial it is to build a strong foundation in these early years of learning maths.

James Maatouk