harrymav

Today I had the pleasure of observing Sienna with her Year 12 student. Today they tackled a pretty tricky topic together – logarithms.

Logarithms can be scary as it’s essentially a new and unfamiliar number system! However, Sienna was calm, patient, and understanding, ultimately helping the student be less intimidated and more self-assured.

Sienna’s ability to switch up her mode of teaching was also admirable. Whenever she noticed that the student was struggling a bit with a concept, she would change her approach, tailoring her explanations to her students’ confidence and attitude.

Sienna also ensured that the student maintained their interest in the session by allowing moments of rest and enthusiastic conversation. It can be difficult for students to maintain high spirits when they come in to tutoring on a weekend, but Sienna’s disposition and ability to adapt negated all negative vibes!

Sienna was also incredibly skilful at reassuring the student when they were incorrect, allowing the student to first recognise their own mistake before providing a comprehensive explanation that cleared up any confusion. She was articulate about why certain methods were not applicable, and ensured that the student understood before they moved on.

Overall, this was a fantastic session to observe. Well done Sienna!

Sophie McGrath

As a first year university student who only completed their HSC last year, I have come to realise that tutoring other people has become not just a teaching experience, but also a personal opportunity to learn. By employing this new mindset, I have noted that these sessions inadvertently push me to develop my own critical thinking and problem solving skills, while constantly challenging me to communicate my ideas to different audiences.

One way in which I like to push myself to grow and make the most of these sessions is allowing and encouraging my students, especially the older ones, to take the helm. They have the responsibility to select and bring relevant material from their courses, and are encouraged to evaluate their own progress by identifying their own strengths and weaknesses, which determine the main focus of each session. Most of my decision-making while preparing for and conducting these sessions is led by what help I think I would have liked to have received when I was in their shoes. The memories of those relentless avalanches of impending deadlines, the feeling of the panic setting in at the crack of dawn on the day of an exam, and the absolute chokehold that the reveal of a rank or mark had on me, are not just fresh, but also still in the making. I am painfully familiar with the highly physically and emotionally demanding nature of the academic world, so the last thing I want to achieve with these sessions is to bombard these students with another mountain of mindless work. This is an underlying principle behind how I ensure that the sessions and the homework focus on boosting the students’ confidence , getting things done, and equipping them with the appropriate tools so that I can rest assured that they can independently meet their learning goals by themselves.

I am endlessly grateful for this opportunity to assist other young people in their academic journeys, while introspecting and examining how I can use these practises of sympathy, communication and adaptiveness across different contexts in my own life.

Nisan Erdonmez

During the second week of this most recent semester, my sociology tutor assigned us to complete brief comparative studies of cultural phenomena. Whereas other students examined broader systems and sociological trends, I was advised by my tutor to personalise my response to connect my work closer to my own experiences. As such, I delved into the world of private tutoring, particularly touching on the culture within South Korea and Taiwan. Education in these countries operates not just as a means of individual achievement but as a deeply ingrained cultural practice shaped by history, values, and economic structures.

In South Korea, tutoring is more than a supplement to schooling—it’s an integral part of the educational journey. With competitive university entrance exams at the centre of academic life, private tutoring, particularly through hagwons (for-profit private tutoring academies), reflects a cultural prioritisation of effort and perseverance (Kim and Lee, 2010). These institutions, far from being mere businesses, respond to a society where higher education is closely tied to career success. This ambitious system also presents challenges, such as unequal access for families with fewer resources. Still, it highlights South Korea’s collective commitment to education as a tool for advancement.

Taiwan’s approach is slightly different but no less revealing. Tutoring here often balances two goals: supporting students who need additional help and offering enrichment to those aiming higher. This dual role reflects a broader cultural ethos of striving for collective betterment while accommodating individual aspirations (Huang, 2013). Rather than focusing solely on competition, Taiwan’s tutoring culture demonstrates how education can adapt to serve diverse needs within society.

Both systems represent how deeply education reflects the values and priorities of a nation; neither inherently good nor bad, instead embody responses to complex social, economic, and cultural pressures. Educational systems evolve to meet national goals and individual expectations—and they sometimes fall short in addressing disparities. Ultimately, these insights go to show that education is never just about learning; but truly a mirror of a given society.

Toby Bower

I had the opportunity to observe Eireyna’s lesson, tutoring a Year 8 student in English. The session highlighted her ability to create a learning environment that is both structured and flexible, adapting to the student’s abilities.
The content that was covered was analysis for the taming of the shrew. Eireyna started the session by reviewing the student’s progress and identifying any areas that needed additional support. This allowed her to pinpoint learning gaps and encourage the student to be more comfortable in addressing concerns and challenges they were experiencing. This built an initial strong foundation for the lesson, helping the student feel more at ease, and setting a positive tone for the rest of the session.
Eireyna continued to reiterate the importance of analytical concepts and techniques within the scope of the course to ensure that the student can draw the connection of its relevance. This approach not only deepened comprehension but also encouraged the student to apply their learning outside of the course. Eieryna employed interactive visual materials to help keep the session lively and allowed the student to take an active role in their learning. The method of breaking down language structure into smaller refined parts not only made learning enjoyable but also promoted confidence in the student’s ability to construct sentences independently.
To finalise the lesson, Eireyna provided a summary of the student’s strengths while providing constructive feedback on improvements that the student could make in the future to avoid challenges and concerns. This helped proactively concise the lesson content in an overview.
Eireyna’s attention to detail and his creative use of teaching resources made the session both educational and enjoyable. Her patient and adaptive approach helped the student feel supported, while her enthusiastic teaching style ensured engagement throughout. Well done, Eireyna It was a thoroughly productive session that showcased effective teaching techniques.

Evanna Manavis

Today, I observed Jenna working with Georgia, a Year 3 student, on simplifying fractions. It was impressive to see how Jenna adapted her teaching style to match Georgia’s learning pace and kept the lesson engaging.

Jenna began the session by introducing the concept of simplifying fractions in a relatable way. She used visual aids like fraction strips and drawings to help Georgia see how fractions could be reduced to their simplest form. This hands-on approach made the abstract concept much more tangible for Georgia, and I noticed how her understanding grew as she interacted with these tools.

One of Jenna’s strengths was her ability to make the lesson interactive. Rather than simply explaining the rules, she asked Georgia to explain her reasoning as they worked through examples together. This not only reinforced Georgia’s understanding but also encouraged her to think critically about each step in the process.

Jenna also used positive reinforcement effectively. Each time Georgia simplified a fraction correctly, Jenna celebrated her success, which boosted Georgia’s confidence and enthusiasm for the subject. When Georgia made a mistake, Jenna guided her gently, asking questions to lead her toward the correct answer rather than simply providing it. This created a safe and supportive environment where Georgia felt comfortable trying again without fear of failure.

By the end of the lesson, Georgia had a stronger grasp of simplifying fractions and was even tackling more challenging problems with Jenna’s encouragement. Observing this session reminded me of the importance of patience, positivity, and using interactive methods to help younger students grasp foundational concepts. Jenna’s ability to create a dynamic and supportive learning environment was inspiring, and I look forward to incorporating similar techniques into my own tutoring sessions.

Demetria Koutavas

I’m watching one of my fellow tutors teach an Maths Advanced session right now, and his use of the whiteboard is brilliant. The problem he’s working on with the student involves integration, and instead of just diving straight into the equations, he starts by writing the question in big, clear writing on the board. He immediately breaks it down into sections, circling the key terms and drawing arrows to show how the different parts connect.

As he explains, he doesn’t just talk; he constantly interacts with the whiteboard. He draws quick sketches, like a rough graph to represent the curve they’re integrating under. It’s not perfect, but it doesn’t need to be. The visual is enough to help the student link the concept to the equation they’re solving.

What I find especially effective is how he pauses to ask the student questions while pointing to the board. He doesn’t give away the answers but nudges them in the right direction. For example, when they get stuck, he underlines a specific part of the problem and asks, “What do you think this tells us about the function?” It’s such a simple question, but it gets the student thinking actively instead of passively listening.

Now, he hands the marker to the student and lets them take over. As they write, he stands back and only steps in to clarify if needed. I notice how he keeps pointing back to earlier steps on the board, constantly reminding them how everything fits together. This approach really builds the student’s confidence, and they’re starting to solve more of the problem on their own.

Watching this makes me realise how powerful a tool the whiteboard is. It’s not just for writing answers but for creating a step-by-step map that makes complex Maths feel so much more manageable. I’m definitely taking notes on this technique for my own sessions!

Daniel Aghmesheh

I had the opportunity to observe Kate’s Year 12 Maths and History session. She did a great job going through a practice booklet with her student.

She came up with her own questions that were similar to the questions in the Maths booklet but were written differently or asked for a different component. This gave her student the ability to ensure he understood each aspect of the Maths concept.

They also went through exam technique and the best way to prepare for the exam. She gave him great tips to help him. He said that he didn’t study some of the topics that they skimmed through in class which was a mistake as it was in the exam.

They went through a range of different type of questions which he could then answer.

She had a great balance of letting him try and answer the question whilst also assisting him when he got stuck. She would also then check his working out to make sure he was on the right track. When he had any errors in his working, she would ask him to see if he could spot the errors or determine where he went wrong, which was great to see him double check his work. If he still needed help or was unsure what the next step was she would clearly break it down and step him through it. It was great to see the look on his face when he started to understand the solution.

I also watched them do some history to prepare him for his history exam. They looked at the topic WW1. They did some paragraph responses and then edited them to refine them. Through the editorial process, Kate gave him some great tips on different ways he can edit efficiently and effectively. They colour coded different sentences which they needed to add more detail to and other sentences to shorten or cut out completely.

Should would give him the opportunity to make any final adjustments before she would look over them and give any feedback.

He often got distracted so she did a great job getting him back on track to do some work.

Kate used a range of materials to ensure her student was equipt to answer a range of different theory and short answer questions so he can feel prepared and confident going into his history exam!

Her student asked her lots of questions to help clarify his understanding and to double check he was on the right track. Kate was great at answering all his questions.

Kate is a very compassionate tutor who
did such a great job!

Ashley Cohen

With education constantly changing, maths tutoring has become an essential tool for helping students overcome challenges and build confidence. One effective strategy is explicit instruction, where tutors clearly explain mathematical concepts before guiding students through practice. This approach lays a solid foundation for students to tackle more complex problem-solving tasks with confidence.

Another increasingly popular method is incorporating real-world applications into maths lessons. When students can see how mathematical concepts apply to their everyday lives-whether it’s budgeting, measuring, or understanding data-they are more likely to engage with the subject and see its relevance. Real-world examples not only make learning more interesting but also empower students to use maths as a practical tool.

However, tutoring in maths isn’t without its challenges. Many students face issues such as maths anxiety, gaps in foundational knowledge, or learning styles that don’t align with traditional teaching methods. Addressing these challenges requires tutors to be flexible, creative, and patient, often tailoring their approach to each individual student. Strategies like breaking problems into smaller steps, using visual aids, or incorporating games can make a significant difference.

Despite these difficulties, the one-on-one attention provided in tutoring sessions can lead to remarkable growth. Personalised support allows tutors to identify and address specific areas of need, giving students the confidence to face new challenges. Over time, this tailored guidance helps students not only improve their skills but also develop a more positive attitude toward maths.

In a world where maths is often seen as intimidating, tutors have the unique opportunity to make it accessible and enjoyable. By fostering understanding and building confidence, tutors play a vital role in helping students navigate the complexities of mathematics and unlock their potential.

Pasquale Simone Mendoza

Today, I had the opportunity to observe Demetra’s Year 10 English session at 4-5pm, where she worked closely with her student on a practice exam paper.

The session was very effective, and tailored to reinforce key skills for essay writing and exam preparation, with an emphasis on connecting to the question, managing time effectively, and presenting clear handwriting under exam conditions. Demetra’s approach was both engaging and highly effective, making the session incredibly productive.

Demetra began by guiding the student through the practice exam paper, focusing on deconstructing the question to understand its key demands. She emphasised the importance of tailoring responses directly to the question, ensuring that every paragraph built upon a clear and relevant argument. This approach helped the student see the value of structuring their essay logically and aligning each idea with the essay’s purpose.

As they worked through the example, Demetra provided specific feedback from previous exams, using it to highlight areas for improvement while celebrating the student’s strengths. For instance, she reminded the student about the importance of using sophisticated language techniques like allusion and contrast to elevate their writing. Demetra also took the time to discuss strategies for weaving these techniques seamlessly into analysis, making the writing both insightful and concise.

Time management was a central focus of the session. Demetra broke down the exam into manageable chunks, explaining how much time should be allocated to planning, writing, and reviewing.  She even introduced practical strategies, such as creating quick essay plans and showing a personal perspective in your own writing to create flair, and maintain consistency in essay writing.

Finally, Demetra stressed the importance of clear handwriting in exams, encouraging the student to practise writing legibly and efficiently. She reinforced how neat presentation could help convey clarity and professionalism, leaving a positive impression on markers.

Demetra’s ability to blend the academic stress a student can feel during exam periods with a supportive teaching style was highly effective. Her student left the session equipped with practical strategies, a stronger understanding of essay writing, and greater confidence to improve on their mistakes. It was inspiring to see her techniques in action and how they truly empowered her student to succeed.

Eleni Nicholas

I wanted to talk about how AI, and ChatGPT can greatly enhance tutoring by automating the creation of worksheets, questions, and study plans tailored to each student’s needs. For example, by typing in a few easy prompts of exactly what you need, ChatGPT can generate customised worksheets that target those areas for improvement, create a range of questions, easy to hard. This can save us so much time and provide a steady stream of relevant practice materials without too much outside /extra time and manual preparation. I found this particularly useful with a year 1 English comprehension student I had last term. I would ask ChatGPT to create a short paragraph using his key spelling words, and this made it really easy to create targeted reading practice that reinforced his vocabulary/school spelling lists while keeping him engaged. It streamlined my lesson preparation, allowing me to focus more on guiding his understanding of the content rather than wasting time crafting my own paragraph from scratch. This approach supported creating a customised lesson that was both effective and enjoyable for him.

AI can generate questions at various difficulty levels, to adapt to a student’s progress. It also can assist with providing tutors with a roadmap for each session, to ensure we get through all the content in the term, and ensures all time is used effectively. Instead of wasting anytime planning the next few weeks out / searching for resources, a few minutes typing prompts into AI, and it is done. This means we can spend more quality time working through questions together, teaching content and preparing for exams.

By automating these resources, AI allows tutors to focus on interactive teaching and addressing complex concepts rather than preparing repetitive tasks. AI-generated materials also help maintain consistency in learning, providing an accessible and flexible framework that complements the tutor’s guidance and support.

Shyla Gloster