harrymav

In my experience tutoring Year 12 students in English, I’ve observed a concerning trend in how the subject is taught in school. The focus has predominantly been on micro-analysis, specifically identifying literary techniques within texts. While this skill is undoubtedly important, it often comes at the expense of more critical aspects of essay writing and textual analysis. What I find frequently overlooked is the crucial ability to synthesise this evidence into a coherent response that directly addresses the given question. Many students have developed an impressive academic vocabulary and can readily identify literary devices but struggle to weave these observations into a convincing argument. Their essays often lack orientation, failing to guide the reader through their thought process or explain the relevance of their analysis to the question at hand. Furthermore, there’s a noticeable deficiency in critical thinking skills. Students tend to describe what an author is doing rather than critically analysing or evaluating the author’s choices and impact. They often forget to consider the purpose behind the author’s techniques or how these contribute to the text’s overall meaning. Perhaps most crucially, many students struggle with the fundamental task of understanding and answering the specific question posed. While potentially well-written, their responses often fail to address the core issues raised in the prompt. This results in essays that, despite demonstrating knowledge of the text, miss the mark regarding relevance and argumentation. It’s disheartening to see students who are clearly capable and have put in significant effort yet are at a loss as to why their essays aren’t achieving higher marks. The root of the problem isn’t their inability to write but rather that they’ve never been explicitly taught how to craft a response that convincingly answers a specific question. This is why I find tutoring this subject so rewarding. Teaching students how to actually unpack a question and rephrase it to ensure their comprehension encourages them to convince themselves of the argument they craft. The moment of realisation when a student grasps that their struggle wasn’t with the quality of their writing but with the relevance of their response is truly inspiring.

Thea Macarthur-Lassen

Hi everyone,
My student was sick today so I got the opportunity to observe Xander and his student during their maths session!
Throughout the session, Xander demonstrated a wonderful rapport with his student and used encouraging language. When the student was unwilling to complete work, he was also able to redirect her to the questions.
As the student was having a bit of trouble with the practice paper they were completing, Xander guided her thinking through small steps. To increase the student’s confidence and independence, Xander then asked her to complete questions on her own without guidance. After giving the student sufficient time to think through questions thoroughly and attempt them, he then stepped in if she was still having trouble. He explained the questions and the basic concepts behind them really well and used repetition to ensure that the student had understood. He provided enough direction for her to understand how to solve the questions, then prompted her to re-attempt the question. This strategy of gradually fading out support and only providing the minimum needed is helpful for increasing learning and independence.
Some helpful strategies were also used during the teaching moments. Xander made good use of visuals and drawing to help the student understand the questions. As they were doing composite areas and shapes, drawing was particularly useful.
Another thing he emphasised throughout the session was clarity of working out. He made sure the student showed working out step-by-step, so that markers can clearly see what is being done.
Thanks for letting me observe!

Derus Kung

Today I had a 24-hour permanent cancellation, so I was observing James P with his year 12 student! Today James was helping his student memorise and critique unseen readings in English

Throughout the session, James stressed the need to understand the unseen text structure. He stressed the importance of deconstructing texts and developing critiques for exam success. James reminded the student that success in the unseen text part depends on both memorising quotes and using analytical skills to evaluate texts.

James had the student read an unseen text from school and worked on that during the session by deconstructing its meaning, the messages behind it, and drawing quotes to use. James took the student through the close reading, asking probing questions such as “What is the text trying to say?” How is the tone varied? How do essential literary devices add meaning? He gave moderate prompts and let the student lead the analysis.

James urged the student to express their thoughts while understanding the material. He regularly asked, “Why do you think the characters made that choice?” Actively engaging with the literature helped the student to show and refine their ideas. James encouraged the student to think holistically about the text by connecting literary elements like imagery and grammar to bigger issues.

James’ evaluation of the student’s reading was crucial to the session. James presented another interpretation after hearing theirs, showing how literary parts could be interpreted differently. This demonstrated high-level critical engagement, where students must be flexible in their interpretations. James was supportive but firm throughout the lesson. His critical criticism encouraged students to go deeper into the text when their interpretation lacked depth.

The insight showed the student’s ability to balance constructive, positive criticism with support.

Good job James 🙂

Demi Roussakis

Trust and rapport are essential elements of the Student-Tutor relationship that can significantly enhance a student’s academic journey… and results! Understanding how to cultivate this relationship can lead to more effective tutoring sessions and improved outcomes for students.

1. Establishing Trust Out of the Gate

The foundation of any strong relationship is trust. Being initially punctual and prepared from the first session sets a precedent for reliability and responsibility. In addition, showing genuine interested in a students’ learning and passion in their improvement instils confidence and therefore trust in the student that you have their best interest at heart. A tip to quickly establish a welcoming tone and also gauge the student’s emotional state and academic concerns is to begin an initial session (or any session) with an open ended question, inviting shared thoughts and feelings.

2. Active Listening

Active listening is crucial. This means fully engaging with what the student is saying, without interruption. Reflect back on what the student shares to show understanding, and ask clarifying questions. This practice not only helps in building rapport but also demonstrates to students that their opinions and feelings matter.

3. Tailoring Your Approach

Every student is unique, and recognising their learning styles can strengthen trust. Take time to ask and assess how each student learns best—be it visually, audibly, or kinaesthetically (more applicable to younger students). Use this knowledge to prepare personalise lessons that resonate with the individual. When students see (or feel) that their tutor is adaptable and attentive to their needs, they feel valued and understood.

I am personally confident in these 3 keys and I try to actively observe them with all of my students (even if it’s just a one off!). I hope these tips are useful to current and aspiring tutors alike.

Freddie Le Vay

Hi everyone,
Today I got the opportunity to observe Sophie. In English, they were working through singular and plural nouns. When her student did not know the definition of a word in the list, she would think of creative real word examples to assist him. For example, when he did not know the word ratio, she gave the example of making cordial with water. In the second half of the lesson they were working on Maths skills and focusing on time. Sophie initially gave her student a broad worksheet on the topic to assess his skills then after he promptly completed that, they worked through harder questions to improve his knowledge on the topic. I liked how Sophie always allowed him sufficient time to work through the question and try to solve any difficulties he had by himself. Then, she would guide him back on the right track to find the answer. Amazing job Sophie, it was great to observe your lesson!!

Sophia McLean

In her Year 9 English tutoring session, Katherine demonstrated a highly effective approach to creating a positive and welcoming learning environment. From the outset, her warm and approachable demeanor helped to put the student at ease, fostering a space where her student felt comfortable expressing her ideas and asking questions.

A key strength of Katherine’s approach was the way she encouraged the student to take ownership of their learning. Rather than imposing a rigid structure, she allowed the student to steer the session, beginning by asking what her student would like to focus on. This strategy not only gave her student a sense of control but also promoted self-reflection and critical thinking. Together, using this approach, they were able to write the majority of a thematic-style essay. This helped her student feel more capable and instilled a sense of accomplishment.

Katherine was also highly skilled in pacing the session. She was attentive to her student’s cues, continually adjusting the rigour of session. This involved having a few breaks to have a chat and keep her student engaged, and also deeply thought-provoking probing questions. When her student was unsure of her answers, Katherine provided support through well-phrased prompts and questions, rather than simply giving answers. This encouraged her student to think independently while still feeling supported. Her praise was also always specific and had meaning.

Overall, Katherine’s thoughtful, student-centered approach not only enhanced the student’s learning but also helped cultivate their independence and confidence.

Sophie McGrath

Hello Everyone,
Today I observed Sophie’s Maths Extension 1 session. She did an amazing job with her student to prepare him for the start of year 12. She was able to inspire him and in-still confidence in his ability to understand new mathematical concepts as she started to familiarise him with the content he will eventually learn. By teaching him the content before he learns it in class enables him to go into class with a strong foundation and confidence that he knows how to approach new and difficult concepts. Sophie did a great job incorporating both the large and small whiteboards into her tutorial. She used the large whiteboard to write the formulas, working out and diagrams onto the board which really suited her student he was a visual learner. Her student felt very comfortable with her as he asked her lots of questions to get a clearer understanding of the topic. She had a nice balance of helping to guide him when we stuck and confused by giving him helpful tips to consider in his approach. She also gave him lots of opportunities to attempt the questions himself which enabled her to get a better insight into whether or not he fully understand the theory and was able to apply it practically to the question. When he finished each question, she would check his working out and help him correct any of his errors. Sophie was a very inspirational tutor and very knowledgeable of the syllabus content. Both Sophie and her student did such a great job. It was a pleasure to watch this tutorial!

Ashley Cohen

Throughout the lesson, Katherine maintains a calm and supportive atmosphere. She started by asking the student how they initially felt about the English material, and based on their response, she adjusted her approach. This initial check-in helped her gauge the student’s confidence and set a personalised direction for the session. When the student struggled with a problem with comprehending the text or grammar, she patiently waited, offered gentle prompts and asked leading questions to guide the student towards the solution without jumping to answer right away.

Her explanations were always clear and concise. She utilised simple, relatable examples to break down complex topics, making sure that the student followed each step before moving forward. If she sensed hesitation, she paused and re-explained what she meant, ensuring no part of the lesson was rushed. Katherine often asked the student to explain their thinking process, helping them articulate their understanding, and reinforcing the material. This approach also allowed Katherine to identify where the student might be confused, so she could address specific issues to ensure the student’s understanding.

Throughout the session, Katherine’s tone remains consistently calm and encouraging, regardless of the reception and mood of the student. She doesn’t rush the student, giving them space to think through problems on their own. Even when mistakes are made, she never shows frustration. Instead, Katherine used those moments as teaching opportunities, guiding the student to self-correct by asking open-ended questions like, “What do you think happens next?” This fosters a sense of independence and problem-solving skills, and this is particularly something I will try to implement into my own tutoring methods.

Katherine’s patient demeanour was key to the student’s growing confidence. By the end of the session, it was clear that the student felt more engaged and willing to attempt more challenging problems. The supportive environment Katherine created made it easier for the student to embrace challenges and mistakes as part of the learning process, promoting long-term growth.

Toby Bower

I had the opportunity to observe Peter’s program. The program was the first Year 11 Extension 1 session. As the students were nervous sitting in a room with unfamiliar faces, Peter began with an icebreaker activity to release the tension in the room and emphasise a welcoming environment. The icebreaker consisted of students sharing their name, school, and some of their favourite hobbies and interests. This really created a positive learning atmosphere and really eased into the session.

After the icebreaker, Peter introduced the homework rules that apply, going through what would happen if you missed the first, second, and third weeks of homework. He introduced the format that the programs will run in, highlighting that the booklets given are worked through in the 2-hour period and the homework booklet is completed at home.

Peter proceeded to start the booklet. He emphasised the WHY??, explaining that the brain is a muscle and math is the gym. The first topic to be completed in the Year 11 Extension 1 course is the math advanced topic of Methods in Algebra. Peter began to explain and run through the questions, which seemed like revisions to the students, which was effective for the learning. He used the whiteboard, allowing the students to visualise each question step by step. The students took turns answering questions, allowing them to demonstrate their understanding while all asked questions where necessary. This interactive approach kept the students engaged and built a positive, inclusive learning environment.

The subtopics that were covered in the sessions were:
– Simplifying expressions
– Index Laws
– Expanding
– Factorising
– Algebraic Fractions

Throughout the session, Peter allowed the students to solve some aspects independently and then discuss as a group. He cleared up any concerns the students had and highlighted his method. The collaborative approach worked really well in the sessions.

It was a good session to observe. Good job Peter!

David Hanna

Hello,
Today I had the opportunity to observe Deanne. They were going over her student’s preliminary exam from last term. Although her student did quite well, there are still some mistakes and areas of confusion that Deanne needed to revise with her student to ensure she is confident with the topics and knows how to handle it when she comes across it in future exams. During my observation, I denoted various ways and tricks that Deanne executed that I could potentially integrate through my future tutoring sessions. Deanne and her student portrayed a positive and close knit relationship that elicited a welcoming and easy going environment where there were boundaries in place surrounding staying on track. Deanne specifically addressed concerns that the student had in the test and corrected the questions the student got incorrect. Deanne’s explanation was clear, concise and targeted all parts of the questions, specifically aiming towards the areas the student voiced her confusion. Moreover, she also decided to give her student some exam tips and tricks for upcoming exams, especially since her student is starting Year 12 this term, where every exam begins to count. These tips involved stress and time management, reading the questions carefully, ensuring to check that the marks add up to what you were given and more. Moving forward from this test, Deanne advised her student to revise the questions she struggled in and gave her more questions regarding these specific topics so that her student could master them for future exams and not repeat her mistakes. By the end of the lesson, the student was confident in the areas of the exam she got incorrect after grasping the concepts and being exposed to multiple questions and tricks that examiners throw in to put students off that Deanne exposed her to. Overall, I gained an insightful experience from observing Deanne and developed tactics that I could use in the future for my tutoring lessons.

Thank you!!

Rheanna Leontsinis