As a tutor, I find it necessary to acknowledge the limits of the English syllabus and the structures that govern classroom essay writing. Too often, students are led to believe that their confusion or dissatisfaction stems from a personal failure to understand content or meet expectations. In reality, many of these difficulties arise from the curriculum itself—its gaps, its oversimplifications, and its tendency to prioritise standardisation over genuine expression. By openly recognising these lacunas, we validate the student’s experience and make it clear that their frustration is not a reflection of inadequacy, but a reasonable response to an imperfect system.

Much of the English curriculum is built to accommodate the “middle” student. Essay formulas like TEAL and PETAL exist to prevent failure, and they succeed in providing scaffolds for students who are developing analytical writing skills. However, they are not designed to support the highest level of critical engagement. When high-achieving students internalise these formulas as creative boundaries rather than stepping-stones, their writing can become constrained and mechanical. Ironically, strict adherence to the formula often results in lower marks, because sophistication, originality, and conceptual nuance are not achievable within such rigid templates.

This is why it is crucial for tutors to say aloud what the system rarely admits: the curriculum is not designed to fully cultivate excellence. In naming this truth, we give students permission to think beyond structures without feeling like they are betraying the expectations of their schooling. It empowers them to see the formula as a tool—not a rule—and to understand that real writing involves complexity, risk, and voice. Acknowledging these shortcomings is an act of respect. It shows students that their questions are legitimate, that their desire for deeper understanding is justified, and that education should not merely teach compliance, but enable critical independence.

Thea Macarthur-Lassen

Hey everyone, 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 went through different types of questions to work out what the difficulty of the questions. They did some easy questions a when her student felt more confident they then moved on to do some harder questions. They went through some practice responses, so her student could understand an appropriate structure she can follow. They then tried to apply the exemplar.

Thea got her student to read the exemplar out loud. Thea then asked her what she liked and didn’t like in the exemplar and what she should include in her own response. They the worked on crafting her students response. They then did some editing of the response, looking at spelling and grammar. When her student got stuck, Thea would give her student some hints to help her. If her student made an error Thea would then explain what error she made and would then go through the correct steps her student would need to follow. Thea gave her student some homework, based on what they went through in the session.

Overall, Thea did a great job helping her student. It was a great session and such a pleasure to observe. Keep it up!

Ashley Cohen

Many students struggle to study and stay focused for a long period of time while studying, which prevents many students from completing what they need to do. This can be improved with good habits and practice at studying for longer periods of time. For example, break down study blocks into 30 minute periods with 5 minute breaks in between. This allows you to stay fully focused for longer and be effective with the time, especially if you set a single goal to achieve during the period. After the 30 minutes of strong focus has been achieved, this period can be extended to 45 minutes or 1 hour as the practice of focus improves the brains ability to stay on topic for longer periods of time.
The act of scheduling study can also significantly improve the efficiency and effectiveness of your study. You can block out specific periods of your day and schedule in when you are going to study for each subject, which ensures that you are giving even amounts of time to every unit or give extra focus on subjects when it is needed. With this, you are also able to organise time for taking breaks that are vital in reducing burn out and improving your focus when studying. In between your blocks, you should try and do the activities you love and help you relax. This could be going for a walk, talking with family or watching an episode of TV.

Maddie Manins

Most students become quiet in class because they do not understand what is being taught or need the lesson to be re taught in a different way. They usually become scared to look “wrong” in front of their teacher and peers. This fear is one of the biggest barriers to learning but tutoring quietly solves this in ways a classroom cannot. When confusion builds up, gaps in learning may result and this could cause the student to become overwhelmed. During tutoring, we can identify those gaps and cater to their needs as well assign homework so they can further apply the concepts that are re taught during tutoring sessions. This will boost their confidence and allow them to ask questions. Slowly, their fear stars to fade. Over time, they begin to start raising their hands in class and reach high levels of confidence.

Razan Rustom

When people hear the word tutoring, they often think of students who are falling behind. But the truth is tutoring isn’t just for kids who are struggling. It’s actually one of the best tools for any student who wants to feel more confident, stay on top of their work or push themselves further.

Some students use tutoring because they’re aiming for a top ATAR or want to get into a selective school. Others might already be doing well but feel like they’re not being challenged enough at school. A tutor can give them extension work, advanced feedback and help them explore subjects in more depth.

Then there are students who just learn better one-on-one. Not everyone feels comfortable asking questions in front of a full classroom. Some kids need more time to process things or benefit from learning in a different way. With a tutor, they can ask anything, go at their own pace and learn without pressure.

Tutoring is also great for students who are busy with sport, music or part-time work and just need help staying organised. A weekly session can be the thing that keeps them on track, helps manage homework and stops things from piling up.

And let’s not forget the confidence boost. When a student understands something they used to find hard, it changes how they see themselves. They start to enjoy learning again. That kind of mindset carries over into every subject and every classroom.

So no, tutoring isn’t just a fix when things go wrong. It’s something that can support, extend and inspire students at every level. It’s not about being behind, it’s about getting ahead in the way that’s right for you.

Eireyna Papinyan

Today I watched a tutoring session where David, the tutor, was helping a Year 10 girl with her trigonometry work. Right from the start, the atmosphere felt relaxed. David has a calm, friendly way of talking that makes it easy for students to ask questions without feeling embarrassed. He began by asking her what she already knew about sine, cosine, and tangent. She gave a few unsure answers, and instead of correcting her straight away, he used her responses to figure out where to start.

He drew a simple right-angled triangle and asked her to label the opposite, adjacent, and hypotenuse. She hesitated a bit, but he didn’t rush her. Whenever she got stuck, he guided her with little hints rather than just telling her the answer. Once she labelled the triangle correctly, he explained each trig ratio, writing out the formulas clearly and showing her how they connected back to the triangle. His explanations were simple and made everything feel less intimidating.

As they moved on, he gave her some practice questions. David encouraged her to talk through her thinking while she worked them out. This helped him spot exactly where she was getting confused. When she made mistakes—like mixing up the opposite and adjacent sides—he didn’t make a big deal out of it. Instead, he drew another triangle and even used a real-life example about finding the height of a tree to help the idea stick.

Throughout the session, David stayed patient and positive. He repeated things when she needed it and celebrated the small wins, which seemed to boost her confidence. By the end, she looked much more comfortable with the topic. She was able to work out missing side lengths using sine, cosine, and tangent, and she even tried some harder angle-finding questions with only a little help.

Watching David work showed me how helpful it is to keep explanations clear and use visuals when teaching trig. Most of all, I noticed how much difference a calm, encouraging tutor can make. The session felt supportive, steady, and focused, and the student clearly benefited from it.

Maria

I observed Sebastian teaching Year 11 Chemistry to Ekaterina. As someone who never studied Chemistry in high school, I found it very interesting to see how Sebastian explained the content and broke down difficult concepts into something much more understandable. The lesson began with equilibrium system graphs. Sebastian introduced the concept by drawing graphs on the board and writing summaries to explain what they represented. He used these visuals to illustrate how the concentrations or rates of reactants and products change over time, as well as how they respond to external factors such as concentration, temperature, or pressure.

After the explanation, Ekaterina started working through a worksheet based on this concept. While completing the questions, she had many questions that she needed help with, which Sebastian patiently and clearly answered. He guided her step-by-step through how to approach and answer each question, ensuring she fully understood the reasoning behind the solutions. Sebastian also asked why she choose these answers, making sure she understood her reasoning also prompting her to identifying mistakes she made without telling her, by being able to identify it, which helps her feel more confident and understand the work fully.

After this, they also looked at some questions she had been given in school and was stuck on. Sebastian continued to ask Ekaterina guiding questions, asking questions such as which formula she should use and why. After completing some questions and having questions, Sebastian once again used the board to draw images based on the solubiltiy equilbrium, using arrows and small notes to showcase the concept step by step, which once again really helped break down the concept helping Ekaterina understand what is being told before continuing with the work and writing the notes in her book

Daniella Antoun

The first tutoring session sets the tone for everything that follows. It’s not just about determining academic needs, it’s about building a relationship grounded in trust, safety, and mutual respect. A strong rapport helps students feel seen, heard, and motivated to engage.

Start with low-pressure icebreakers that invite personal connection. Ask about their favorite subjects, hobbies, or what they enjoy outside of school. Questions like “What’s something you’re proud of this year?” or “If you could learn anything instantly, what would it be?” spark curiosity and self-reflection. For younger students, fun games or drawing activities can ease nerves and build warmth.

Tone-setting is equally crucial. Be calm, friendly, and affirming. Use open body language and active listening cues like nodding and paraphrasing. Avoid jumping straight into assessments, begin with a collaborative conversation about goals and expectations. Frame tutoring as a partnership: “We’ll figure this out together,” rather than “I’ll teach you how.”

Trust-building deepens when students feel emotionally safe. Validate their experiences, whether it’s frustration with maths or anxiety about exams. Share your own learning journey or a time you overcame a challenge. This models vulnerability and resilience. Be consistent with praise, but make it specific: “I noticed how you stuck with that tricky problem, great persistence!”

Finally, end the session with a positive anchor. Summarize one win, preview what’s next, and invite feedback: “Was there anything today that felt helpful or confusing?” This sets the stage for a growth-oriented relationship.

When rapport is built intentionally, tutoring becomes more than academic support, it becomes a space where students feel empowered to learn, grow, and thrive.

Sophia McLean

Today, I had the opportunity to reflect on how my tutoring approach shifts depending on students’ ages, subjects and individual needs. Working with both primary and high school students has shown me that, no matter the level, creating a calm, encouraging learning environment is always essential. It helps students feel comfortable, engaged and genuinely connected to what they’re learning.

With my younger students, I’ve learned how important it is to switch activities, incorporate hands-on tasks and keep the pace dynamic to match their shorter attention spans. In contrast, my older students often benefit from more discussion, goal-setting and having the space to steer the direction of each session. I’ve also noticed that building their independence—like encouraging them to evaluate their own work or identify areas they want to strengthen—can be especially empowering.

Even with these differences, the core goal stays the same: helping each student feel confident, curious and supported. Working with such a wide range of learners has reminded me how valuable flexibility and patience are, whether that means adjusting how I explain a concept, slowing down a lesson, or introducing strategies that help students self-regulate or stay organised. Each student teaches me something new about what effective learning can look like, and this variety has only strengthened my passion for helping them grow both academically and personally.

Overall, planning your tutoring lesson around each individual student is the most effective way to maximise the benefits of tutoring. Having the skills to adapt according to each student is essential, and likely lead to making a huge difference in both productivity and confidence.

Annabelle Molloy

The HSC can feel overwhelming, especially when every exam seems to carry the weight of your future. Anxiety is a normal response to this pressure, but it becomes manageable once you understand how to work with your mind instead of against it.
Start by breaking study into small, realistic chunks. Long, unstructured hours often fuel stress, while short sessions with clear goals help your brain stay focused. Pair this with active recall and practice questions — they build confidence far more effectively than rereading notes.
Your physical state matters too. A 10–15 minute walk, stretch, or light workout can reset your nervous system and improve concentration. Eating regularly and sleeping at consistent times keep your brain in problem-solving mode rather than panic mode.
When anxiety spikes, grounding techniques help bring you back. Try the 4–7–8 breathing pattern or the “5-4-3-2-1” sensory scan. These calm your body, making it easier to think clearly again.
Finally, don’t do the HSC alone. Talk to your teachers, tutors, or friends. Asking questions, sharing concerns, and staying connected reduces pressure and reminds you that the HSC is just one chapter — not your whole story.

Anthea Preketes