Parents often worry that their child is falling behind, especially when grades dip or confidence drops. It is a phrase that carries a lot of stress but in reality it rarely means what people think. At First Education we see students at every stage of their learning and the good news is that falling behind is almost always fixable. In many cases it is far less dramatic than it feels.

Students fall behind for many reasons that have little to do with ability. Sometimes it is missing a key concept early in the term. Sometimes it is a busy schedule, an illness or a change in routine that interrupts learning. As content becomes more complex, even a small gap can grow if it is not caught quickly. The important thing to understand is that these gaps are not a measure of intelligence. They are simply moments where a student needed more time or support than the classroom could offer.

Tutoring helps by slowing the pace and identifying exactly where the misunderstanding started. Once students rebuild the missing skills they often catch up faster than expected. We see this frequently with students who have been confused for weeks. When the right explanation clicks they move forward with much more confidence.

Another part of the solution is helping students feel comfortable admitting what they do not understand. Many young people keep quiet at school because they do not want to look behind compared to their peers. In one on one support they can ask questions, revisit older skills and learn without pressure. As their confidence grows they become more engaged in class, which naturally leads to improved results.

It is also worth remembering that progress is rarely a straight line. Students move through phases of growth, consolidation and challenge. A dip in performance is usually a sign they are encountering new material or developing more advanced thinking. With guidance and consistent practice they can work through this stage and come out stronger.

Falling behind is not a permanent label. With targeted support, patience and the right strategies, students can regain their footing and often exceed their previous level.

Freddie Le Vay

As a tutor, I spend a lot of time encouraging my students to build healthy study habits, but one of the most valuable lessons I’ve learned myself is the importance of taking breaks. It’s easy to fall into the mindset that productivity means constant focus, constant movement, constant output. But the truth is, neither students nor tutors are designed to operate at full speed all the time.

Some of my most effective sessions have come after giving a student a few minutes to reset, stretch, breathe, grab a drink, or simply step away from a tricky problem. Breaks help reduce stress and allow the brain to process information in the background, often leading to those “lightbulb moments” once we return to the work. I’ve seen students come back more confident, more attentive, and more willing to engage with challenging material.

As tutors, we should also model what we teach. When I pace myself, schedule pauses between sessions, and allow room to breathe, I show my students that rest isn’t a reward, it’s part of learning. Breaks make us sharper, more patient, and more effective. In the end, taking time away from the desk is often what brings us closer to mastering what’s on it.

Avigal Holstein

I have always felt that asking questions is one of the most valuable parts of tutoring. When I ask a student a question, it places them in a moment where they have to stop, think, and engage with the material in a real way. It puts them on the spot, but in a positive and productive sense. I never want a session to feel passive or like the student is simply being spoken at and in my opinion questions help prevent that. They make sure the student is mentally involved and that the time we spend together is genuinely useful.

When I ask questions such as “How did you get that answer?” or “Can you explain that step to me?”, I can quickly see how well the student understands what we are working on or why and where in their thinking they were wrong. Sometimes a student might nod along because they do not want to admit they are confused, however direct questions can reveal those moments. They show me where to slow down, where to repeat something, or where to build on what the student already knows.

I also encourage my students to ask me questions of their own. I believe strongly that a student who asks questions is a student who is thinking. When they ask for clarification or want to check whether they are on the right track, it shows they are trying to piece the topic together for themselves. That type of curiosity tells me they are not just memorizing information but actually trying to understand it.

If no one in the session is asking questions, the learning becomes flat and one sided. It might as well be a recording of someone reading through the content with no interaction at all. Real learning needs dialogue and I think that questions create that dialogue. They facilitate proper understanding of a topic, confidence, and ensure the student and tutor are on the same page.

Alexis Papas

Maths isn’t just another school subject; it’s the operating system beneath almost every decision we make. Kids need it for reasons that go well beyond passing tests. The point is straightforward: learning maths trains the mind to interpret the world in a structured, testable way.

Start with the basics. Numbers describe reality. Whether a child is comparing prices, measuring ingredients, or keeping track of time, they’re already using maths. Without a solid foundation, these everyday tasks become guesswork. With it, decisions become clearer, quicker, and far less prone to error.

Maths also develops a specific style of thinking: breaking problems into parts, testing assumptions, and checking results. These skills don’t stay in the classroom—they shape how kids approach planning, disagreements, creativity, and risk. A child who can reason through a maths problem is practising how to reason through life.

There’s also the job market. Modern work relies on quantitative skills more than ever. Coding, engineering, finance, medicine, architecture, data analysis, every one of these fields depends on mathematical logic. Even careers that feel distant from maths, like design or journalism, increasingly rely on data and measurement. Kids who grow up comfortable with numbers aren’t just “good at maths”; they’re prepared for an economy where analysis is expected.

Finally, maths teaches something subtle but crucial: certainty must be earned. You don’t declare an answer correct, you prove it. That habit builds intellectual honesty. Kids learn that confidence comes from evidence, not assumption.

The case for maths is practical, cognitive, and long-term. Teach kids maths because it’s how they learn to think, decide, and navigate a world built on numbers.

Saoirse Early

In the one-to-one session on percentages, Anthea revisited what a percentage represents and confirmed the student’s prior understanding. She used a bar graph to illustrate how 100% can be partitioned into parts, which helped the student clearly visualise the relationship between percentages, fractions, and whole quantities. Throughout the worked examples, she encouraged the student to verbalise their reasoning, allowing her to respond directly to misconceptions and build confidence.

She did many things well that assisted the student’s learning:

Integrated a bar graph effectively to support conceptual understanding.

Used focused questioning that prompted the student to explain their thinking.

Adjusted the pace according to the student’s needs and provided targeted prompts.

Maintained clear, real-world contexts that made percentage calculations meaningful.

Mary Diamond

There’s a quiet truth tutors eventually discover, students rarely remember the exact explanation you gave but they will remember a good story.

You can walk them through a formula step by step and still get blank stares. But tell them, “Imagine electrons as kids fighting over the last slice of pizza” and suddenly electronegativity makes perfect sense. Or compare an essay introduction to the opening scene of a movie and they instantly know what tone you mean.

Stories stick. They bring colour to things that feel grey. They give concepts a personality, a setting and a feeling and students connect with feelings far more easily than they connect with abstract information.

The best part? You don’t have to be a brilliant storyteller. Even the simplest analogies can transform a tricky idea into something memorable. Fractions become pizza slices. Chemical reactions becomes two sports teams swapping players mid game, forming new combinations with different strengths. A maths denominator becomes the number of seats on a bus. Suddenly the student isn’t wrestling a confusing diagram, they’re imagining something familiar.

This happens because stories offer anchors. A student might forget a sentence you said but they won’t forget the image it created and once they remember the story, the content quietly follows.

The magic is that storytelling also makes tutoring more human. It turns a session from a mini lecture into a conversation. Students relax, laugh and engage because they’re not just learning but they’re relating.

And years later, when they’ve forgotten half the syllabus after finishing school, they’ll still remember that one weird analogy you used and that’s how you know stories really do make learning live a little longer.

Isabella Naumovski

One-on-one tutoring offers a unique opportunity to tailor learning experiences to each student’s needs. To maximise the impact of these sessions, tutors can apply several practical strategies that foster engagement, confidence, and measurable progress.

1. Start with clear goals.
At the beginning of each session, set specific learning objectives. For example, “By the end of today, we’ll solve quadratic equations using factoring.” This provides structure and helps students see tangible progress.

2. Use active learning techniques.
Encourage students to explain concepts back to you in their own words. Techniques like teach-back or asking them to solve problems aloud reinforce understanding and highlight gaps.

3. Break content into manageable chunks.
Instead of overwhelming students with lengthy explanations, divide lessons into short segments followed by practice. This keeps attention focused and reduces cognitive overload.

4. Incorporate real-world examples.
Relating abstract concepts to everyday life makes learning more meaningful. A math tutor might use budgeting scenarios to explain difficult financial maths questions and science tutors might link chemical equations to real life occurrences.

5. Provide immediate feedback.
Correct mistakes gently but promptly, explaining why an answer is incorrect and guiding the student toward the right solution. Timely feedback prevents misconceptions from solidifying.

6. Encourage reflection.
End each session by asking students what they found easy, what was challenging, and what they’d like to revisit. Reflection builds metacognitive skills and empowers learners to take ownership of their progress.

By applying these strategies consistently, tutors can create sessions that are not only educational but also empowering. The key lies in balancing structure with flexibility: adapting to the student’s pace while maintaining clear, achievable goals.

Sophia McLean

Today, I had the opportunity to observe Chris’ Chemistry session, which focused on the topic of solubility equilibria, specifically the solubility product constant (Ksp). The lesson was structured in a clear way, allowing the student to build confidence and understanding as the session progressed. Chris began by revisiting the fundamental concept of Ksp, ensuring the student understood what the solubility product represents and how it is used to predict the formation of precipitates and determine the solubility of ionic compounds in solution. This brief recap set a solid foundation before moving into more complex problem-solving.

Chris then introduced a series of sample questions designed to reinforce the student’s conceptual understanding and develop their analytical skills. He worked through the first few problems alongside the student, modelling the step-by-step approach needed to set up equilibrium expressions, substitute values, and perform calculations accurately. Throughout this process, Chris paused to check for understanding, encouraged the student to verbalise their reasoning, and clarified any misconceptions immediately. His explanations were concise and accessible, helping the student grasp the relationships between ion concentrations, molar solubility, and the numerical value of Ksp.

After demonstrating several examples, Chris gave the student the opportunity to attempt similar questions independently. This shift from guided practice to individual work allowed the student to actively apply what they had learned, building both competence and confidence. Chris remained supportive and attentive, stepping in with prompts when necessary but still giving the student space to think critically and work through challenges.

Overall, the session was highly effective and well-structured. Chris balanced explanation, demonstration, and independent practice, creating an engaging learning environment that strengthened the student’s understanding of Ksp.

Alexander Nikitopoulos

Tutoring primary school students can be both rewarding and challenging. Children at this age are naturally curious, energetic, and imaginative, which makes it the perfect time to turn learning into a fun and engaging experience. When tutoring is enjoyable, students are more motivated, attentive, and confident in their abilities.
One of the most effective ways to make tutoring fun is through games. Learning-based games such as word puzzles, spelling bingo, math board games, and interactive quizzes help children absorb information without feeling pressured. Games introduce a sense of excitement and friendly competition, which keeps students actively involved in the lesson.
Another great approach is to use storytelling and creative activities. Children love stories, and lessons can be built around characters, adventures, and challenges. For example, a math lesson can become a “treasure hunt” where solving problems helps a character move forward, while reading lessons can involve acting out scenes or creating alternative endings. This kind of creativity makes lessons more memorable.
Using visual and hands-on materials also makes a big difference. Colorful charts, flashcards, building blocks, and drawing activities help children better understand and remember concepts. Hands-on learners, in particular, benefit greatly from being able to touch, move, and create as they learn.
Positive reinforcement is just as important as the teaching itself. Praising effort, giving small rewards like stickers, and celebrating improvements no matter how small, boosts confidence and encourage children to keep trying. A happy child is a motivated learner.
Finally, keeping sessions short, varied, and interactive helps maintain focus. Mixing activities, allowing short movement breaks, and listening to students’ interests can transform tutoring from a chore into a fun activity!

Airi Yamanaka

Writing down notes for Math is a little different to most other subjects. While curriculum across subjects might seem similar at face value ordered by topics which may tie into each other as you go on, note-taking for Maths is different both structurally and fundamentally.

Whether you write on paper or online, how you structure your notes will change when it comes to Math. When it comes to identities, formulas, and rules, your explanations rely less on long sentences and more on mathematical reasoning. Especially within calculus, as you progress through each topic, you care less about how you would verbally explain a concept, and more about how you would derive it.

So how do you show this shift in how topics should be described? You rely on the mathematics more than the words. Use graphs, diagrams, and short annotations to support what you’re doing, but the central part is the actual proof or derivation itself. Your notes should not just state a rule they should show how that rule follows from earlier principles. This helps build intuition and also strengthens long-term retention.

Obviously, this doesn’t apply equally to all branches of Math. Linear algebra, for example, is more about explaining structures and relationships vectors, spaces, transformations so your notes may involve more written descriptions. Statistics often requires contextual interpretation. But even in these topics, the same principle holds: the mathematics should do most of the talking.

The goal of good Math notes isn’t to produce a wall of text. It’s to create a logical trail of ideas that you can revisit and immediately understand. You’re just trying to show your clear steps, clean working, justified conclusions, and diagrams where helpful will always beat paragraphs of explanations. It’s about understanding at first, but in courses, once you get the intuition, your notes are what help you come back to those topics, it’s not about completely relearning, but refreshing your understanding.

Felix Panizza